[{"jel":["I24"],"status":"public","volume":11,"user_id":"105186","publisher":"Frontiers Media SA","_id":"66480","quality_controlled":"1","citation":{"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>.","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>","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} }","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>","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>.","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).","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>."},"intvolume":"        11","article_type":"original","date_updated":"2026-08-29T08:25:55Z","publication_status":"published","author":[{"full_name":"Johansson, Veslemøy Maria Fossum","last_name":"Johansson","first_name":"Veslemøy Maria Fossum"},{"last_name":"Gibson","first_name":"Suanne","full_name":"Gibson, Suanne"},{"last_name":"Woodcock","first_name":"Stuart","full_name":"Woodcock, Stuart"},{"full_name":"Dechsling, Anders","first_name":"Anders","last_name":"Dechsling"},{"full_name":"Kullmann, Harry","first_name":"Harry","orcid":"0000-0001-5488-5105","last_name":"Kullmann","id":"77972"},{"full_name":"Herrebrøden, Marte Karoline","last_name":"Herrebrøden","first_name":"Marte Karoline"},{"last_name":"Ulriksen","first_name":"Line Britt","full_name":"Ulriksen, Line Britt"},{"first_name":"Anders","last_name":"Nordahl-Hansen","full_name":"Nordahl-Hansen, Anders"}],"publication_identifier":{"issn":["2504-284X"]},"title":"Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison","year":"2026","doi":"10.3389/feduc.2026.1710708","language":[{"iso":"eng"}],"article_number":"1710708","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","department":[{"_id":"556"}],"keyword":["human rights","inclusion","inclusive education","international study","parents","school development","special educational needs"],"type":"journal_article","date_created":"2026-07-14T08:14:19Z"},{"keyword":["BiLieF","Special educational needs","Learning disability","Academic selfconcept of ability","Reciprocal effects model","Inclusive education"],"type":"journal_article","department":[{"_id":"479"}],"date_created":"2022-12-17T13:20:47Z","extern":"1","abstract":[{"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","lang":"eng"}],"publication":"Learning and Individual Differences","doi":"10.1016/j.lindif.2017.11.005","main_file_link":[{"url":"https://www.sciencedirect.com/science/article/pii/S1041608017302030","open_access":"1"}],"language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2023-01-10T19:42:56Z","intvolume":"        61","title":"Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education","year":"2018","publication_identifier":{"issn":["1041-6080"]},"author":[{"full_name":"Gorges, Julia","first_name":"Julia","last_name":"Gorges"},{"last_name":"Neumann","first_name":"Phillip","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"}],"oa":"1","citation":{"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>","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>.","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>.","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>.","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>","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} }"},"user_id":"95559","volume":61,"page":"11-20","publisher":"Elsevier BV","_id":"34498","status":"public"}]