TY - JOUR
T1 - Measuring inclusive education in Portuguese schools
T2 - adaptation and validation of a questionnaire
AU - Carvalho, Marisa
AU - Cruz, Joana
AU - Azevedo, Helena
AU - Fonseca, Helena
PY - 2022/5/16
Y1 - 2022/5/16
N2 - The debate about inclusive education has gained considerable attention in policy, research, and practice in the last decades. Therefore, there is also a growing interest in assessing how inclusive education occurs in schools. Self-assessment and self-reflection tools are strategic to examine schools’ inclusion and guide needed changes. This study attempts to provide Portuguese schools with self-assessment tools for improvement. Themis Inclusion Tool was translated and adapted into a Portuguese version named Resources and Practices for Inclusive Education and evaluated the instrument’s psychometric structure. A web survey was completed online by 924 participants. An EFA suggested two different factors: Inclusive Resources, human, technical and technological resources used to promote learning and; Inclusive Practices, beliefs and behaviors that can be implemented to promote learning. These two factors were supported by confirmatory analysis. Overall, the Resources and Practices for Inclusive Education presented a robust factorial structure and good psychometric properties, appearing to be a valid and reliable measure for assessing inclusive education in Portuguese schools.
AB - The debate about inclusive education has gained considerable attention in policy, research, and practice in the last decades. Therefore, there is also a growing interest in assessing how inclusive education occurs in schools. Self-assessment and self-reflection tools are strategic to examine schools’ inclusion and guide needed changes. This study attempts to provide Portuguese schools with self-assessment tools for improvement. Themis Inclusion Tool was translated and adapted into a Portuguese version named Resources and Practices for Inclusive Education and evaluated the instrument’s psychometric structure. A web survey was completed online by 924 participants. An EFA suggested two different factors: Inclusive Resources, human, technical and technological resources used to promote learning and; Inclusive Practices, beliefs and behaviors that can be implemented to promote learning. These two factors were supported by confirmatory analysis. Overall, the Resources and Practices for Inclusive Education presented a robust factorial structure and good psychometric properties, appearing to be a valid and reliable measure for assessing inclusive education in Portuguese schools.
KW - Inclusive education
KW - Self-assessment tool
KW - Adaptation and validation
KW - Factorial analysis
KW - Psychometric properties
U2 - 10.3389/feduc.2022.812013
DO - 10.3389/feduc.2022.812013
M3 - Article
VL - 7
SP - 1
EP - 9
JO - Frontiers in Education
JF - Frontiers in Education
SN - 2504-284X
M1 - 812013
ER -