847
Views
0
CrossRef citations to date
0
Altmetric
STUDENT LEARNING, CHILDHOOD & VOICES

Exploring Mexican lower secondary school students’ perceptions of inclusion

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Article: 2203971 | Received 17 Jan 2023, Accepted 11 Apr 2023, Published online: 18 Apr 2023

References

  • Alnahdi, G. H., & Schwab, S. (2021). Inclusive education in Saudi Arabia and Germany: Students’ perception of school well-being, social inclusion, and academic self-concept. European Journal of Special Needs Education, 36(5), 773–17. https://doi.org/10.1080/08856257.2020.1823163
  • Ato, E., Galián, M. D., & Fernández-Vilar, M. A. (2014). Gender as predictor of social rejection: the mediating/moderating role of effortful control and parenting [El género como predictor de rechazo social: el papel mediador/moderador del control con esfuerzo y crianza de los hijos]. Anales de Psicología, 30(3). https://doi.org/10.6018/analesps.30.3.193171
  • Bear, G. G., Minke, K. M., & Manning, M. A. (2002). Self-concept of students with learning disabilities: A Meta-analysis. School Psychology Review, 31(3), 405–427. https://doi.org/10.1080/02796015.2002.12086165
  • Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246. https://doi.org/10.1037/0033-2909.107.2.238
  • Blanco, H., Ornelas, M., Aguirre, J., & Guedea, J. (2012). Autoeficacia percibida en conductas académicas [Perceived self-efficacy in academic behaviors]. Revista Mexicana de Investigación Educativa, 17, 557–571.
  • Bläßler, J., & Schwarzer, R. (1996). Evaluación de la autoeficacia: Adaptación española de la escala de autoeficacia general [Measuring generalized self-beliefs: A Spanish adaptation of the General Self-Efficacy scale]. Ansiedad y Estrés, 2(1), 1–8.
  • Bong, M., & Skaalvik, E. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1–40. https://doi.org/10.1023/A:1021302408382
  • Bossaert, G., Colpin, H., Pijl, S. J., & Petry, K. (2013). Truly included? A literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education, 17(1), 60–79. https://doi.org/10.1080/13603116.2011.580464
  • Briones, E., Tabernero, C., & Arenas, A. (2005). Variables psicosociales relacionadas con el proceso de integración social de los estudiantes inmigrantes. Culture and Education, 17(4), 337–347. https://doi.org/10.1174/113564005775133766
  • Bücker, S., Nuraydin, S., Simonsmeier, B. A., Schneider, M., & Luhmann, M. (2018). Subjective well-being and academic achievement: A meta-analysis. Journal of Research in Personality, 74, 83–94. https://doi.org/10.1016/j.jrp.2018.02.007
  • Bundgaard, K., & Brøgger, M. N. (2019). Who is the back translator? An integrative literature review of back translator descriptions in cross-cultural adaptation of research instruments. Perspectives, 27(6), 833–845. https://doi.org/10.1080/0907676X.2018.1544649
  • Byrne, B. M. (2013). Structural equation modeling with Mplus: Basic concepts, applications, and programming. Routledge.
  • Céspedes, C., Rubio, A., Viñas, F., Cerrato, S. M., Lara Órdenes, E., & Ríos, J. (2021). Relationship between self-concept, self-efficacy, and subjective well-being of native and migrant adolescents. Frontiers in Psychology, 11, 62078. https://doi.org/10.3389/fpsyg.2020.620782
  • Contreras, S. R., & Cedillo, I. G. (2013). Educación especial en México. Desafíos de la educación inclusiva. Revista latinoamericana de educación inclusiva, 7(2), 77–91.
  • De Caroli, M. E., & Sagone, E. (2014). Generalized self-efficacy and well-being in adolescents with high vs. low scholastic self-efficacy. Procedia - Social and Behavioral Sciences, 141, 867–874. https://doi.org/10.1016/j.sbspro.2014.05.152
  • De Leeuw, R. R., De Boer, A. A., & Minnaert, A. E. M. G. (2018). Student voices on social exclusion in general primary schools. European Journal of Special Needs Education, 33(2), 166–186. https://doi.org/10.1080/08856257.2018.1424783
  • DeVries, J. M., Knickenberg, M., & Trygger, M. (2022). Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden. European Journal of Special Needs Education, 37(3), 511–525. https://doi.org/10.1080/08856257.2021.1911523
  • DeVries, J. M., Szardenings, C., Doebler, P., & Gebhardt, M. (2021). Subject-specific Self-concept and global self-esteem mediate risk factors for lower competency in mathematics and reading. Social Sciences, 10(1), 11. https://doi.org/10.3390/socsci10010011
  • DeVries, J. M., Voß, S., & Gebhardt, M. (2018). Do learners with special education needs really feel included? Evidence from the perception of inclusion questionnaire and strengths and difficulties questionnaire. Research in Developmental Disabilities, 83, 28–36. https://doi.org/10.1016/j.ridd.2018.07.007
  • De Witte, K., Cabus, S., Thyssen, G., Groot, W., & Maassen van den Brink, H. (2013). A critical review of the literature on school dropout. Educational Research Review, 10, 13–28. https://doi.org/10.1016/j.edurev.2013.05.002
  • Drane, C. F., Vernon, L., & O’Shea, S. (2021). Vulnerable learners in the age of COVID-19: A scoping review. The Australian Educational Researcher, 48(4), 585–604. https://doi.org/10.1007/s13384-020-00409-5
  • Ecclestone, K. (2012). From emotional and psychological well-being to character education: Challenging policy discourses of behavioural science and ‘vulnerability’. Research Papers in Education, 27(4), 463–480. https://doi.org/10.1080/02671522.2012.690241
  • European Agency for Special Needs and Inclusive Education. (2017). European Agency Statistics on Inclusive Education: 2014 Dataset Cross-Country Report. European Agency for Special Needs and Inclusive Education (european-agency.org). Retrieved from https://www.european-agency.org/resources/publications/european-agency-statistics-inclusive-education-2014-dataset-cross-country
  • Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19(4), 499–505. https://doi.org/10.1016/j.lindif.2009.05.004
  • Flack, C. B., Walker, L., Bickerstaff, A., Earle, H., & Margetts, C. (2020). Educator perspectives on the impact of COVID-19 on teaching and learning in Australia and New Zealand. Pivot Professional Learning.
  • Forlin, C., García-Cedillo, I., Romero-Contreras, S., Fletcher, T., & Rodríguez Hernández, H. J. (2010). Inclusion in Mexico: Ensuring supportive attitudes by newly graduated teachers. International Journal of Inclusive Education, 14(7), 723–739. https://doi.org/10.1080/13603111003778569
  • Frostad, P., Pijl, S. J., & Mjaavatn, P. E. (2015). Losing all interest in school: Social participation as a predictor of the intention to leave upper secondary school early. Scandinavian Journal of Educational Research, 59(1), 110–122. https://doi.org/10.1080/00313831.2014.904420
  • García-Cedillo, I. G. (2018). La educación inclusiva en la Reforma Educativa de México. Revista de Educación Inclusiva, 11(2), 51–62.
  • García-Cedillo, I., Romero-Contreras, S., & Ramos-Abadie, L. (2015). Where do Mexico and Chile stand on inclusive education?: Inclusion in Mexico and Chile. International Journal of Special Education, 30(5), 145–156.
  • Gómez, V., De Posada, C. V., Barrera, F., & Cruz, J. E. (2007). Factores predictores de bienestar subjetivo en una muestra colombiana. Revista Latinoamericana de Psicología, 39(2), 311–325.
  • Guillemot, F., & Hessels, M. G. P. (2022). Validation of the student version of the perceptions of inclusion questionnaire on a sample of French students. European Journal of Special Needs Education, 37(5), 850–865. https://doi.org/10.1080/08856257.2021.1961195
  • Haeberlin, U., Moser, U., Bless, G., & Klaghofer, R. (1989). Fragebogen zur Erfassung von Dimensionen der Integration von Schülern (FDI 4-6). Psychologie in Erziehung Und Unterricht, 36(1), 17–26.
  • Hascher, T. (2004). Wohlbefinden in der Schule. Waxmann.
  • Hevia, F. J., Vergara-Lope, S., Velásquez-Durán, A., & Calderón, D. (2022). Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico. International Journal of Educational Development, 88, 88. https://doi.org/10.1016/j.ijedudev.2021.102515
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
  • Klassen, R. M. (2010). Confidence to manage learning: The self-efficacy for self-regulated learning of early adolescents with learning disabilities. Learning Disability Quarterly, 33(1), 19–30. https://doi.org/10.1177/073194871003300102
  • Knickenberg, M., Zurbriggen, C. L. A., & Schwab, S. (2022). Validation of the student version of the perceptions of inclusion questionnaire in primary and secondary education settings. SAGE Open, 12(1), 215824402210798. https://doi.org/10.1177/21582440221079896
  • Knickenberg, M., Zurbriggen, C. L. A., Venetz, M., Schwab, S., & Gebhardt, M. (2020). Assessing dimensions of inclusion from students’ perspective – measurement invariance across students with learning disabilities in different educational settings. European Journal of Special Needs Education, 35(3), 287–302. https://doi.org/10.1080/08856257.2019.1646958
  • Krull, J., Wilbert, J., & Hennemann, T. (2018). Does social exclusion by classmates lead to behaviour problems and learning difficulties or vice versa? A cross-lagged panel analysis. European Journal of Special Needs Education, 33(2), 235–253. https://doi.org/10.1080/08856257.2018.1424780
  • Lavin, C. E., Francis, G. L., Mason, L. H., & LeSueur, R. F. (2022). Perceptions of inclusive education in Mexico City: An exploratory study. International Journal of Disability Development and Education, 69(3), 1065–1079. https://doi.org/10.1080/1034912X.2020.1749572
  • Lavin, C. E., Lavin, G., Mason, L. H., & LeSueur, R. F. (2020). Perceptions of Inclusive Education in Mexico City: An Exploratory Study. International Journal of Disability Development and Education, 69(3). https://doi.org/10.1080/1034912X.2020.1749572
  • Liang, X., & Yang, Y. (2014). An evaluation of WLSMV and Bayesian methods for confirmatory factor analysis with categorical indicators. International Journal of Quantitative Research in Education, 2(1), 17–38. https://doi.org/10.1504/IJQRE.2014.060972
  • Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., Linney, C., McManus, M. N., Borwick, C., & Crawley, E. (2020). Rapid systematic review: The impact of social isolation and loneliness on the mental health of children and adolescents in the context of COVID-19. Journal of the American Academy of Child & Adolescent Psychiatry, 59(11), 1218–1239. https://doi.org/10.1016/j.jaac.2020.05.009
  • López, V., Oyanedel, J. C., Bilbao, M., Torres, J., Oyarzún, D., Morales, M., Ascorra, P., & Carrasco, C. (2017). School achievement and performance in chilean high schools: The mediating role of subjective wellbeing in school-related evaluations. Frontiers in Psycholology, 8, 1189. https://doi.org/10.3389/fpsyg.2017.01189
  • Lüdtke, O., Köller, O., Marsh, H. W., & Trautwein, U. (2005). Teacher frame of reference and the big-fish–little-pond effect. Contemporary Educational Psychology, 30(3), 263–285. https://doi.org/10.1016/j.cedpsych.2004.10.002
  • Mælan, E. N., Gustavsen, A. M., Stranger-Johannessen, E., & Nordahl, T. (2021). Norwegian students’ experiences of homeschooling during the COVID-19 pandemic. European Journal of Special Needs Education, 36(1), 5–19. https://doi.org/10.1080/08856257.2021.1872843
  • Malo, S., Bataller, S., Casas, F., Gras, M. E., & González, M. (2011). [Psychometric analysis of the AF5 multidimensional scale of self-concept in a sample of adolescents and adults in Catalonia]. Psicothema, 23(4), 871–878.
  • Márquez, E. A. P., Neri, H. M. O., Neri, C. M. O., Bugarín, A. G., & Chávez, A. M. (2021). Educación inclusiva con alumnos regulares y con necesidades educativas especiales en el aula. Revista de Educación Inclusiva, 14(1), 168–187. https://doi.org/10.37853/pqe.e202030
  • Marsh, H. W., Tracey, D. K., & Craven, R. G. (2006). Multidimensional self-concept structure for preadolescents with mild intellectual disabilities: A hybrid multigroup-mimic approach to factorial invariance and latent mean differences. Educational and Psychological Measurement, 66(5), 795–818. https://doi.org/10.1177/0013164405285910
  • Marsh, H. W., Trautwein, U., Lüdtke, O., & Köller, O. (2008). Social comparison and big-fish-little-pond effects on self-concept and other self-belief constructs: Role of generalized and specific others. Journal of Educational Psychology, 100(3), 510–524. https://doi.org/10.1037/0022-0663.100.3.510
  • Nusser, L., & Wolter, I. (2016). There’s plenty more fish in the sea. Das akademische Selbstkonzept von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf Lernen in integrativen und segregierten Schulsettings. Empirische Pädagogik, 30(1), 130–143.
  • OECD. (2018). The resilience of students with an immigrant background: Factors that shape well-being. OECD Publishing. https://doi.org/10.1787/9789264292093-en
  • OECD. (2019). Strong foundations for quality and equity in Mexican schools. OECD Publishing. https://doi.org/10.1787/9789264312548-en
  • OECD. (2023). Equity and inclusion in education: Finding strength through diversity. OECD Publishing. https://doi.org/10.1787/e9072e21-en
  • Official Gazette of the Federation (Diario Oficial de la Federación, & DOF). (2011) . Ley General de la Educación [General Education Law] (DOF 11–16-11). Cámara de Diputados.
  • Official Gazette of the Federation (Diario Oficial de la Federación; DOF) (red.). (2017). Official Gazette of the Federation (Diario Oficial de la Federación; DOF) (red.) ( DOF 29-12-2017). Cámara de Diputados.
  • Pijl, S. J., Frostad, P., & Mjaavatn, P. E. (2014). Students with special educational needs in secondary education: Are they intending to learn or to leave? European Journal of Special Needs Education, 29(1), 16–28. https://doi.org/10.1080/08856257.2013.830442
  • Pozas, M., González Trujillo, C. J., & Letzel, V. (2021). A change of perspective – Exploring Mexican primary and secondary school students’ perceptions of their teachers differentiated instructional practice. Journal of Research in Special Educational Needs, 21(3), 222–232. https://doi.org/10.1111/1471-3802.12514
  • Pozas, M., González Trujillo, C. J., & Letzel-Alt, V. (2021). Mexican school students’ perceptions of inclusion: A brief report on students’ social inclusion, emotional well-being, and academic self-concept at school. Frontiers in Education, 8(1069193). https://doi.org/10.3389/feduc.2023.1069193
  • Pozas, M., González Trujillo, C. J., & Letzel-Alt, V. (2023). Mexican school students' perceptions of inclusion-A brief report on students' social inclusion, emotional well-being, and academic self-concept at school. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1069193
  • Pozas, M., Letzel, V., Lindner, K. -T., & Schwab, S. (2021). DI (Differentiated Instruction) does matter! The effects of DI on secondary school students’ well-being, social inclusion and academic self-concept. Frontiers in Education, 6, 729027. https://doi.org/10.3389/feduc.2021.729027
  • Putnick, D. L., & Bornstein, M. H. (2016). Measurement invariance conventions and reporting: The State of the art and future directions for psychological research. Developmental Review, 41, 71–90. https://doi.org/10.1016/j.dr.2016.06.004
  • Romero-Contreras, S., & García-Cedillo, I. (2013). Educación Especial en México. Desafíos de la Educación Inclusiva. Revista latinoamericana de educación inclusiva, 7(2), 77–91.
  • Romero-Contreras, S., García-Cedillo, I., & Fletcher, T. (2013). The Challenge of curriculum coherency and relevance in pre-service teacher training for inclusive education in Mexico. In P. Jones (Ed.), Bringing insider perspectives into inclusive teacher learning: Potentials and challenges for educational professionals (pp. 103–121). Routledge.
  • Rossmann, P., Gasteiger-Klicpera, B., Gebhardt, M., Roloff, C., & Weindl, A. (2011). Zum Selbstkonzept von SchülerInnen mit Sonderpädagogischem Förderbedarf in Sonderschulen und Integrationsklassen: Ein empirisch fundierter Diskussionsbeitrag. In R. Mikula & H. Kittl-Satran (Eds.), Dimension der Erziehungs- und Bildungswissenschaft (pp. 107–120). Leykam.
  • Santiago, P., McGregor, I., Nusche, D., Ravela, P., & Toledo, D. (2012). OECD Reviews of Evaluation and Assessment in Education: Mexico 2012. OECD Publishing. https://doi.org/10.1787/9789264172647-en
  • Savolainen, P. A., Timmermans, A. C., & Savolainen, H. K. (2018). Part-time special education predicts students’ reading self-concept development. Learning and Individual Differences, 68, 85–95. https://doi.org/10.1016/j.lindif.2018.10.005
  • Scherer, R. (2013). Further evidence on the structural relationship between academic self-concept and self-efficacy: On the effects of domain specificity. Learning and Individual Differences, 28, 9–19. https://doi.org/10.1016/j.lindif.2013.09.008
  • Schmidt, M., Schwab, S., & Zurbriggen, C. (2021). Social inclusion, emotional inclusion and academic self-concept of Slovenian students with learning disabilities. Sodobna Pedagogika, 72(2), 218–234.
  • Schneekloth, U., & Andresen, S. (2013). Was Fair und was Unfair ist: Die verschiedenen Gesichter von Gerechtigkeit. In W. V. Deutschland (Ed.), Kinder in Deutschland 2013: 3. World Vision Kinderstudie (pp. 48–78). World Vision Deutschland.
  • Schwab, S. (2014). Haben sie wirklich ein anderes Selbstkonzept? Ein empirischer Vergleich von Schülern mit und ohne sonderpädagogischem Förderbedarf im Bereich Lernen. Zeitschrift für Heilpädagogik, 65(3), 116–121.
  • Schwab, S. (2018a). Soziale Partizipation von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf. In K. Rathmann & K. Hurrelmann (Eds.), Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion (pp. 238–255). Beltz Juventa.
  • Schwab, S. (2018b). Who intends to learn and who intends to leave? The intention to leave education early among students from inclusive and regular classes in primary and secondary schools. School Effectiveness and School Improvement, 29(4), 573–589. https://doi.org/10.1080/09243453.2018.1481871
  • Schwab, S. (2020). Inclusive and Special Education in Europe. In U. Sharma & S. J. Salend (Eds.), The Oxford Encyclopedia of Inclusive and Special Education (pp. 807–819). Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1230
  • Schwab, S., & Alnahdi, G. H. (2020). Teachers’ Judgments of Students’ school-wellbeing, social inclusion, and academic self-concept: A multi-trait-multimethod analysis using the perception of inclusion questionnaire. Frontiers in Psychology, 11, 1498. https://doi.org/10.3389/fpsyg.2020.01498
  • Schwab, S., Goldan, J., & Hoffmann, L. (2019). Individuelles Feedback als Bestandteil inklusiven Unterrichts? Eine empirische Studie über die Wahrnehmung von individuellem Lehrkräftefeedback aus Schülersicht. In M.-C. Vierbuchen & F. Bartels (Eds.), Feedback in der Unterrichtspraxis.: Schülerinnen und Schüler beim Lernen wirksam unterstützen (pp. 95–108). Kohlhammer.
  • Schwab, S., Sharma, U., & Loreman, T. (2018). Are we included? secondary students’ perceptions of inclusion climate in their schools. Teaching and Teacher Education, 75, 31–39. https://doi.org/10.1016/j.tate.2018.05.016
  • Schwab, S., Zurbriggen, C. L. A., & Venetz, M. (2020). Agreement among student, parent and teacher ratings of school inclusion: A multitrait-multimethod analysis. Journal of School Psychology, 82, 1–16. https://doi.org/10.1016/j.jsp.2020.07.003
  • Schwarzer, R., & Jerusalem, M., Eds. (1999). Skalen zur Erfassung von Lehrer- und Schülermerkmalen. In Dokumentation der psychometrischen Verfahren im Rahmen der Wissenschaftlichen Begleitung des Modellversuchs Selbstwirksame Schulen. Freie Universität Berlin. http://userpage.fu-berlin.de/~health/self/skalendoku_selbstwirksame_schulen.pdf
  • Seaton, M., Marsh, H. W., & Craven, R. G. (2010). Big-fish-little-pond effect: Generalizability and moderation – two sides of the same coin. American Educational Research Journal, 47(2), 390–433. https://doi.org/10.3102/0002831209350493
  • Secretaría de Educación Pública, S. (2010). Seminario de actualización para profesores de educación especial y regular. Módulo tres: Currículo, didáctica y adecuaciones curriculares [Training seminar for regular and especial education teachers: Module three: Curriculum, didactics and curricular adaptations. SEP.
  • Skrzypiec, G., Askell-Williams, H., Slee, P., & Rudzinski, A. (2016). Students with self-identified special educational needs and disabilities (si-SEND): Flourishing or languishing! International Journal of Disability Development and Education, 63(1), 7–26. https://doi.org/10.1080/1034912X.2015.1111301
  • Styck, K. M., Malecki, C. K., Ogg, J., & Demaray, M. K. (2021). Measuring covid-19-related stress among 4th through 12th grade students. School Psychology Review, 50(4), 530–545. https://doi.org/10.1080/2372966X.2020.1857658
  • Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
  • UNESCO, A. (2018). Guide for ensuring inclusion and equity in education (2017), United Nations Educational. In Scientific and Cultural Organization (Vol. 7). France. https://unesdoc.unesco.org/ark:/48223/pf0000248254
  • Valdés-Cuervo, A. A., Sánchez Escobedo, P. A., & Valadez-Sierra, M. D. (2015). Gender differences in self-concept, locus of control, and goal orientation in Mexican high-achieving students. Gifted and Talented International, 30(1–2), 19–24. https://doi.org/10.1080/15332276.2015.1137451
  • Venetz, M., Tarnutzer, R., Zurbriggen, C., & Sempert, W. (2010). Qualität des Erlebens von Lernenden in integrativen und separativen Schulformen. Interkantonale Hochschule Für Heilpädagogik Zürich.
  • Venetz, M., Zurbriggen, C., & Eckhart, M. (2014). Entwicklung und erste Validierung einer Kurzversion des “Fragebogens zur Erfassung von Dimensionen der Integration von Schülern (FDI 4-6)” von Haeberlin, Moser, Bless und Klaghofer. Empirische Sonderpädagogik, 6(2), 99–113. https://doi.org/10.25656/01:9247
  • Venetz, M., Zurbriggen, C. L. A., Eckhart, Z. M., Schwab, S., & Hessels, M. G. (2015). The Perceptions of Inclusion Questionnaire (PIQ). https://piqinfo.ch/
  • Venetz, M., Zurbriggen, C. L. A., & Schwab, S. (2019). What do teachers think about their students’ inclusion? Consistency of students’ self-reports and teacher ratings. Frontiers in Psychology, 10, 1637. https://doi.org/10.3389/fpsyg.2019.01637
  • Weber, K., & Freund, A. (2017). Selbstkonzept und Wohlbefinden im Kontext schulischer Inklusion - quantitative und qualitative Befunde [Self-concept and well-being in inclusive education - quantitative and qualitative findings]. Empirische Pädagogik, 31, 230–248.
  • Wyse, A., Stickney, E. M., Butz, D., Beckler, A., & Close, C. N. (2020). The potential impact of COVID-19 on student learning and how schools can respond. Educational Measurement: Issues and Practice, 39(3), 60–64. https://doi.org/10.1111/emip.12357
  • Zhizhko, E. A. (2020). Inclusión de los niños con capacidades diferentes en escuelas regulares en México: propósitos y realidad. Andamios, Revista de Investigación Social, 17(43), 249–270. https://doi.org/10.29092/uacm.v17i43.774
  • Zurbriggen, C. L. A., Venetz, M., & Hinni, C. (2018). The quality of experience of students with and without special educational needs in everyday life and when relating to peers. European Journal of Special Needs Education, 33(2), 205–220. https://doi.org/10.1080/08856257.2018.1424777
  • Zurbriggen, C. L. A., Venetz, M., Schwab, S., & Hessels, M. G. P. (2019). A psychometric analysis of the student version of the Perceptions of Inclusion Questionnaire (PIQ). European Journal of Psychological Assessment, 35(5), 641–649. https://doi.org/10.1027/1015-5759/a000443
  • Zwierzchowska, A., Kostorz, K., Rosołek, B., & Tomińska-Conte, E. (2022). Validation of the Perceptions of inclusion questionnaire including pe teachers’ opinion as part of an innovative use of the tool. Sustainability, 14(6), 3241. https://doi.org/10.3390/su14063241