Assessing dimensions of inclusion from students’ perspective–measurement invariance across students with learning disabilities in different educational settings

European Journal of Special Needs Education

Volumn 35, Issue 3, 2020, Pages 287-302

  Knickenberg, Margarita ^a   L A Zurbriggen, Carmen ^a   Venetz, Martin ^b   Schwab, Susanne ^c,d   Gebhardt, Markus ^e  

^a BIELEFELD UNIVERSITY   (Germany)

^b University of Applied Sciences of Special Needs Education Zurich   (Switzerland)

^c UNIVERSITY OF VIENNA   (Austria)

^d NORTH WEST UNIVERSITY   (South Africa)

^e TU DORTMUND UNIVERSITY   (Germany)

Author keywords

academic self concept (ASC); emotional inclusion (EI); Learning disabilities (LD); measurement invariance; social inclusion (SI); special schools

Indexed keywords

ADOLESCENT; ARTICLE; BODY IMAGE; CHILD; CONFIRMATORY FACTOR ANALYSIS; DEPTH PERCEPTION; DSM-5; EMOTION; EMOTIONAL STRESS; EMOTIONAL WELL-BEING; EXPLORATORY FACTOR ANALYSIS; FEMALE; FINITE ELEMENT ANALYSIS; HUMAN; HUMAN EXPERIMENT; INTERPERSONAL COMMUNICATION; LANGUAGE ABILITY; LEARNING; LEARNING DISORDER; MALE; PERCEPTION; QUESTIONNAIRE; SCHOOL CHILD; SELF CONCEPT; SOCIAL INCLUSION; SOCIAL STATUS; SPECIAL EDUCATION;

EID: 85088909975     PISSN: 08856257     EISSN: 1469591X     Source Type: Journal    
DOI: 10.1080/08856257.2019.1646958     Document Type: Article

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