---
_id: '66480'
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.
article_number: '1710708'
article_type: original
author:
- first_name: Veslemøy Maria Fossum
full_name: Johansson, Veslemøy Maria Fossum
last_name: Johansson
- first_name: Suanne
full_name: Gibson, Suanne
last_name: Gibson
- first_name: Stuart
full_name: Woodcock, Stuart
last_name: Woodcock
- first_name: Anders
full_name: Dechsling, Anders
last_name: Dechsling
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
- first_name: Marte Karoline
full_name: Herrebrøden, Marte Karoline
last_name: Herrebrøden
- first_name: Line Britt
full_name: Ulriksen, Line Britt
last_name: Ulriksen
- first_name: Anders
full_name: Nordahl-Hansen, Anders
last_name: Nordahl-Hansen
citation:
ama: 'Johansson VMF, Gibson S, Woodcock S, et al. Parental (dis)satisfaction with
school placement to achieve inclusion: a cross-country comparison. Frontiers
in Education. 2026;11. doi:10.3389/feduc.2026.1710708'
apa: 'Johansson, V. M. F., Gibson, S., Woodcock, S., Dechsling, A., Kullmann, H.,
Herrebrøden, M. K., Ulriksen, L. B., & Nordahl-Hansen, A. (2026). Parental
(dis)satisfaction with school placement to achieve inclusion: a cross-country
comparison. Frontiers in Education, 11, Article 1710708. https://doi.org/10.3389/feduc.2026.1710708'
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={10.3389/feduc.2026.1710708},
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} }'
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.” Frontiers in Education 11 (2026).
https://doi.org/10.3389/feduc.2026.1710708.'
ieee: 'V. M. F. Johansson et al., “Parental (dis)satisfaction with school
placement to achieve inclusion: a cross-country comparison,” Frontiers in Education,
vol. 11, Art. no. 1710708, 2026, doi: 10.3389/feduc.2026.1710708.'
mla: 'Johansson, Veslemøy Maria Fossum, et al. “Parental (Dis)Satisfaction with
School Placement to Achieve Inclusion: A Cross-Country Comparison.” Frontiers
in Education, vol. 11, 1710708, Frontiers Media SA, 2026, doi:10.3389/feduc.2026.1710708.'
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).
date_created: 2026-07-14T08:14:19Z
date_updated: 2026-08-29T08:25:55Z
department:
- _id: '556'
doi: 10.3389/feduc.2026.1710708
intvolume: ' 11'
jel:
- I24
keyword:
- human rights
- inclusion
- inclusive education
- international study
- parents
- school development
- special educational needs
language:
- iso: eng
publication: Frontiers in Education
publication_identifier:
issn:
- 2504-284X
publication_status: published
publisher: Frontiers Media SA
quality_controlled: '1'
status: public
title: 'Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country
comparison'
type: journal_article
user_id: '105186'
volume: 11
year: '2026'
...
---
_id: '34498'
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"
author:
- first_name: Julia
full_name: Gorges, Julia
last_name: Gorges
- first_name: Phillip
full_name: Neumann, Phillip
id: '95559'
last_name: Neumann
- first_name: Elke
full_name: Wild, Elke
last_name: Wild
- first_name: Daniela
full_name: Stranghöner, Daniela
last_name: Stranghöner
- first_name: Birgit
full_name: Lütje-Klose, Birgit
last_name: Lütje-Klose
citation:
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.
Learning and Individual Differences. 2018;61:11-20. doi:10.1016/j.lindif.2017.11.005'
apa: 'Gorges, J., Neumann, P., Wild, E., Stranghöner, D., & 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. Learning and Individual Differences, 61,
11–20. https://doi.org/10.1016/j.lindif.2017.11.005'
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={10.1016/j.lindif.2017.11.005},
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} }'
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.” Learning and Individual Differences 61
(2018): 11–20. https://doi.org/10.1016/j.lindif.2017.11.005.'
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,” Learning and Individual Differences, vol. 61, pp. 11–20, 2018,
doi: 10.1016/j.lindif.2017.11.005.'
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.” Learning and Individual Differences,
vol. 61, Elsevier BV, 2018, pp. 11–20, doi:10.1016/j.lindif.2017.11.005.'
short: J. Gorges, P. Neumann, E. Wild, D. Stranghöner, B. Lütje-Klose, Learning
and Individual Differences 61 (2018) 11–20.
date_created: 2022-12-17T13:20:47Z
date_updated: 2023-01-10T19:42:56Z
department:
- _id: '479'
doi: 10.1016/j.lindif.2017.11.005
extern: '1'
intvolume: ' 61'
keyword:
- BiLieF
- Special educational needs
- Learning disability
- Academic selfconcept of ability
- Reciprocal effects model
- Inclusive education
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.sciencedirect.com/science/article/pii/S1041608017302030
oa: '1'
page: 11-20
publication: Learning and Individual Differences
publication_identifier:
issn:
- 1041-6080
publication_status: published
publisher: Elsevier BV
status: public
title: 'Reciprocal effects between self-concept of ability and performance: A longitudinal
study of children with learning disabilities in inclusive versus exclusive elementary
education'
type: journal_article
user_id: '95559'
volume: 61
year: '2018'
...