Elisabeth Moser Opitz

Biographic Data

ID3460570
NAMEElisabeth Moser Opitz
GIVEN NAMESElisabeth Moser
FAMILY NAMEOpitz
SIGNATUREOPITZ E M
AFFILIATIONSUniversity of Zurich
ORCID0000-0002-5243-4770
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS1
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Allocation of low‐threshold special educational support in lower secondary education

    Open AccessEva-Maria Holzer, Maria Wehren-Müller et al.ARTICLEJournal of Research in Special…2026

    It is vital that students with learning or behavioural difficulties receive special educational (SE) support from professionals. However, allocation criteria are often unclear. This issue is particularly important in lower secondary schools, where ability tracking is common and external differentiation strategies accommodate achievement differences. This cross‐sectional study examines associations between low‐threshold SE support and individual c…

  • Benachteiligung durch Differenzierungsmaßnahmen? Wie soziale Herkunft und Migrationshintergrund die Zuweisung von nachteilsausgleichenden Maßnahmen und individuellen Lernzielen auf der Sekundarstufe I…

    Open AccessEva-Maria Holzer, Maria Wehren-Müller et al.ARTICLEZeitschrift für Erziehungswissensch…2026

    Den Differenzierungsmaßnahmen Nachteilsausgleich (NTA) und individuelle Lernziele (ILZ) kommt in der Umsetzung von inklusivem Unterricht eine zentrale Bedeutung zu. Allerdings können die beiden Maßnahmen unterschiedliche Konsequenzen für nachfolgende Bildungswege haben. Die wenigen vorliegenden Untersuchungen zur Thematik beziehen sich auf die Primarstufe und weisen darauf hin, dass die Zuweisung zu diesen Maßnahmen sozial selektiv geprägt ist. D…

  • The role of teacher attitudes and collaboration for inclusive teaching practices

    Open AccessSusanne Schnepel, Simon Luger et al.ARTICLETeaching and Teacher Education2025References: 5

    This study examines the role of teachers' attitudes towards inclusion and collaboration on the implementation of inclusive teaching practices by looking at the frequency with which children are taught in a full-class context. Perspectives from both the general and the special education teacher (GET and SET) are considered. Data were collected from GET-SET pairs in 73 primary school classrooms using standardized questionnaires and structured inter…

  • Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations

    Open AccessAndrea Wullschleger, Anke Lindmeier et al.ARTICLEEuropean Early Childhood…2023

    Adaptive learning support is a key element of high quality preschool education and includes the planning of learning situations and teacher–child interactions. The provision of effective adaptive learning support in kindergarten is challenging. This longitudinal experimental study examined the impact of two professional development programs on 132 kindergarten teachers. One program focused on teacher–child interactions (micro-adaptive learning su…

  • The impact of inclusive education on the mathematical progress of pupils with intellectual disabilities

    Open AccessSusanne Schnepel, Rachel Sermier Dessemontet et al.ARTICLEInternational Journal of…2022References: 2

    This study investigated the differences between the mathematical profiles of primary school pupils with intellectual disabilities (ID) enrolled in inclusive classrooms and those enrolled in special schools. It also considered whether the instructional setting has an impact on mathematical achievement gain. The mathematical achievement of 100 pupils with ID in inclusive classrooms (groupINCLUSIVE, n = 44) and special schools (groupSPECIAL, n = 56)…

  • Disentangling the Effects of SFON (Spontaneous Focusing on Numerosity) and Symbolic Number Skills on the Mathematical Achievement of First Graders. A Longitudinal Study

    Open AccessNoemi Gloor, Delia Leuenberger et al.ARTICLEFrontiers in Education2021

    Research has established that Spontaneous Focusing on Numerosity (SFON) and symbolic number skills (e.g., counting out loud, counting objects, linking small magnitudes and numbers) are predictors of mathematical achievement in primary school. However, little is known about the relationship between SFON and symbolic number skills, or whether one of these factors is more influential on a child’s subsequent mathematical achievement. This study inves…

  • Social Acceptance in Inclusive Classrooms

    Open AccessAriana Garrote, Franziska Felder et al.ARTICLEFrontiers in Education2020

    Social acceptance is vital to students’ development. Being rejected by classmates can result in negative socio-emotional and academic outcomes. Finding relevant factors to be able to effectively support student social acceptance is especially challenging in inclusive classrooms because of the high heterogeneity of the student group. There is evidence that social acceptance is determined by the social behavior of students. In addition, current res…

  • The impact of special education resources and the general and the special education teacher’s competence on pupil mathematical achievement gain in inclusive classrooms

    Open AccessElisabeth Moser Opitz, Susanne Schnepel et al.ARTICLEInternational Journal of…2020Cited by: 1References: 6

    Research in inclusive settings is complicated by the nested relationships between the general education teacher (GET), the special education teacher (SET) and pupils. In this study, the impact of SET resource and selected variables of teacher competence (professional mathematical knowledge SET, attitude towards inclusion GET, classroom management GET) on the mathematical achievement gain of typically developing pupils (TYP) and pupils with intell…