Psychometric Properties of a Questionnaire to Assess Spanish Primary School Teachers’ Perceptions about Their Preparation for Inclusive Education

Healthcare

卷:10

Santiago Gomez-Paniagua¹  Jesús Sáez-Padilla²  Andres Garcia-Gomez³  José Carmelo Adsuar⁴  Jorge Rojo-Ramos⁵  Sabina Barrios-Fernandez⁵  Laura Muñoz-Bermejo⁵ 

[1] BioẼrgon Research Group, University of Extremadura, 10003 Cáceres, Spain;

[2] Faculty of Education, Psychology and Sport Sciences, University of Huelva, 21071 Huelva, Spain;

[3] Occupational Stress, Psychopathologies and Emotional Well-Being (GRESPE) Research Group, University of Extremadura, 06006 Badajoz, Spain;

[4] Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain;

[5] Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain;

关键词: inclusive education;    diversity;    teachers;    perceptions;    preparation;    primary schools;   

DOI  :  10.3390/healthcare10020228

来源: DOAJ

【 摘 要 】

Inclusive education is a right and must be offered to all students, including those with disabilities, providing them with individualized educational attention and support. Teachers play a leading role in the inclusive education process, their preparation and attitudes being essential for this process. This study aimed to present the factor structure and reliability of a questionnaire for the assessment of teachers’ perceptions about their preparation to support inclusive education. The sample consisted of 605 Spanish primary school teachers who responded to the Evaluation of Teachers’ Inclusion Readiness (CEFI-R) Questionnaire. Exploratory and confirmatory factor analysis and reliability evaluation were performed. The results showed a factor structure with four dimensions (Conception of Diversity, Methodology, Supports and Community Participation), composed of 17 items, with good and excellent goodness-of-fit values and high reliability (Cronbach’s Alpha = 0.75–0.94). Thus, the CEFI-R can be considered a quick and easy-to-apply tool to analyze primary school teachers’ perceptions about their preparation to address their students’ diversity of needs, allowing stakeholders to take actions to promote inclusive education.

【 授权许可】

Unknown