Are we included? Secondary students’ perception of inclusion climate in their schools

Susanne Schwab; Umesh Sharma; Tim Loreman

doi:10.1016/j.tate.2018.05.016

Are we included? Secondary students’ perception of inclusion climate in their schools

Susanne Schwab, Umesh Sharma, Tim Loreman

Research output: Journal Publication › Article › peer-review

61 Citations (Scopus)

Abstract

The study examines secondary school students’ perception of the climate in their classrooms with reference to inclusive education. A key objective of the study was also to examine psychometric properties of a newly developed Inclusion Climate Scale (ICS). Data were obtained using a paper-pencil survey in which 699 students (age = 10–17 years) from North Rhine-Westphalia (Germany) participated. The results of exploratory factor analysis revealed two factors (Factor I: Teacher Support and Care; Factor II: Emotional Experience). The Inclusion Climate Scale along with the two factors it contains showed satisfactory reliability and validity.

Original language	English
Pages (from-to)	31-39
Number of pages	9
Journal	Teaching and Teacher Education
Volume	75
DOIs	https://doi.org/10.1016/j.tate.2018.05.016
Publication status	Published - Oct 2018
Externally published	Yes

Keywords

Class climate
Inclusive education
Quality of inclusion
School wellbeing
Teacher-student relationship

ASJC Scopus subject areas

Education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1016/j.tate.2018.05.016

Cite this

@article{790f7dd9b9174bdda7b744464ac2e9f9,

title = "Are we included? Secondary students{\textquoteright} perception of inclusion climate in their schools",

abstract = "The study examines secondary school students{\textquoteright} perception of the climate in their classrooms with reference to inclusive education. A key objective of the study was also to examine psychometric properties of a newly developed Inclusion Climate Scale (ICS). Data were obtained using a paper-pencil survey in which 699 students (age = 10–17 years) from North Rhine-Westphalia (Germany) participated. The results of exploratory factor analysis revealed two factors (Factor I: Teacher Support and Care; Factor II: Emotional Experience). The Inclusion Climate Scale along with the two factors it contains showed satisfactory reliability and validity.",

keywords = "Class climate, Inclusive education, Quality of inclusion, School wellbeing, Teacher-student relationship",

author = "Susanne Schwab and Umesh Sharma and Tim Loreman",

note = "Publisher Copyright: {\textcopyright} 2018 Elsevier Ltd",

year = "2018",

month = oct,

doi = "10.1016/j.tate.2018.05.016",

language = "English",

volume = "75",

pages = "31--39",

journal = "Teaching and Teacher Education",

issn = "0742-051X",

publisher = "Elsevier Ltd.",

}

TY - JOUR

T1 - Are we included? Secondary students’ perception of inclusion climate in their schools

AU - Schwab, Susanne

AU - Sharma, Umesh

AU - Loreman, Tim

PY - 2018/10

Y1 - 2018/10

N2 - The study examines secondary school students’ perception of the climate in their classrooms with reference to inclusive education. A key objective of the study was also to examine psychometric properties of a newly developed Inclusion Climate Scale (ICS). Data were obtained using a paper-pencil survey in which 699 students (age = 10–17 years) from North Rhine-Westphalia (Germany) participated. The results of exploratory factor analysis revealed two factors (Factor I: Teacher Support and Care; Factor II: Emotional Experience). The Inclusion Climate Scale along with the two factors it contains showed satisfactory reliability and validity.

AB - The study examines secondary school students’ perception of the climate in their classrooms with reference to inclusive education. A key objective of the study was also to examine psychometric properties of a newly developed Inclusion Climate Scale (ICS). Data were obtained using a paper-pencil survey in which 699 students (age = 10–17 years) from North Rhine-Westphalia (Germany) participated. The results of exploratory factor analysis revealed two factors (Factor I: Teacher Support and Care; Factor II: Emotional Experience). The Inclusion Climate Scale along with the two factors it contains showed satisfactory reliability and validity.

KW - Class climate

KW - Inclusive education

KW - Quality of inclusion

KW - School wellbeing

KW - Teacher-student relationship

UR - https://www.scopus.com/pages/publications/85048291838

U2 - 10.1016/j.tate.2018.05.016

DO - 10.1016/j.tate.2018.05.016

M3 - Article

AN - SCOPUS:85048291838

SN - 0742-051X

VL - 75

SP - 31

EP - 39

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

ER -

Are we included? Secondary students’ perception of inclusion climate in their schools

Abstract

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

Other files and links

Fingerprint

Cite this