---
res:
  bibo_abstract:
  - 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.@eng
  bibo_authorlist:
  - foaf_Person:
      foaf_givenName: Veslemøy Maria Fossum
      foaf_name: Johansson, Veslemøy Maria Fossum
      foaf_surname: Johansson
  - foaf_Person:
      foaf_givenName: Suanne
      foaf_name: Gibson, Suanne
      foaf_surname: Gibson
  - foaf_Person:
      foaf_givenName: Stuart
      foaf_name: Woodcock, Stuart
      foaf_surname: Woodcock
  - foaf_Person:
      foaf_givenName: Anders
      foaf_name: Dechsling, Anders
      foaf_surname: Dechsling
  - foaf_Person:
      foaf_givenName: Harry
      foaf_name: Kullmann, Harry
      foaf_surname: Kullmann
      foaf_workInfoHomepage: http://www.librecat.org/personId=77972
    orcid: 0000-0001-5488-5105
  - foaf_Person:
      foaf_givenName: Marte Karoline
      foaf_name: Herrebrøden, Marte Karoline
      foaf_surname: Herrebrøden
  - foaf_Person:
      foaf_givenName: Line Britt
      foaf_name: Ulriksen, Line Britt
      foaf_surname: Ulriksen
  - foaf_Person:
      foaf_givenName: Anders
      foaf_name: Nordahl-Hansen, Anders
      foaf_surname: Nordahl-Hansen
  bibo_doi: 10.3389/feduc.2026.1710708
  bibo_volume: 11
  dct_date: 2026^xs_gYear
  dct_isPartOf:
  - http://id.crossref.org/issn/2504-284X
  dct_language: eng
  dct_publisher: Frontiers Media SA@
  dct_subject:
  - human rights
  - inclusion
  - inclusive education
  - international study
  - parents
  - school development
  - special educational needs
  dct_title: 'Parental (dis)satisfaction with school placement to achieve inclusion:
    a cross-country comparison@'
...