[{"quality_controlled":"1","citation":{"ieee":"V. M. F. Johansson <i>et al.</i>, “Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison,” <i>Frontiers in Education</i>, vol. 11, Art. no. 1710708, 2026, doi: <a href=\"https://doi.org/10.3389/feduc.2026.1710708\">10.3389/feduc.2026.1710708</a>.","apa":"Johansson, V. M. F., Gibson, S., Woodcock, S., Dechsling, A., Kullmann, H., Herrebrøden, M. K., Ulriksen, L. B., &#38; Nordahl-Hansen, A. (2026). Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison. <i>Frontiers in Education</i>, <i>11</i>, Article 1710708. <a href=\"https://doi.org/10.3389/feduc.2026.1710708\">https://doi.org/10.3389/feduc.2026.1710708</a>","chicago":"Johansson, Veslemøy Maria Fossum, Suanne Gibson, Stuart Woodcock, Anders Dechsling, Harry Kullmann, Marte Karoline Herrebrøden, Line Britt Ulriksen, and Anders Nordahl-Hansen. “Parental (Dis)Satisfaction with School Placement to Achieve Inclusion: A Cross-Country Comparison.” <i>Frontiers in Education</i> 11 (2026). <a href=\"https://doi.org/10.3389/feduc.2026.1710708\">https://doi.org/10.3389/feduc.2026.1710708</a>.","short":"V.M.F. Johansson, S. Gibson, S. Woodcock, A. Dechsling, H. Kullmann, M.K. Herrebrøden, L.B. Ulriksen, A. Nordahl-Hansen, Frontiers in Education 11 (2026).","mla":"Johansson, Veslemøy Maria Fossum, et al. “Parental (Dis)Satisfaction with School Placement to Achieve Inclusion: A Cross-Country Comparison.” <i>Frontiers in Education</i>, vol. 11, 1710708, Frontiers Media SA, 2026, doi:<a href=\"https://doi.org/10.3389/feduc.2026.1710708\">10.3389/feduc.2026.1710708</a>.","bibtex":"@article{Johansson_Gibson_Woodcock_Dechsling_Kullmann_Herrebrøden_Ulriksen_Nordahl-Hansen_2026, title={Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison}, volume={11}, DOI={<a href=\"https://doi.org/10.3389/feduc.2026.1710708\">10.3389/feduc.2026.1710708</a>}, number={1710708}, journal={Frontiers in Education}, publisher={Frontiers Media SA}, author={Johansson, Veslemøy Maria Fossum and Gibson, Suanne and Woodcock, Stuart and Dechsling, Anders and Kullmann, Harry and Herrebrøden, Marte Karoline and Ulriksen, Line Britt and Nordahl-Hansen, Anders}, year={2026} }","ama":"Johansson VMF, Gibson S, Woodcock S, et al. Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison. <i>Frontiers in Education</i>. 2026;11. doi:<a href=\"https://doi.org/10.3389/feduc.2026.1710708\">10.3389/feduc.2026.1710708</a>"},"user_id":"105186","volume":11,"_id":"66480","publisher":"Frontiers Media SA","status":"public","jel":["I24"],"type":"journal_article","keyword":["human rights","inclusion","inclusive education","international study","parents","school development","special educational needs"],"department":[{"_id":"556"}],"date_created":"2026-07-14T08:14:19Z","abstract":[{"lang":"eng","text":"Background – This study draws on data from a larger international project exploring parents' perceptions of the education of their children with special educational needs and/or disabilities (SEND). Using responses from 1, 309 parents in Australia, England, Germany, and Norway it examines parental satisfaction with mainstream and special schools, and parents' school placement preferences, including willingness to change schools. Parental satisfaction is assessed as an overall evaluation of how well the child's school placement meets their needs, without distinguishing between specific aspects of the school experience. The study also explores whether the child's level of support is associated with these perceptions. Based on a human rights perspective, we highlight parents’ perspectives and their role in the development of more inclusive education systems, without promoting one model of schooling over another. Methods – Responses from 1, 309 parents across four countries were analysed using descriptive and inferential statistics. Non-parametric tests compared satisfaction across school types, chi-squared tests assessed associations with willingness to change schools, and binary logistic regression examined whether level of support was associated with parents' willingness to change school placement. Results – Parents in England, Germany, and Norway reported higher satisfaction with special schools than with mainstream schools. No statistically significant difference was observed in Australia. Parents of children in special schools were less likely to report considering changing schools, particularly in England and Norway. Higher pupil support needs were significantly associated with parents’ willingness to change school across the combined sample. These findings suggest that parental satisfaction with their child's education and their preferences regarding school placement may be shaped by both school type and how well pupils' support needs are perceived to be met. Discussion and conclusion – The role of parents as key stakeholders in developing inclusive education systems, consistent with the Convention on the Rights of Persons with Disabilities (CRPD) is emphasised. While parents in special schools in three of the four countries reported higher satisfaction, the reasons for this remain unclear. Understanding the factors shaping parental satisfaction is essential for developing inclusive and responsive learning environments. These findings offer a starting point for future research on how education systems can better align policy commitments with families’ lived experiences."}],"publication":"Frontiers in Education","doi":"10.3389/feduc.2026.1710708","article_number":"1710708","language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2026-08-29T08:25:55Z","article_type":"original","intvolume":"        11","year":"2026","title":"Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison","publication_identifier":{"issn":["2504-284X"]},"author":[{"full_name":"Johansson, Veslemøy Maria Fossum","first_name":"Veslemøy Maria Fossum","last_name":"Johansson"},{"full_name":"Gibson, Suanne","first_name":"Suanne","last_name":"Gibson"},{"first_name":"Stuart","last_name":"Woodcock","full_name":"Woodcock, Stuart"},{"first_name":"Anders","last_name":"Dechsling","full_name":"Dechsling, Anders"},{"id":"77972","full_name":"Kullmann, Harry","last_name":"Kullmann","orcid":"0000-0001-5488-5105","first_name":"Harry"},{"first_name":"Marte Karoline","last_name":"Herrebrøden","full_name":"Herrebrøden, Marte Karoline"},{"first_name":"Line Britt","last_name":"Ulriksen","full_name":"Ulriksen, Line Britt"},{"last_name":"Nordahl-Hansen","first_name":"Anders","full_name":"Nordahl-Hansen, Anders"}]},{"date_created":"2024-04-25T13:09:13Z","department":[{"_id":"556"}],"type":"journal_article","keyword":["Inclusive education","inclusive schools","collective responsibility","school community","village mindset"],"issue":"5","publication":"Teachers and Teaching","abstract":[{"lang":"eng","text":"In this paper, a group of nine international scholars reflect on the\r\ncollective responsibilities of stakeholders within inclusive educa-\r\ntional settings. This reflection was prompted by the need to identify\r\nspecific elements which would support intentional, collective\r\nresponsibility to support authentic inclusion for all students. In\r\norder to engender this collectivist mindset, mirroring the metaphor\r\nof the nurturing village, the group conducted a qualitative study\r\nbased on structured and semi-structured dialogue, written reflec-\r\ntions and previously constructed research to inform a framework to\r\nsupport inclusivity more collectively. Results suggest that nurturing\r\nspaces, empathetic relationships, supportive networks and targeted\r\nteaching, all contribute to bona fide inclusion, especially if this\r\nresponsibility is shared and cohesive. Data further revealed that\r\ninclusivity is a values-driven process which flourishes when all\r\nstakeholders subscribe to common values and tenets regarding\r\nsocially just educational provision. The authors inculcate the vil-\r\nlage-mindset, a now popularly received notion, reinforcing the\r\nneed for active and deliberate dialogue focusing on shared respon-\r\nsibilities and vision. In this paper, we intend to reiterate the need for\r\neducational systems which foster more collective, compassionate\r\nand nurturing inclusive practice in educational settings."}],"language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://www.tandfonline.com/doi/epdf/10.1080/13540602.2024.2338398?needAccess=true"}],"doi":"10.1080/13540602.2024.2338398","author":[{"first_name":"Pearl","last_name":"Subban","full_name":"Subban, Pearl"},{"full_name":"Woodcock, Stuart ","first_name":"Stuart ","last_name":"Woodcock"},{"full_name":"Bradford, Brent ","first_name":"Brent ","last_name":"Bradford"},{"last_name":"Romano","first_name":"Allesandra","full_name":"Romano, Allesandra"},{"first_name":"Caroline ","last_name":"Sahli Lozano","full_name":"Sahli Lozano, Caroline "},{"id":"77972","full_name":"Kullmann, Harry","first_name":"Harry","last_name":"Kullmann","orcid":"0000-0001-5488-5105"},{"full_name":"Sharma, Umesh ","last_name":"Sharma","first_name":"Umesh "},{"first_name":"Tim ","last_name":"Loreman","full_name":"Loreman, Tim "},{"first_name":"Elias","last_name":"Avramidis","full_name":"Avramidis, Elias"}],"title":"What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion","year":"2024","article_type":"original","intvolume":"        30","publication_status":"published","date_updated":"2026-08-22T12:17:04Z","oa":"1","citation":{"mla":"Subban, Pearl, et al. “What Does the Village Need to Raise a Child with Additional Needs? Thoughts on Creating a Framework to Support Collective Inclusion.” <i>Teachers and Teaching</i>, vol. 30, no. 5, 2024, pp. 668–83, doi:<a href=\"https://doi.org/10.1080/13540602.2024.2338398\">10.1080/13540602.2024.2338398</a>.","ama":"Subban P, Woodcock S, Bradford B, et al. What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion. <i>Teachers and Teaching</i>. 2024;30(5):668-683. doi:<a href=\"https://doi.org/10.1080/13540602.2024.2338398\">10.1080/13540602.2024.2338398</a>","bibtex":"@article{Subban_Woodcock_Bradford_Romano_Sahli Lozano_Kullmann_Sharma_Loreman_Avramidis_2024, title={What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion}, volume={30}, DOI={<a href=\"https://doi.org/10.1080/13540602.2024.2338398\">10.1080/13540602.2024.2338398</a>}, number={5}, journal={Teachers and Teaching}, author={Subban, Pearl and Woodcock, Stuart  and Bradford, Brent  and Romano, Allesandra and Sahli Lozano, Caroline  and Kullmann, Harry and Sharma, Umesh  and Loreman, Tim  and Avramidis, Elias}, year={2024}, pages={668–683} }","apa":"Subban, P., Woodcock, S., Bradford, B., Romano, A., Sahli Lozano, C., Kullmann, H., Sharma, U., Loreman, T., &#38; Avramidis, E. (2024). What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion. <i>Teachers and Teaching</i>, <i>30</i>(5), 668–683. <a href=\"https://doi.org/10.1080/13540602.2024.2338398\">https://doi.org/10.1080/13540602.2024.2338398</a>","ieee":"P. Subban <i>et al.</i>, “What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion,” <i>Teachers and Teaching</i>, vol. 30, no. 5, pp. 668–683, 2024, doi: <a href=\"https://doi.org/10.1080/13540602.2024.2338398\">10.1080/13540602.2024.2338398</a>.","chicago":"Subban, Pearl, Stuart  Woodcock, Brent  Bradford, Allesandra Romano, Caroline  Sahli Lozano, Harry Kullmann, Umesh  Sharma, Tim  Loreman, and Elias Avramidis. “What Does the Village Need to Raise a Child with Additional Needs? Thoughts on Creating a Framework to Support Collective Inclusion.” <i>Teachers and Teaching</i> 30, no. 5 (2024): 668–83. <a href=\"https://doi.org/10.1080/13540602.2024.2338398\">https://doi.org/10.1080/13540602.2024.2338398</a>.","short":"P. Subban, S. Woodcock, B. Bradford, A. Romano, C. Sahli Lozano, H. Kullmann, U. Sharma, T. Loreman, E. Avramidis, Teachers and Teaching 30 (2024) 668–683."},"quality_controlled":"1","_id":"53660","page":"668-683","volume":30,"user_id":"105186","jel":["I24"],"status":"public"},{"jel":["I26"],"status":"public","_id":"43135","page":"167–184","volume":39,"user_id":"105186","citation":{"mla":"Sharma ,  Umesh , et al. “Measuring Collective Efficacy for Inclusion in a Global Context.” <i>European Journal of Special Needs Education</i>, vol. 39, no. 2, 2024, pp. 167–184, doi:<a href=\"https://doi.org/10.1080/08856257.2023.2195075\">10.1080/08856257.2023.2195075</a>.","bibtex":"@article{Sharma _Loreman _May _Romano _Lozano _Avramidis _Woodcock _Subban _Kullmann_2024, title={Measuring collective efficacy for inclusion in a global context}, volume={39}, DOI={<a href=\"https://doi.org/10.1080/08856257.2023.2195075\">10.1080/08856257.2023.2195075</a>}, number={2}, journal={European Journal of Special Needs Education}, author={Sharma ,  Umesh  and Loreman ,  Tim  and May ,  Fiona  and Romano ,  Alessandra  and Lozano , Caroline Sahli and Avramidis ,  Elias  and Woodcock ,  Stuart  and Subban ,  Pearl  and Kullmann, Harry}, year={2024}, pages={167–184} }","ama":"Sharma   Umesh , Loreman   Tim , May   Fiona , et al. Measuring collective efficacy for inclusion in a global context. <i>European Journal of Special Needs Education</i>. 2024;39(2):167–184. doi:<a href=\"https://doi.org/10.1080/08856257.2023.2195075\">10.1080/08856257.2023.2195075</a>","ieee":"Umesh  Sharma  <i>et al.</i>, “Measuring collective efficacy for inclusion in a global context,” <i>European Journal of Special Needs Education</i>, vol. 39, no. 2, pp. 167–184, 2024, doi: <a href=\"https://doi.org/10.1080/08856257.2023.2195075\">10.1080/08856257.2023.2195075</a>.","apa":"Sharma ,  Umesh , Loreman ,  Tim , May ,  Fiona , Romano ,  Alessandra , Lozano , C. S., Avramidis ,  Elias , Woodcock ,  Stuart , Subban ,  Pearl , &#38; Kullmann, H. (2024). Measuring collective efficacy for inclusion in a global context. <i>European Journal of Special Needs Education</i>, <i>39</i>(2), 167–184. <a href=\"https://doi.org/10.1080/08856257.2023.2195075\">https://doi.org/10.1080/08856257.2023.2195075</a>","short":"Umesh  Sharma ,  Tim  Loreman ,  Fiona  May ,  Alessandra  Romano , C.S. Lozano ,  Elias  Avramidis ,  Stuart  Woodcock ,  Pearl  Subban , H. Kullmann, European Journal of Special Needs Education 39 (2024) 167–184.","chicago":"Sharma ,  Umesh ,  Tim  Loreman ,  Fiona  May ,  Alessandra  Romano , Caroline Sahli Lozano ,  Elias  Avramidis ,  Stuart  Woodcock ,  Pearl  Subban , and Harry Kullmann. “Measuring Collective Efficacy for Inclusion in a Global Context.” <i>European Journal of Special Needs Education</i> 39, no. 2 (2024): 167–184. <a href=\"https://doi.org/10.1080/08856257.2023.2195075\">https://doi.org/10.1080/08856257.2023.2195075</a>."},"quality_controlled":"1","oa":"1","author":[{"last_name":"Sharma ","first_name":" Umesh ","full_name":"Sharma ,  Umesh "},{"full_name":"Loreman ,  Tim ","last_name":"Loreman ","first_name":" Tim "},{"full_name":"May ,  Fiona ","last_name":"May ","first_name":" Fiona "},{"full_name":"Romano ,  Alessandra ","first_name":" Alessandra ","last_name":"Romano "},{"last_name":"Lozano ","first_name":"Caroline Sahli","full_name":"Lozano , Caroline Sahli"},{"full_name":"Avramidis ,  Elias ","last_name":"Avramidis ","first_name":" Elias "},{"full_name":"Woodcock ,  Stuart ","first_name":" Stuart ","last_name":"Woodcock "},{"full_name":"Subban ,  Pearl ","first_name":" Pearl ","last_name":"Subban "},{"id":"77972","full_name":"Kullmann, Harry","last_name":"Kullmann","orcid":"0000-0001-5488-5105","first_name":"Harry"}],"title":"Measuring collective efficacy for inclusion in a global context","year":"2024","intvolume":"        39","article_type":"original","date_updated":"2026-08-22T12:21:28Z","publication_status":"published","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://www.tandfonline.com/doi/epdf/10.1080/08856257.2023.2195075?needAccess=true"}],"doi":"10.1080/08856257.2023.2195075","issue":"2","publication":"European Journal of Special Needs Education","abstract":[{"lang":"eng","text":"Previous research has identified the importance of teacher attitudes and self-efficacy in supporting inclusive education. This study involved a multi-national exploration of a further dimension of\r\ninclusive education, collective efficacy, through the testing of a new tool, the Teacher Efficacy for Inclusive Practice-Collective (TEIP-C) Scale. The study also aimed to investigate whether teacher\r\nattitudes, self-efficacy, collective efficacy and intention to teach in inclusive classrooms differ across countries. Participants included 1,523 teachers from Canada, Greece, Italy and Switzerland. Results\r\nsuggested a two-factor structure for the TEIP-C, Engagement, and Inclusive Pedagogies, with strong internal consistency for the scale. Several differences across countries were identified, with teachers\r\nfrom Italy reporting more positive attitudes towards inclusion and a greater intention to teach in inclusive classrooms. Implications of the study in terms of further strengthening inclusive practice are\r\ndiscussed."}],"date_created":"2023-03-28T13:01:09Z","department":[{"_id":"556"}],"type":"journal_article","keyword":["Inclusive education","teacher attitudes","teacher self- efficacy","collective efficacy"]},{"publisher":"Waxmann","_id":"66479","page":"250-273","volume":15,"user_id":"105186","jel":["I24"],"status":"public","oa":"1","citation":{"short":"R. Marker, H. Kullmann, D. Zentarra, S. Geist, B. Lütje-Klose, Journal for Educational Research Online 15 (2023) 250–273.","chicago":"Marker, Rabea, Harry Kullmann, Dominik Zentarra, Sabine Geist, and Birgit Lütje-Klose. “Sense of Belonging at School as a Quality Measure of Inclusion – Comparing the Inclusive Experimental School Laborschule Bielefeld with Regular Inclusive Comprehensive Schools and Investigating the Determining Factors.” <i>Journal for Educational Research Online</i> 15, no. 2 (2023): 250–73. <a href=\"https://doi.org/10.31244/jero.2023.02.06\">https://doi.org/10.31244/jero.2023.02.06</a>.","apa":"Marker, R., Kullmann, H., Zentarra, D., Geist, S., &#38; Lütje-Klose, B. (2023). Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors. <i>Journal for Educational Research Online</i>, <i>15</i>(2), 250–273. <a href=\"https://doi.org/10.31244/jero.2023.02.06\">https://doi.org/10.31244/jero.2023.02.06</a>","ieee":"R. Marker, H. Kullmann, D. Zentarra, S. Geist, and B. Lütje-Klose, “Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors,” <i>Journal for Educational Research Online</i>, vol. 15, no. 2, pp. 250–273, 2023, doi: <a href=\"https://doi.org/10.31244/jero.2023.02.06\">10.31244/jero.2023.02.06</a>.","ama":"Marker R, Kullmann H, Zentarra D, Geist S, Lütje-Klose B. Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors. <i>Journal for Educational Research Online</i>. 2023;15(2):250-273. doi:<a href=\"https://doi.org/10.31244/jero.2023.02.06\">10.31244/jero.2023.02.06</a>","bibtex":"@article{Marker_Kullmann_Zentarra_Geist_Lütje-Klose_2023, title={Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors}, volume={15}, DOI={<a href=\"https://doi.org/10.31244/jero.2023.02.06\">10.31244/jero.2023.02.06</a>}, number={2}, journal={Journal for Educational Research Online}, publisher={Waxmann}, author={Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}, year={2023}, pages={250–273} }","mla":"Marker, Rabea, et al. “Sense of Belonging at School as a Quality Measure of Inclusion – Comparing the Inclusive Experimental School Laborschule Bielefeld with Regular Inclusive Comprehensive Schools and Investigating the Determining Factors.” <i>Journal for Educational Research Online</i>, vol. 15, no. 2, Waxmann, 2023, pp. 250–73, doi:<a href=\"https://doi.org/10.31244/jero.2023.02.06\">10.31244/jero.2023.02.06</a>."},"quality_controlled":"1","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://www.pedocs.de/volltexte/2025/32500/pdf/JERO_2023_2_Marker_et_al_Sense_of_Belonging.pdf"}],"doi":"10.31244/jero.2023.02.06","publication_identifier":{"issn":["1866-6671"]},"author":[{"last_name":"Marker","first_name":"Rabea","full_name":"Marker, Rabea"},{"full_name":"Kullmann, Harry","first_name":"Harry","orcid":"0000-0001-5488-5105","last_name":"Kullmann","id":"77972"},{"last_name":"Zentarra","first_name":"Dominik","full_name":"Zentarra, Dominik"},{"last_name":"Geist","first_name":"Sabine","full_name":"Geist, Sabine"},{"full_name":"Lütje-Klose, Birgit","first_name":"Birgit","last_name":"Lütje-Klose"}],"title":"Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors","year":"2023","article_type":"original","intvolume":"        15","publication_status":"published","date_updated":"2026-08-22T12:07:07Z","date_created":"2026-07-14T08:12:06Z","department":[{"_id":"556"}],"type":"journal_article","keyword":["sense of belonging","inclusive education","secondary school","social-emotional needs"],"issue":"2","publication":"Journal for Educational Research Online","abstract":[{"lang":"eng","text":"Sense of belonging at school (SoBaS) is a basic requirement for every student and\r\na major inclusivity goal for educational institutions. In the present study, we re-\r\nport on a self-evaluation of the Laborschule Bielefeld (LS; Germany) covering\r\n­ SoBaS. LS is an inclusive experimental comprehensive school with more than for-\r\nty years of experience concerning a non-segregative and diversity-friendly school\r\nculture. Based on propensity score matching, the study investigated whether the\r\nSoBaS scores of the students at this inclusive experimental school (N= 115) differ\r\nfrom the students visiting inclusive classes in regular state-run comprehensive\r\nschools (N= 2376). Furthermore, we examined the factors in the students’ educa-\r\ntional environment at LS that may potentially influence their SoBaS. The results\r\nindicate that the students attending the LS experienced a higher SoBaS. In additi-\r\non, certain aspects of LS's teaching and interaction culture were identified as aus-\r\npicious factors for accomplishing high levels of students’ SoBaS."}]},{"type":"journal_article","keyword":["Inclusive education","inclusive schools","school leadership","school community","village mindset"],"department":[{"_id":"556"}],"date_created":"2022-05-03T06:52:48Z","abstract":[{"text":"Research in inclusive education reveals multiple studies that explore the efforts of individual stakeholders to create an equitable educational experience for students with disabilities. However, these individual efforts are often examined discretely, compartmentalising the contributions of various stakeholders. As a consequence, the complex interplay between these contributions has not been fully\r\nexplored, with the capacity for a rich network of support being assumed rather than explicitly constructed. This report draws on the personal reflections of nine academics in the field of inclusive\r\neducation from Australia, Canada, Germany, Greece, Italy, and Switzerland. Serving as both contributors and participants, this study draws together their personal interpretations and their exper-\r\ntise regarding the value of collective and collaborative inclusive education. Inductive thematic analysis of participant reflections yielded the view that stakeholders working together within an educational setting, offers more effective and appropriate opportunities to support learners with additional needs.","lang":"eng"}],"publication":"European Journal of Special Needs Education","doi":"10.1080/08856257.2022.2059632","main_file_link":[{"url":"https://www.tandfonline.com/doi/epdf/10.1080/08856257.2022.2059632?needAccess=true","open_access":"1"}],"language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2026-08-22T12:27:42Z","article_type":"original","intvolume":"        37","title":"Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education","year":"2023","author":[{"full_name":"Subban, Pearl ","first_name":"Pearl ","last_name":"Subban"},{"first_name":"Brent","last_name":"Bradford","full_name":"Bradford, Brent"},{"full_name":"Sharma, Umesh","last_name":"Sharma","first_name":"Umesh"},{"full_name":"Loreman, Tim","first_name":"Tim","last_name":"Loreman"},{"first_name":"Elias","last_name":"Avramidis","full_name":"Avramidis, Elias"},{"id":"77972","first_name":"Harry","orcid":"0000-0001-5488-5105","last_name":"Kullmann","full_name":"Kullmann, Harry"},{"full_name":"Sahli Lozano, Caroline","last_name":"Sahli Lozano","first_name":"Caroline"},{"full_name":"Romano, Alessandra","last_name":"Romano","first_name":"Alessandra"},{"full_name":"Woodcock, Stuart","first_name":"Stuart","last_name":"Woodcock"}],"oa":"1","quality_controlled":"1","citation":{"mla":"Subban, Pearl, et al. “Does It Really Take a Village to Raise a Child? Reflections on the Need for Collective Responsibility in Inclusive Education.” <i>European Journal of Special Needs Education</i>, vol. 37, 2023, pp. 291–302, doi:<a href=\"https://doi.org/10.1080/08856257.2022.2059632\">10.1080/08856257.2022.2059632</a>.","ama":"Subban P, Bradford B, Sharma U, et al. Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education. <i>European Journal of Special Needs Education</i>. 2023;37:291–302. doi:<a href=\"https://doi.org/10.1080/08856257.2022.2059632\">10.1080/08856257.2022.2059632</a>","bibtex":"@article{Subban_Bradford_Sharma_Loreman_Avramidis_Kullmann_Sahli Lozano_Romano_Woodcock_2023, title={Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education}, volume={37}, DOI={<a href=\"https://doi.org/10.1080/08856257.2022.2059632\">10.1080/08856257.2022.2059632</a>}, journal={European Journal of Special Needs Education}, author={Subban, Pearl  and Bradford, Brent and Sharma, Umesh and Loreman, Tim and Avramidis, Elias and Kullmann, Harry and Sahli Lozano, Caroline and Romano, Alessandra and Woodcock, Stuart}, year={2023}, pages={291–302} }","apa":"Subban, P., Bradford, B., Sharma, U., Loreman, T., Avramidis, E., Kullmann, H., Sahli Lozano, C., Romano, A., &#38; Woodcock, S. (2023). Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education. <i>European Journal of Special Needs Education</i>, <i>37</i>, 291–302. <a href=\"https://doi.org/10.1080/08856257.2022.2059632\">https://doi.org/10.1080/08856257.2022.2059632</a>","ieee":"P. Subban <i>et al.</i>, “Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education,” <i>European Journal of Special Needs Education</i>, vol. 37, pp. 291–302, 2023, doi: <a href=\"https://doi.org/10.1080/08856257.2022.2059632\">10.1080/08856257.2022.2059632</a>.","short":"P. Subban, B. Bradford, U. Sharma, T. Loreman, E. Avramidis, H. Kullmann, C. Sahli Lozano, A. Romano, S. Woodcock, European Journal of Special Needs Education 37 (2023) 291–302.","chicago":"Subban, Pearl , Brent Bradford, Umesh Sharma, Tim Loreman, Elias Avramidis, Harry Kullmann, Caroline Sahli Lozano, Alessandra Romano, and Stuart Woodcock. “Does It Really Take a Village to Raise a Child? Reflections on the Need for Collective Responsibility in Inclusive Education.” <i>European Journal of Special Needs Education</i> 37 (2023): 291–302. <a href=\"https://doi.org/10.1080/08856257.2022.2059632\">https://doi.org/10.1080/08856257.2022.2059632</a>."},"user_id":"105186","volume":37,"page":"291–302","_id":"31023","status":"public","jel":["I24"]},{"status":"public","page":"11-20","_id":"34498","publisher":"Elsevier BV","user_id":"95559","volume":61,"citation":{"short":"J. Gorges, P. Neumann, E. Wild, D. Stranghöner, B. Lütje-Klose, Learning and Individual Differences 61 (2018) 11–20.","chicago":"Gorges, Julia, Phillip Neumann, Elke Wild, Daniela Stranghöner, and Birgit Lütje-Klose. “Reciprocal Effects between Self-Concept of Ability and Performance: A Longitudinal Study of Children with Learning Disabilities in Inclusive versus Exclusive Elementary Education.” <i>Learning and Individual Differences</i> 61 (2018): 11–20. <a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">https://doi.org/10.1016/j.lindif.2017.11.005</a>.","ieee":"J. Gorges, P. Neumann, E. Wild, D. Stranghöner, and B. Lütje-Klose, “Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education,” <i>Learning and Individual Differences</i>, vol. 61, pp. 11–20, 2018, doi: <a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">10.1016/j.lindif.2017.11.005</a>.","apa":"Gorges, J., Neumann, P., Wild, E., Stranghöner, D., &#38; Lütje-Klose, B. (2018). Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education. <i>Learning and Individual Differences</i>, <i>61</i>, 11–20. <a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">https://doi.org/10.1016/j.lindif.2017.11.005</a>","bibtex":"@article{Gorges_Neumann_Wild_Stranghöner_Lütje-Klose_2018, title={Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education}, volume={61}, DOI={<a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">10.1016/j.lindif.2017.11.005</a>}, journal={Learning and Individual Differences}, publisher={Elsevier BV}, author={Gorges, Julia and Neumann, Phillip and Wild, Elke and Stranghöner, Daniela and Lütje-Klose, Birgit}, year={2018}, pages={11–20} }","ama":"Gorges J, Neumann P, Wild E, Stranghöner D, Lütje-Klose B. Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education. <i>Learning and Individual Differences</i>. 2018;61:11-20. doi:<a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">10.1016/j.lindif.2017.11.005</a>","mla":"Gorges, Julia, et al. “Reciprocal Effects between Self-Concept of Ability and Performance: A Longitudinal Study of Children with Learning Disabilities in Inclusive versus Exclusive Elementary Education.” <i>Learning and Individual Differences</i>, vol. 61, Elsevier BV, 2018, pp. 11–20, doi:<a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">10.1016/j.lindif.2017.11.005</a>."},"oa":"1","year":"2018","title":"Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education","publication_identifier":{"issn":["1041-6080"]},"author":[{"full_name":"Gorges, Julia","first_name":"Julia","last_name":"Gorges"},{"first_name":"Phillip","last_name":"Neumann","full_name":"Neumann, Phillip","id":"95559"},{"full_name":"Wild, Elke","last_name":"Wild","first_name":"Elke"},{"last_name":"Stranghöner","first_name":"Daniela","full_name":"Stranghöner, Daniela"},{"full_name":"Lütje-Klose, Birgit","last_name":"Lütje-Klose","first_name":"Birgit"}],"publication_status":"published","date_updated":"2023-01-10T19:42:56Z","intvolume":"        61","main_file_link":[{"url":"https://www.sciencedirect.com/science/article/pii/S1041608017302030","open_access":"1"}],"language":[{"iso":"eng"}],"doi":"10.1016/j.lindif.2017.11.005","publication":"Learning and Individual Differences","extern":"1","abstract":[{"lang":"eng","text":"Ample empirical research from regular school settings documents reciprocal effects between academic performance and academic self-concept of ability (ASC), supporting what is known as a reciprocal effects model (REM). The present article investigates a REM in the domain of reading performance in a sample of elementary students with special educational needs in learning (SEN-L) who received special educational support in exclusive versus inclusive settings (N = 446). In exclusive settings, SEN-L students attend special schools and are completely separated from regular students. By contrast, SEN-L students in inclusive settings attend regular schools and are educated in classes with regular students. In both settings, SEN-L students are not graded and taught based on individual learning goals, which may affect reciprocal effects between ASC and reading performance. In addition, given that special education for SEN-L students relies heavily on individual reference standards to evaluate performance, we tested individual performance growth of SEN-L students as a predictor of ASC. Analyses of a longitudinal dataset across 3rd and 4th grade revealed some cross-lagged effects and an effect of performance growth on ASC in exclusive settings in particular. The discussion focuses on the role of individualized instruction, grades, peer groups, and individual versus social reference standards for reciprocal effects between ASC and performance as well as practical implications.\r\n"}],"date_created":"2022-12-17T13:20:47Z","type":"journal_article","keyword":["BiLieF","Special educational needs","Learning disability","Academic selfconcept of ability","Reciprocal effects model","Inclusive education"],"department":[{"_id":"479"}]}]