Susanne Schwab

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

Tim Loreman, Umesh Sharma, Susanne Schwab, 2018, Teaching and Teacher Education.

Achievement and Integration of Students with and without Special Educational Needs (SEN) in the Fifth Grade

Mathias Krammer, Markus Gebhardt, Susanne Schwab, 2012 .

Predictors of non‐compliant classroom behaviour of secondary school students. Identifying the influence of sex, learning problems, behaviour problems, social behaviour, peer relations and student–teacher relations

Kurt Reusser, Boris Eckstein, Susanne Schwab, 2018, Journal of Research in Special Educational Needs.

Effects of a Whole-Class Reading Program Designed for Different Reading Levels and the Learning Needs of L1 and L2 Children

B. Gasteiger-Klicpera, S. Seifert, Susanne Schwab, 2016 .

Teachers’ beliefs about peer social interactions and their relationship to practice in Chinese inclusive preschools

S. Perren, Run Tan, Susanne Schwab, 2021, International Journal of Early Years Education.

Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis

Susanne Schwab, Katharina Lindner, S. Schwab, 2020, International Journal of Inclusive Education.

Bullying: Group differences of being victim and being bully and the influence of social relations

Sebastian Wahl, Susanne Schwab, Niklas Hamel, 2021 .

DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept

M. Pozas, Susanne Schwab, Katharina Lindner, 2021, Frontiers in Education.

What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings

Carmen L. A. Zurbriggen, Susanne Schwab, Martin Venetz, 2019, Front. Psychol..

The Gender-Specific Role of Social Relationships for School Well-Being in Primary School

Susanne Schwab, Stefan Markus, Svenja Rieser, 2022, Zeitschrift für Psychologie.

Reading Intervention in Second-grade Children with Poor Reading Abilities

B. Gasteiger-Klicpera, S. Seifert, Susanne Schwab, 2013 .

Inclusion of multilingual students—teachers’ perceptions on language support models

Susanne Schwab, Marie Gitschthaler, Julia Kast, 2021, International Journal of Inclusive Education.

Preventing bullying and promoting inclusion

Susanne Schwab, 2021 .

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

Susanne Schwab, 2018, School Effectiveness and School Improvement.

Peer integration, teacher-student relationships and the associations with depressive symptoms in secondary school students with and without special needs

P. Rossmann, Susanne Schwab, S. Schwab, 2020, Educational Studies.

The Circle of Friends intervention: a research synthesis

E. Avramidis, Susanne Schwab, Sepideh Hassani, 2021, European Journal of Special Needs Education.

Social participation of students with special educational needs

M. Nel, Susanne Schwab, Frank Hellmich, 2018 .

Social classroom climate and personalised instruction as predictors of students’ social participation

M. Lehofer, Carmen L. A. Zurbriggen, V. Hofmann, 2021, International Journal of Inclusive Education.

Investigating teachers’ dyadic self-efficacy and its correlations to students’ perceptions of teacher efficacy and student well-being

H. Savolainen, Susanne Schwab, Katharina Lindner, 2022, Educational Psychology.

Predicting a high rate of self-assessed and parent-assessed peer problems--Is it typical for students with disabilities?

Markus Gebhardt, M. G. Hessels, Lena Nusser, 2016, Research in developmental disabilities.

Classroom behavioural climate in inclusive education – a study on secondary students’ perceptions

V. Närhi, H. Savolainen, Susanne Schwab, 2021, Journal of Research in Special Educational Needs.

Social participation in the context of inclusive education: primary school students’ friendship networks from students’ and teachers’ perspectives

Christoph Helm, Susanne Schwab, Stefan Markus, 2021, European Journal of Special Needs Education.

Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers

C. Schneider, P. Dias, M. Pozas, 2022, Frontiers in Education.

Promoting Factors of Social Inclusion of Students With Special Educational Needs: Perspectives of Parents, Teachers, and Students

Susanne Schwab, Cornelia Gerdenitsch, Katharina Lindner, 2022, Frontiers in Education.

Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources

A. Paseka, Susanne Schwab, 2019, European Journal of Special Needs Education.

Exploring the effects of the COVID-19 emergency remote education on students’ social and academic integration in higher education in Austria

Susanne Schwab, G. Alnahdi, K. Resch, 2022, Higher Education Research & Development.

Teachers’ Implementation of Inclusive Teaching Practices as a Potential Predictor for Students’ Perception of Academic, Social and Emotional Inclusion

Susanne Schwab, Katharina Lindner, G. Alnahdi, 2022, Frontiers in Psychology.

The Positive Impact of Joint Activities on Students Attitudes Toward Peers With Disabilities

Susanne Schwab, G. Alnahdi, Ayman Elahdi, 2021, Frontiers in Psychology.

Agreement among student, parent and teacher ratings of school inclusion: A multitrait-multimethod analysis.

Carmen L. A. Zurbriggen, Susanne Schwab, Martin Venetz, 2020, Journal of school psychology.

Are we good friends? – Friendship preferences and the quantity and quality of mutual friendships

M. Lehofer, Jürgen Wilbert, Susanne Schwab, 2020 .

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

Markus Gebhardt, Susanne Schwab, Martin Venetz, 2020, European Journal of Special Needs Education.

A Psychometric Analysis of the Student Version of the Perceptions of Inclusion Questionnaire (PIQ)

M. G. Hessels, Carmen L. A. Zurbriggen, Susanne Schwab, 2019, European Journal of Psychological Assessment.

Fostering Social Participation in Inclusive Classrooms of Students who are Deaf

Christoforos Mamas, Susanne Schwab, Tanja Wimberger, 2019, International Journal of Disability, Development and Education.

Social acceptance of students with Down syndrome and students without disability

Markus Gebhardt, Susanne Schwab, Christian M. Huber, 2016 .

Evaluation of a short version of the Illinois Loneliness and Social Satisfaction Scale in a sample of students with and without special educational needs – an empirical study with primary and secondary students in Austria

Susanne Schwab, 2015 .

General and special education teachers' perceptions of teamwork in inclusive classrooms at elementary and secondary schools

A. Gegenfurtner, Mathias Krammer, Markus Gebhardt, 2015 .

Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria.

Susanne Schwab, 2015, Research in developmental disabilities.

Achievement Goals, School Achievement, Self-Estimations of School Achievement, and Calibration in Students With and Without Special Education Needs in Inclusive Education

M. G. Hessels, Susanne Schwab, 2015 .

[School well-being of students with and without special educational needs--a comparison of students in inclusive and regular classes].

Norbert K Tanzer, P. Rossmann, Susanne Schwab, 2015, Zeitschrift fur Kinder- und Jugendpsychiatrie und Psychotherapie.

The Relationship Between Social and Emotional Integration and Reading Ability in Students With and Without Special Educational Needs in Inclusive Classes

Mathias Krammer, B. Gasteiger-Klicpera, Markus Gebhardt, 2015, Journal of Cognitive Education and Psychology.

Linking self-rated social inclusion to social behaviour. An empirical study of students with and without special education needs in secondary schools

Mathias Krammer, B. Gasteiger-Klicpera, Markus Gebhardt, 2015 .

Mathematics Performance and Metacognitive Behaviors During Task Resolution and the Self-Concept of Students with and without Learning Disabilities in Secondary Education

M. G. Hessels, Susanne Schwab, S. Schwab, 2015 .

Achievement Goals in Students With Learning Disabilities, Emotional or Behavioral Disorders, and Low IQ Without Special Educational Needs

Susanne Schwab, 2014, Journal of Cognitive Education and Psychology.

When home turns into quarantine school – new demands on students with special educational needs, their parents and teachers during COVID-19 quarantine

Susanne Schwab, Katharina Lindner, Verena Letzel, 2021 .

Social Participation of German Students with and without a Migration Background

Sebastian Wahl, Susanne Schwab, Niklas Hamel, 2022, Journal of Child and Family Studies.

Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education

Markku Leskinen, H. Savolainen, Susanne Schwab, 2022, Teaching and Teacher Education.

Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis

H. Savolainen, Susanne Schwab, Olli-Pekka Malinen, 2020, International Journal of Inclusive Education.

The role of students’ experiences in attitude formation towards peers with non-compliant classroom behaviour in inclusive primary schools

Susanne Schwab, Frank Hellmich, Marwin Felix Loeper, 2021, European Journal of Special Needs Education.

European Research in Inclusive Education

M. G. Hessels, Susanne Schwab, 2015, Journal of Cognitive Education and Psychology.

Attitudes and experiences of parents regarding inclusive and special school education for children with learning and intellectual disabilities

B. Gasteiger-Klicpera, Markus Gebhardt, C. Klicpera, 2013 .

The impact of contact on students' attitudes towards peers with disabilities.

Susanne Schwab, 2017, Research in developmental disabilities.

Teachers’ student-specific self-efficacy in relation to teacher and student variables

Susanne Schwab, S. Schwab, 2019, Educational Psychology.

Measuring Family Quality of Life: Scoping Review of the Available Scales and Future Directions

Susanne Schwab, G. Alnahdi, Arwa Alwadei, 2022, International journal of environmental research and public health.

Psychometric Properties of the Beach Center Family Quality of Life Scale: Arabic Version

Susanne Schwab, G. Alnahdi, Ayman Elhadi, 2021, Journal of Child and Family Studies.

Austrian Elementary School Teachers’ Perception of Professional Challenges During Emergency Distance Teaching due to COVID-19

Susanne Schwab, Katharina Lindner, Flora Woltran, 2021, Frontiers in Education.

Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria

H. Savolainen, Susanne Schwab, Katharina Lindner, 2021, Frontiers in Psychology.

Identifying teachers’ strengths to face COVID-19: narratives from across the globe

Laura Sokal, Umesh Sharma, P. Aiello, 2023, Cambridge Journal of Education.

Parents’ attitudes towards students with a background of migration—Does the background of migration matter?

Norbert K Tanzer, M. Lehofer, Susanne Schwab, 2021 .

Austrian Students’ Perceptions of Social Distancing and Their Emotional Experiences During Distance Learning Due to the COVID-19 Pandemic

C. Schneider, M. Pozas, Susanne Schwab, 2022, Frontiers in Education.

Teaching Multilingual Students During the COVID-19 Pandemic in Austria: Teachers’ Perceptions of Barriers to Distance Learning

Elizabeth J. Erling, Susanne Schwab, Marie Gitschthaler, 2022, Frontiers in Psychology.

Primary school students’ attitudes towards peers displaying hyperactivity: Examining impacts of homophily and inter‐group contact on students’ social inclusion

Zsófia Boda, Susanne Schwab, Sepideh Hassani, 2022, Social Development.

Assessing Reading and Spelling Abilities from Three Different Angles – Correlations between Test Scores, Teachers’ Assessment and Children's Self-assessments in L1 and L2 Children

B. Gasteiger-Klicpera, S. Seifert, Susanne Schwab, 2015 .

Editorial: teachers’ attitudes and self‐efficacy beliefs with regard to inclusive education

P. Aiello, Susanne Schwab, Ineke Pit-Ten Cate, 2019 .

PHYSICAL DISABILITY, STIGMA, AND PHYSICAL ACTIVITY IN CHILDREN: A REPLICA STUDY

Markus Gebhardt, Susanne Schwab, Julio G Mora, 2016 .

Measuring students’ and teachers’ perceptions of resources in inclusive education – validation of a newly developed instrument

Susanne Schwab, Janka Goldan, 2018, International Journal of Inclusive Education.

Testing psychometric properties of the CFT 1-R for students with special educational needs

Julia Gorges, Jörg-Henrik Heine, P. Neumann, 2018 .

Pandemic Education—Insights into Teachers’ Perceptions of Hygiene Measures in Schools Due to COVID-19

Susanne Schwab, Katharina Lindner, Flora Woltran, 2023, International journal of environmental research and public health.

Self-Efficacy of Prospective Austrian and German Primary School Teachers Regarding the Implementation of Inclusive Education.

Susanne Schwab, Frank Hellmich, Gamze Görel, 2017 .

Special Education Major or Attitudes to Predict Teachers' Self-Efficacy for Teaching in Inclusive Education

Susanne Schwab, G. Alnahdi, 2021, Frontiers in Psychology.

Austrian teachers’ attitudes and self-efficacy beliefs regarding at-risk students during home learning due to COVID-19

Susanne Schwab, Katharina Lindner, Julia Kast, 2021, European Journal of Special Needs Education.

Maths, German, and English teachers’ student specific self-efficacy – is it a matter of students’ characteristics?

Susanne Schwab, Lisa Hoffmann, Andrea Kulmhofer-Bommer, 2021, Educational Psychology.

Psychometric Properties and Rasch Validation of the Teachers’ Version of the Perception of Resources Questionnaire

Susanne Schwab, G. Alnahdi, Janka Goldan, 2021, Frontiers in Psychology.

The impact of social referencing on social acceptance of children with disabilities and migrant background: an experimental study in primary school settings

Markus Gebhardt, Susanne Schwab, Christian Huber, 2018, Social Participation of Students with Special Educational Needs in Mainstream Education.

The effects of differentiated instruction on teachers’ stress and job satisfaction

M. Pozas, Susanne Schwab, Verena Letzel-Alt, 2023, Teaching and Teacher Education.

The positive impact of knowledge and quality of contact on university students' attitudes towards people with intellectual disability in the Arab world.

Susanne Schwab, G. Alnahdi, Ayman Elhadi, 2020, Research in developmental disabilities.

Is Segregated Language Support Fit for Purpose? Insights From German Language Support Classes in Austria

Susanne Schwab, Marie Gitschthaler, E. J., 2022, European Journal of Educational Research.

The transition from school to the workplace for students with learning disabilities: status quo and the efficiency of pre-vocational and vocational training schemes

B. Gasteiger-Klicpera, Markus Gebhardt, Susanne Schwab, 2011 .

Peer acceptance and peer status in relation to students’ special educational needs, migration biography, gender and socio‐economic status

Sebastian Wahl, Susanne Schwab, Lisa Hoffmann, 2022, Journal of Research in Special Educational Needs.

WHAT IS BEHIND THE DIAGNOSIS OF LEARNING DISABILITY IN AUSTRIAN SCHOOLS? AN EMPIRICAL EVALUATION OF THE RESULTS OF THE DIAGNOSTIC PROCESS

Mathias Krammer, P. Rossmann, Markus Gebhardt, 2013 .

Does Inclusive Education Change Teachers’ Educational Goals? A Comparative Analysis of Two Cross-sectional Surveys in Austria

P. Rossmann, Markus Gebhardt, M. G. Hessels, 2015 .

An examination of public opinion in Austria towards inclusion. Development of the ‘Attitudes Towards Inclusion Scale’ – ATIS

Markus Gebhardt, Susanne Schwab, Elfriede M. Ederer-Fick, 2012 .

Teacher’s perceptions of separate language learning models for students with immigrant background in Austrian schools

Susanne Schwab, Marie Gitschthaler, K. Resch, 2023, Intercultural Education.

Resources for Inclusive Education in Austria: An Insight Into the Perception of Teachers

Susanne Schwab, Marie Gitschthaler, Julia Kast, 2021 .

A Matter of Resources? – Students' Academic Self-Concept, Social Inclusion and School Well-being in Inclusive Education

Susanne Schwab, Lisa Hoffmann, Janka Goldan, 2021 .

Assessing perceptions of resources and inclusive teaching practices: A cross-country study between German and Saudi students in inclusive schools

Susanne Schwab, G. Alnahdi, Ayman Elhadi, 2020, Studies in Educational Evaluation.

Transfer interest: measuring interest in training content and interest in training transfer

Andreas Gegenfurtner, Maximilian Knogler, Susanne Schwab, 2020, Human Resource Development International.

Teaching Practices and Beliefs about Inclusion of General and Special Needs Teachers in Austria.

Mathias Krammer, Markus Gebhardt, M. G. Hessels, 2015 .

Inclusive and Special Education in Europe

Susanne Schwab, 2018 .

Assessing Special Educational Needs in Austria: Description of Labeling Practices and Their Evolution From 1996 to 2013

M. G. Hessels, Susanne Schwab, T. Obendrauf, 2015, Journal of Cognitive Education and Psychology.

Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings

Carmen L. A. Zurbriggen, Susanne Schwab, Margarita Knickenberg, 2022, SAGE Open.

Social-Emotional Learning Interventions for Students With Special Educational Needs: A Systematic Literature Review

Susanne Schwab, Sepideh Hassani, S. Hassani, 2021, Frontiers in Education.

Differentiation and Grouping Practices as a Response to Heterogeneity – Teachers’ Implementation of Inclusive Teaching Approaches in Regular, Inclusive and Special Classrooms

Karin Gehrer, Lena Nusser, Susanne Schwab, 2021, Frontiers in Psychology.

Inclusion does not solely apply to students with disabilities: pre-service teachers’ attitudes towards inclusive schooling of all students

Susanne Schwab, G. Alnahdi, K. Resch, 2021, International Journal of Inclusive Education.

The Impact of Social Behavior and Peers’ Attitudes Toward Students With Special Educational Needs on Self-Reported Peer Interactions

Norbert K Tanzer, M. Lehofer, Susanne Schwab, 2021, Frontiers in Education.

Inclusive education in Saudi Arabia and Germany: students’ perception of school well-being, social inclusion, and academic self-concept

Susanne Schwab, G. Alnahdi, 2020, European Journal of Special Needs Education.

Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers

Susanne Schwab, G. Alnahdi, S. Schwab, 2020, Journal of Research in Special Educational Needs.

Teachers’ Judgments of Students’ School-Wellbeing, Social Inclusion, and Academic Self-Concept: A Multi-Trait-Multimethod Analysis Using the Perception of Inclusion Questionnaire

Susanne Schwab, G. Alnahdi, 2020, Frontiers in Psychology.

Perceived Differentiation and Personalization Teaching Approaches in Inclusive Classrooms: Perspectives of Students and Teachers

Sebastian Wahl, Susanne Schwab, Katharina Lindner, 2019, Front. Educ..

How inclusive are the teaching practices of my German, Maths and English teachers? – psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practices

Umesh Sharma, Susanne Schwab, Lisa Hoffmann, 2019, International Journal of Inclusive Education.

Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners

B. Gasteiger-Klicpera, S. Seifert, Andrea Kulmhofer, 2016, Early Childhood Education Journal.

Improving reading in children with German as a first or second language

B. Gasteiger-Klicpera, S. Seifert, Susanne Schwab, 2014 .

Bullying among primary school-aged students: which factors could strengthen their tendency towards resilience?

M. Lehofer, Susanne Schwab, Tanja Ganotz, 2021, International Journal of Inclusive Education.

Multi-Informant Assessment of Bullying in Austrian Schools

Carmen L. A. Zurbriggen, Susanne Schwab, Antonia Paljakka, 2021, Frontiers in Education.

Ethnic In-and Out-Group Friendships Going Into Early Adolescence: Prevalence, Quality, Stability, and the Role of the Network Structure

Marko Lüftenegger, Zsófia Boda, Susanne Schwab, 2023, The Journal of Early Adolescence.

The impact of gender differences in teachers’ teaching practices and attitudes on students’ math and science achievement in Saudi Arabia: Evidence from TIMSS 2019 data

Susanne Schwab, G. Alnahdi, S. Schwab, 2023, Frontiers in Psychology.

Teachers’ and parents’ attitudes towards inclusion of pupils with a first language other than the language of instruction

Susanne Schwab, Julia Kast, S. Schwab, 2020, International Journal of Inclusive Education.

Psychometric Properties of the Arabic Version of the Behavioral Intention to Interact With Peers With Intellectual Disability Scale

Susanne Schwab, G. Alnahdi, 2020, Frontiers in Psychology.

Friendship stability among students with and without special educational needs

Susanne Schwab, 2018, Educational Studies.

Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education

E. Avramidis, Mona Emara, Susanne Schwab, 2023, European Journal of Special Needs Education.

Teachers’ feedback in the context of students’ social acceptance, students’ well-being in school and students’ emotions

Susanne Schwab, Stefan Markus, Sepideh Hassani, 2022, Educational Studies.

Predictors of social inclusion of students with and without SEN in integrated settings

B. Gasteiger-Klicpera, Markus Gebhardt, Susanne Schwab, 2013 .

Assessing Behavior Difficulties in Students

A. D. de Boer, Carmen L. A. Zurbriggen, Susanne Schwab, 2018 .

Exploring Mexican lower secondary school students’ perceptions of inclusion

Carmen L. A. Zurbriggen, M. Pozas, Susanne Schwab, 2023, Cogent Education.

Social Inclusion of German Students who Complete an Academic Stay Abroad

Lena Nusser, Susanne Schwab, K. Resch, 2021 .

Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners