Assessing dimensions of inclusion from students’ perspective – measurement invariance across students with learning disabilities in different educational settings-Reference-Cited by-同舟云学术

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

Published:2019-07-25 Issue:3 Volume:35 Page:287-302
ISSN:0885-6257
Container-title:European Journal of Special Needs Education
language:en
Short-container-title:European Journal of Special Needs Education

Author:

Knickenberg Margarita¹,L. A. Zurbriggen Carmen¹,Venetz Martin²,Schwab Susanne³⁴,Gebhardt Markus⁵

Affiliation:

1. Faculty of Educational Sciences, University of Bielefeld, Bielefeld, Germany

2. Research and Development Center, University of Applied Sciences of Special Needs Education Zurich, Zurich, Switzerland

3. Department of Education, University of Vienna, Vienna, Austria

4. Research Focus Area Optentia, North-West University, Vanderbijlpark, South Africa

5. Faculty of Rehabilitation Science, Technical University Dortmund, Dortmund, Germany

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Health Professions (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/08856257.2019.1646958

Reference50 articles.

1. The Proposed Changes for DSM-5 for SLD and ADHD

2. Self-Concept of Students with Learning Disabilities: A Meta-Analysis

3. Factoring items and factoring scales are different: Spurious evidence for multidimensionality due to item categorization.

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