Carmen Zurbriggen

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Full Professor

University of Fribourg

Switzerland

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Carmen Zurbriggen is a Full Professor at the University of Fribourg, Switzerland. Her research focuses on inclusion, special education, and the relationship between student characteristics and academic motivation, as evidenced by her recent articles on various aspects of perception, judgment accuracy, and school placement trajectories for students with special educational needs. She has contributed to the validation of assessment tools for both students with and without learning disabilities. Additionally, her work explores the pathways of young people with disabilities into the labor market in Switzerland and Luxembourg.

Recent Grants

Grant: Open

Pathways into the labor market of young people with disabilities in Switzerland and Luxembourg: Drivers of and barriers to successful transitions (PATH_CH-LUX )

Open Date: 2023-08-01

Close Date: 2027-07-31

Carmen Zurbriggen

Research Interests

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About

Recent Grants

Articles (19)

Evaluation of a comprehensive literacy program in primary school students with intellectual disabilities in single case studies

Validation of the Student and Teacher Version of the Japanese Perceptions of Inclusion Questionnaire (PIQ)

Explaining teachers' judgement accuracy of students' subjective well-being by students' individual characteristics and the teacher-student relationship

Examining students' current academic motivation in relation to peer interactions and social environment in the classroom using the Experience Sampling Method

Emotional self-concept-questionnaire (ESC-Q): evaluation for students with and without learning disabilities in inclusive schools

Development and validation of a short form of the German Developmental Behaviour Checklist for Teachers (DBC-T)

School placement trajectories of students with special educational needs—A longitudinal analysis of administrative data

Comparing Pathways into the Labor Market of Young People with Disabilities in Switzerland and Luxembourg

Exploring Mexican lower secondary school students’ perceptions of inclusion

Teachers' judgment accuracy of students’ subjective well-being in school: In search of explanatory factors

Recall bias of students' affective experiences in adolescence: The role of personality and internalizing behavior

Friendship networks in inclusive elementary classrooms: Changes and stability related to students’ gender and self-perceived social inclusion

School transfers in special education: frequency, direction, and timing of transfers between different school settings

Examining early learners’ perceptions of inclusion: adaptation of the student version of the perceptions of inclusion questionnaire for first- and second-grade students (PIQ-EARLY)

Editorial: The role of teachers in students' social inclusion in the classroom

An evaluation of the German teacher version of the Developmental Behaviour Checklist in children and adolescents with intellectual disability

Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings

Rosy or blue? Change in recall bias of students’ affective experiences during early adolescence.

Multi-informant assessment of bullying in Austrian schools

Collaborators (9)

Susanne Schwab

Jan Kuhl

Alexandra Pirker

David Jendryczko

Katharina-Theresa Lindner

Christoph M. Müller

Ariana Garrote

Andreas Hadjar

Antonia Paljakka

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