Barbara Gasteiger‐klicpera
Biographic Data
| ID | 4415159 |
|---|---|
| NAME | Barbara Gasteiger‐klicpera |
| GIVEN NAMES | Barbara |
| FAMILY NAME | Gasteiger‐klicpera |
| SIGNATURE | KLICPERA B G |
| AFFILIATIONS | University of Graz |
| ORCID | 0000-0002-1101-5457 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Challenging school-related situations faced by students with dyslexia
Children and young people with dyslexia face a variety of challenges in everyday school life, which can affect their intellectual and emotional development. While the potential consequences of dyslexia are well-documented, little is known about the specific challenging situations in the school context these children face. This scoping review addresses this gap by systematically identifying and categorising school-related stressors experienced by …
How disability type, gender, and home language influence students’ placement in inclusive or separate class settings
Although educating students with and without disabilities in one classroom is not proof of an inclusive school system, it is at least a significant first step towards inclusive education and improved student participation. This study focuses on the allocation of inclusive or separate class settings for students with various types of disabilities. It also evaluates to what extent gender and home language are connected to type of schooling. A surve…
Evidence-based development of inclusive schools – a review of European research
Swiss National Science Foundation 10.13039/501100001711
Bending and Bowing
This paper investigates the implementation of a reading program designed for third grade elementary school classrooms in Austria. Using a mixed-methods approach, lesson types were identified, respective class compositions analyzed, and the effects on students’ reading gains examined. The results show that the lesson types seem to reflect learner group needs as students in the different lesson types profited similarly from the reading program. Thi…
What Makes Me Happy and what Worries Me? A Cross-national Comparison of Stressors and Resources for Stress Relief Among Youth
Numerous evidence-based programs aim to promote youth mental health. Unfortunately, however, they often fail to engage the target group and lack cultural sensitivity. The present study addresses these issues by using a participatory approach to look at variations of stressors and resources for stress relief among students (12-15 years) in three European countries. Two participatory workshops were conducted in three schools in Austria, Poland and …
Teachers’ Social and Emotional Competencies
IN ENGLISH: The present paper focuses on social and emotional learning, and highlights empirical \nfindings on its importance for teachers, students and schools. The importance of social \nand emotional learning in school settings has been a central focus of research for the last 30 \nyears. The development of teachers’ social and emotional competencies has been an essential \nfactor for improving social and emotional learning of students. Only w…
Evaluating student’s ability to assess treatment claims
After the revision of some items, the questionnaires are suitable to evaluate secondary school students' ability to assess health claims. A future goal is to increase the pool of items being translated and tested
Interventions with Digital Tools for Mental Health Promotion among 11–18 Year Olds
The availability of digital tools aiming to promote adolescent mental health is rapidly increasing. However, the field lacks an up-to-date and focused review of current evidence. This study thus looked into the characteristics and efficacy of digital, evidence-based mental health programs for youth (11–18 years). The selection procedure followed the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines and resulted…
The relative significance of contextual, process and individual factors in the impact of learning and support assistants on the inclusion of students with SEN
International discussion on inclusive education has managed to identify various contextual, process and individual factors having an impact on implementation. In addition, learning and support assistants (LSAs) have been found to be a key element in enhancing participation and learning for all students in inclusive schools. The present cross-sectional study explored the impact of assistance services on the implementation of inclusive education fr…
Student diversity and student voice conceptualisations in five European countries
This article analyses the ways in which notions of student diversity and student voice are defined in five European countries, two terms directly related to notions of inclusion. In so doing, it examines links between the two terms, noting that, often, they are used in international research without acknowledging the ways that they are defined within particular national contexts. Using literature and policy documents from five countries (i.e. Aus…
Teaching and learning in a multilingual Europe
School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently co…
Refugee students' perspectives on inclusive and exclusive school experiences in Austria
This paper examines refugee students' experiences in the Austrian mainstream school system. It highlights four areas: school connectedness, social exclusion, support systems and friendships. In the study, 55 refugee students between 8 and 21 years old enrolled in primary and secondary education participated in a semi‐structured interview. Data were analysed with directed qualitative content analysis, whereby codes were created deductively and ind…
Inclusion and standards achievement
This article investigates the relationship between the achievement level of students in classes and the presence of students identified as having special needs in inclusive settings. In particular, it examines whether the presence of students with special educational needs in inclusive classrooms has an effect on the national mathematics standards achievement of their fellow students. In order to do so, the national standard scores of approximate…
Don’t forget about us
Intersectionality recognises that individuals can simultaneously be members of multiple disadvantaged groups, which creates a system of disadvantage. To analyse these systems of disadvantages, it is necessary to look at the intersection of different categories. This paper examines the intersectionality of disability, refugee status and gender. It analyses whether general public’s attitudes towards inclusion differ depending on disability type (ph…
Attitudes towards inclusion of refugee girls with and without disabilities in Austrian primary schools
This study addressed the concept of ‘intersectionality’ relating to refugee status and disability. It examined whether differences in attitudes depending on disability type (physical disability vs. behavioural disorders) are present and how the refugee status and disability in girls interact to influence attitudes. The attitudes of 1377 participants towards the inclusion of Austrian girls with disabilities as well as of refugee girls with and wit…
Attitudes and experiences of parents regarding inclusive and special school education for children with learning and intellectual disabilities
In a survey, 840 parents of children with cognitive deficits who were educated either in special schools or in inclusive classes were asked to assess their children's school experiences. The results showed an overall high degree of satisfaction with the schooling, but there were marked differences among the parents' assessments depending on the degree of learning disabilities and on the type of school. Satisfaction with their children's social ex…
Prevention of Aggressive Behavior in Elementary Schools
The effectiveness of a peer-mediation-program for third grade students (elementary school) was evaluated through a longitudinal study. The sample consisted of 262 students, 141 boys and 121 girls, drawn from thirty classrooms in fifteen elementary sc
Don’t forget about us
Intersectionality recognises that individuals can simultaneously be members of multiple disadvantaged groups, which creates a system of disadvantage. To analyse these systems of disadvantages, it is necessary to look at the intersection of different categories. This paper examines the intersectionality of disability, refugee status and gender. It analyses whether general public’s attitudes towards inclusion differ depending on disability type (ph…
Attitudes and experiences of parents regarding inclusive and special school education for children with learning and intellectual disabilities
In a survey, 840 parents of children with cognitive deficits who were educated either in special schools or in inclusive classes were asked to assess their children's school experiences. The results showed an overall high degree of satisfaction with the schooling, but there were marked differences among the parents' assessments depending on the degree of learning disabilities and on the type of school. Satisfaction with their children's social ex…
Prevention of Aggressive Behavior in Elementary Schools
The effectiveness of a peer-mediation-program for third grade students (elementary school) was evaluated through a longitudinal study. The sample consisted of 262 students, 141 boys and 121 girls, drawn from thirty classrooms in fifteen elementary sc
Attitudes and experiences of parents regarding inclusive and special school education for children with learning and intellectual disabilities
In a survey, 840 parents of children with cognitive deficits who were educated either in special schools or in inclusive classes were asked to assess their children's school experiences. The results showed an overall high degree of satisfaction with the schooling, but there were marked differences among the parents' assessments depending on the degree of learning disabilities and on the type of school. Satisfaction with their children's social ex…
Don’t forget about us
Intersectionality recognises that individuals can simultaneously be members of multiple disadvantaged groups, which creates a system of disadvantage. To analyse these systems of disadvantages, it is necessary to look at the intersection of different categories. This paper examines the intersectionality of disability, refugee status and gender. It analyses whether general public’s attitudes towards inclusion differ depending on disability type (ph…
Attitudes towards inclusion of refugee girls with and without disabilities in Austrian primary schools
This study addressed the concept of ‘intersectionality’ relating to refugee status and disability. It examined whether differences in attitudes depending on disability type (physical disability vs. behavioural disorders) are present and how the refugee status and disability in girls interact to influence attitudes. The attitudes of 1377 participants towards the inclusion of Austrian girls with disabilities as well as of refugee girls with and wit…
Inclusion and standards achievement
This article investigates the relationship between the achievement level of students in classes and the presence of students identified as having special needs in inclusive settings. In particular, it examines whether the presence of students with special educational needs in inclusive classrooms has an effect on the national mathematics standards achievement of their fellow students. In order to do so, the national standard scores of approximate…
Refugee students' perspectives on inclusive and exclusive school experiences in Austria
This paper examines refugee students' experiences in the Austrian mainstream school system. It highlights four areas: school connectedness, social exclusion, support systems and friendships. In the study, 55 refugee students between 8 and 21 years old enrolled in primary and secondary education participated in a semi‐structured interview. Data were analysed with directed qualitative content analysis, whereby codes were created deductively and ind…
Student diversity and student voice conceptualisations in five European countries
This article analyses the ways in which notions of student diversity and student voice are defined in five European countries, two terms directly related to notions of inclusion. In so doing, it examines links between the two terms, noting that, often, they are used in international research without acknowledging the ways that they are defined within particular national contexts. Using literature and policy documents from five countries (i.e. Aus…
Teaching and learning in a multilingual Europe
School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently co…
Teachers’ Social and Emotional Competencies
IN ENGLISH: The present paper focuses on social and emotional learning, and highlights empirical \nfindings on its importance for teachers, students and schools. The importance of social \nand emotional learning in school settings has been a central focus of research for the last 30 \nyears. The development of teachers’ social and emotional competencies has been an essential \nfactor for improving social and emotional learning of students. Only w…
Evaluating student’s ability to assess treatment claims
After the revision of some items, the questionnaires are suitable to evaluate secondary school students' ability to assess health claims. A future goal is to increase the pool of items being translated and tested
Interventions with Digital Tools for Mental Health Promotion among 11–18 Year Olds
The availability of digital tools aiming to promote adolescent mental health is rapidly increasing. However, the field lacks an up-to-date and focused review of current evidence. This study thus looked into the characteristics and efficacy of digital, evidence-based mental health programs for youth (11–18 years). The selection procedure followed the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines and resulted…
The relative significance of contextual, process and individual factors in the impact of learning and support assistants on the inclusion of students with SEN
International discussion on inclusive education has managed to identify various contextual, process and individual factors having an impact on implementation. In addition, learning and support assistants (LSAs) have been found to be a key element in enhancing participation and learning for all students in inclusive schools. The present cross-sectional study explored the impact of assistance services on the implementation of inclusive education fr…
Bending and Bowing
This paper investigates the implementation of a reading program designed for third grade elementary school classrooms in Austria. Using a mixed-methods approach, lesson types were identified, respective class compositions analyzed, and the effects on students’ reading gains examined. The results show that the lesson types seem to reflect learner group needs as students in the different lesson types profited similarly from the reading program. Thi…
What Makes Me Happy and what Worries Me? A Cross-national Comparison of Stressors and Resources for Stress Relief Among Youth
Numerous evidence-based programs aim to promote youth mental health. Unfortunately, however, they often fail to engage the target group and lack cultural sensitivity. The present study addresses these issues by using a participatory approach to look at variations of stressors and resources for stress relief among students (12-15 years) in three European countries. Two participatory workshops were conducted in three schools in Austria, Poland and …
Challenging school-related situations faced by students with dyslexia
Children and young people with dyslexia face a variety of challenges in everyday school life, which can affect their intellectual and emotional development. While the potential consequences of dyslexia are well-documented, little is known about the specific challenging situations in the school context these children face. This scoping review addresses this gap by systematically identifying and categorising school-related stressors experienced by …
How disability type, gender, and home language influence students’ placement in inclusive or separate class settings
Although educating students with and without disabilities in one classroom is not proof of an inclusive school system, it is at least a significant first step towards inclusive education and improved student participation. This study focuses on the allocation of inclusive or separate class settings for students with various types of disabilities. It also evaluates to what extent gender and home language are connected to type of schooling. A surve…
Evidence-based development of inclusive schools – a review of European research
Swiss National Science Foundation 10.13039/501100001711
Psychology (12 works) · Social Psychology (9 works) · Inclusion (mineral (7 works) · Social Psychology (7 works) · Developmental psychology (6 works) · Mathematics education (6 works) · Pedagogy (6 works) · Collaborative Teaching and Inclusion (5 works) · Political science (5 works) · Sociology (5 works)