@inbook{59867,
  author       = {{Dübbert, Alexander}},
  booktitle    = {{Transdisziplinäre Räume in den Kulturwissenschaften}},
  editor       = {{Kornbach, Alina and Lammer, Christina and Magdeburg, Lena}},
  pages        = {{403--429}},
  publisher    = {{Herder}},
  title        = {{{Muster in der Benamung 'nachhaltiger' Lebensmittelmarkennamen - Kulturbezogene Deutungen von Namen am stationären Verkaufsort als Raum}}},
  volume       = {{3}},
  year         = {{2025}},
}

@misc{66653,
  author       = {{Albers, Timm and Meusel, Sarah}},
  title        = {{{Evaluationsbericht: Profis für sprachliche Vielfalt. Forschungsergebnisse der Evaluation der Mehrsprachigkeit in städtischen Kindertageseinrichtungen in Köln}}},
  year         = {{2025}},
}

@misc{59167,
  author       = {{Thomas, Sven}},
  booktitle    = {{HannahArendt.Net}},
  number       = {{1}},
  pages        = {{240–242}},
  title        = {{{Rezension: Thomas Meyers neue Arendt Biographie. Sinnbild der Verstrickung von Theorie und Praxis}}},
  doi          = {{10.57773/HANET.V14I1.607}},
  volume       = {{14}},
  year         = {{2025}},
}

@misc{59166,
  author       = {{Thomas, Sven}},
  booktitle    = {{HannahArendt.Net}},
  number       = {{1}},
  pages        = {{237–239}},
  title        = {{{Rezension: Hanna Meretoja: Die Nacht der alten Feuer}}},
  doi          = {{10.57773/HANET.V14I1.606}},
  volume       = {{14}},
  year         = {{2025}},
}

@inproceedings{59480,
  abstract     = {{Parental Perceptions of Inclusive Teacher and School Support – Establishment of a Short-Form 

The concept of inclusive education has gained considerable attention recently, emphasizing the importance of creating supportive educational environments for all students. Parental perceptions play a crucial role in shaping these inclusive climates (De Boer et al., 2010; Stevens & Wurf, 2020). However, current measures are often neither concise nor practical for widespread application. This study addresses this gap by developing a valid and reliable short scale for assessing parental perceptions of inclusive education.
Despite growing research on inclusive education, there remains a lack of concise instruments that effectively capture parental perceptions across diverse contexts. A recently developed instrument focusing on parents’ views is the ‘Parental Perception of Inclusion Climate Scale’ (PPICS; Sharma et al., 2022). The original scale comprises 28 items representing three factors (‘Teacher and School Support’, ‘Student Engagement’ and ‘Friendships’). Although the original version has its advantages (broad representation of the constructs, tested psychometric properties), a shorter version would make it even easier to use in research and practice. Therefore, our research aims to shorten this instrument and to demonstrate its psychometric integrity. 
We used a sample of N=4,338 parents from Germany who completed a German version of the ‘PPICS’ (Kullmann & Blankenstein, 2024; Sharma et al., 2022) online. The total sample was randomly divided into two similar subsamples for validation. In the first subsample, we examined factorial structure using exploratory and confirmatory factor analyses. Our results confirmed the replication of the originally proposed three-factor structure; however, one factor (‘Student Engagement’) was represented by only two items with insufficient reliability, while a second factor (‘Friendships’) included items that were not fully congruent with its intended content and had high cross-loadings. 
It was therefore decided to retain only one robust factor (‘Teacher and School Support’) for further analysis. Items were excluded based on item characteristics and content relevance. This resulted in an eight-item scale, which was subsequently validated in the second subsample. The final analyses confirmed measurement invariance across both subsamples and different federal states as well as across parents of children with and without disabilities. These findings suggest that the shortened scale is reliable and valid for assessing parental perceptions of inclusive teacher and school support in different contexts.
Its application can contribute to incorporating parents' perspectives into discussions about inclusive education. As part of a study in Switzerland in March 2025, the short version will be tested. These results will be complemented and discussed in the presentation.
References 
De Boer, A., Pijl, S. P., & Minnaert, A. (2010). Attitudes of parents towards inclusive education: A review of the literature. European Journal of Special Needs Education, 25(2), 165–181.
Kullmann, H., & Blankenstein, L. (2024). GAPS-G – Global Parent Study – Germany: (Globale) Wahrnehmung von Eltern und Erziehungsberechtigten in Bezug auf Förder- und Regelschulen – Deutschland. German Version of the English Questionnaire of Sharma, Umesh (2023): Parental/Carer Global Perception towards Special/Mainstream Education. Project ID: 29469. Melbourne: Monash University. Paderborn: Paderborn University.
Sharma, U., Woodcock, S., May, F., & Subban, P. (2022). Examining parental perception of inclusive education climate. Frontiers in Education, 7, Article 907742.
Stevens, L., & Wurf, G. (2020). Perceptions of inclusive education: A mixed methods investigation of parental attitudes in three Australian primary schools. International Journal of Inclusive Education, 24(4), 351-365.}},
  author       = {{Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline}},
  location     = {{University of Belgrade. Serbia}},
  title        = {{{Parental perceptions of inclusive teacher and school support – Establishment of a short-form}}},
  year         = {{2025}},
}

@inproceedings{59481,
  author       = {{Knickenberg, Margarita and Kullmann, Harry}},
  location     = {{University of Belgrade, Serbia}},
  title        = {{{Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland}}},
  year         = {{2025}},
}

@inproceedings{66884,
  author       = {{Kullmann, Harry}},
  location     = {{Universität Flensburg}},
  title        = {{{Wohlbefinden als schulische Leistung. Theoretische und empirische Perspektiven}}},
  year         = {{2025}},
}

@inbook{48274,
  author       = {{Foerster, Anne}},
  booktitle    = {{Emotionen im Krieg - Krieg der Emotionen}},
  editor       = {{Quaas, Franziska and Raum, Theresia}},
  pages        = {{139--158}},
  publisher    = {{Franz Steiner Verlag}},
  title        = {{{Freudig in die Schlacht - Emotionen als Codes für die recta intentio im gerechten Krieg (8.- 10. Jahrhundert)}}},
  year         = {{2025}},
}

@article{66844,
  author       = {{Herzig, Bardo}},
  issn         = {{1862-7366}},
  journal      = {{TELEVIZION}},
  number       = {{38/2025/E}},
  title        = {{{Artificial intelligence - prerequisites for competent use and assessment}}},
  year         = {{2025}},
}

@article{66768,
  abstract     = {{Das schulische Wohlbefinden von Schüler*innen kann durch die Gestaltung der Lernumgebung positiv beeinflusst werden. Daher gilt es, entsprechend wirkungsvolle Unterrichtsmerkmale zu identifizieren. Am Beispiel der Laborschule Bielefeld, einer Versuchsschule des Landes Nordrhein-Westfalen wurde der Einfluss der Merkmale Wertschätzung durch die Lehrkräfte, individuelle Unterstützung, stärkenorientierte Diagnostik sowie unterrichtsbezogene Partizipation auf das schulische Wohlbefinden von Schüler*innen aus inklusiven Lerngruppen der Jahrgangsstufen 6 bis 8 untersucht. Die Mehrebenenanalysen zeigen, dass die untersuchten Unterrichtsmerkmale das schulische Wohlbefinden positiv beeinflussen. Der Effekt einzelner Unterrichtsmerkmale verändert sich teilweise über die Jahrgangsstufen.}},
  author       = {{Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}},
  issn         = {{0044-3247}},
  journal      = {{Zeitschrift für Pädagogik}},
  keywords     = {{Selbsteinschätzung, Wertschätzung, Wohlbefinden, Pädagogische Diagnostik, Schule, Schuljahr 6, Schuljahr 7, Schuljahr 8, Sekundarstufe I, Laborschule, Lehrer, Schüler, Individualisierung, Lerngruppe, Unterrichtsgestaltung, Mitbestimmung, Empirische Untersuchung, Fragebogen, Längsschnittuntersuchung, Mehrebenenanalyse, Inklusion, Einflussfaktor, Unterstützung, Bielefeld, Deutschland}},
  pages        = {{530--554}},
  title        = {{{Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld}}},
  doi          = {{https://doi.org/10.3262/ZP2504530}},
  volume       = {{71}},
  year         = {{2025}},
}

@article{60200,
  author       = {{Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline and Loreman, Tim and Sharma, Umesh and Avramidis, Elias and Subban, Pearl and Woodcock, Stuart}},
  journal      = {{Frontiers in Psychology}},
  title        = {{{Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland}}},
  doi          = {{10.3389/fpsyg.2025.1530689}},
  volume       = {{16}},
  year         = {{2025}},
}

@inproceedings{66901,
  author       = {{Kullmann, Harry and Müller, Lukas and Rebbert, Heike}},
  location     = {{Universität Paderborn}},
  title        = {{{Von Krähen und Riesen. Die Kultur multiprofessioneller Kooperation als Gelingensfaktor inklusiver Schulen}}},
  year         = {{2025}},
}

@misc{48363,
  author       = {{Foerster, Anne}},
  booktitle    = {{Women in Early Medieval England}},
  editor       = {{Butler, Emily and Dumitrescu, Irina}},
  publisher    = {{Springer Textbook}},
  title        = {{{The Swineherd’s Wife who Scolded the King}}},
  year         = {{2024}},
}

@misc{48362,
  author       = {{Foerster, Anne}},
  booktitle    = {{Women in Early Medieval England}},
  editor       = {{Butler, Emily and Dumitrescu, Irina}},
  publisher    = {{Springer Textbook}},
  title        = {{{Eadburh of Wessex}}},
  year         = {{2024}},
}

@misc{48364,
  author       = {{Foerster, Anne}},
  booktitle    = {{Women in Early Medieval England}},
  editor       = {{Butler, Emily and Dumitrescu, Irina}},
  publisher    = {{Springer Textbook}},
  title        = {{{Seaxburh}}},
  year         = {{2024}},
}

@book{49504,
  author       = {{Schlieper, Hendrik}},
  publisher    = {{Brill / Fink }},
  title        = {{{Liebestragödie. Genealogien einer französischen Gattung des 17. Jahrhunderts}}},
  year         = {{2024}},
}

@inbook{41850,
  author       = {{Silvestri, Marco}},
  booktitle    = {{Bergbau und Hausbau}},
  title        = {{{Struktur und Sonderbauten der Silberbergbaustädte des 16. Jahrhunderts. Zur Korrelation von Städtebau und Montanwesen (Potosí und das Erzgebirge)}}},
  year         = {{2024}},
}

@inbook{33429,
  author       = {{Kißling, Magdalena and Seidel, Nadine}},
  booktitle    = {{Literatur der Postmigration: Grundzüge, Formen und Vertreter_innen}},
  editor       = {{Hodaie, Nazli and Hofmann, Michael}},
  pages        = {{i.Dr.}},
  publisher    = {{Metzler Verlag}},
  title        = {{{Vexierbilder als gegenhegemoniales Moment. Strategien postmigrantischen Erzählens bei Andrea Karimé}}},
  year         = {{2024}},
}

@inproceedings{50531,
  author       = {{Sahli Lozano, Caroline and Wüthrich, Sergej and Kullmann, Harry and Knickenberg, Margarita and Sharma, Umesh and Loreman, Tim and Romano, Alessandra and Avramidis, Elias and Woodcock, Stuart and Subban, Pearl}},
  location     = {{Philadelphia, PA, United States}},
  title        = {{{How do attitudes and self-efficacy predict teachers‘ intentions to teach in inclusive classrooms? A cross-national comparison between Canada, Germany, Greece, Italy, and Switzerland. }}},
  year         = {{2024}},
}

@article{49772,
  author       = {{Huybrechts, Yves and Karaca, Resul}},
  issn         = {{1866-5268}},
  journal      = {{Synergies Pays germanophones}},
  pages        = {{119--131}},
  publisher    = {{GERFLINT}},
  title        = {{{BelgienNet – une plateforme pour l’accès aux langues et cultures de la Belgique}}},
  volume       = {{16}},
  year         = {{2024}},
}