Measuring Inclusive Education in Portuguese Schools: Adaptation and Validation of a Questionnaire
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...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-05-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2022.812013/full |
| _version_ | 1817987418055245824 |
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| author | Marisa Carvalho Joana Cruz Helena Azevedo Helena Fonseca |
| author_facet | Marisa Carvalho Joana Cruz Helena Azevedo Helena Fonseca |
| author_sort | Marisa Carvalho |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-14T00:21:01Z |
| format | Article |
| id | doaj.art-adeac6f0b80545cf9697c5f04371edbe |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-14T00:21:01Z |
| publishDate | 2022-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-adeac6f0b80545cf9697c5f04371edbe2022-12-22T02:22:57ZengFrontiers Media S.A.Frontiers in Education2504-284X2022-05-01710.3389/feduc.2022.812013812013Measuring Inclusive Education in Portuguese Schools: Adaptation and Validation of a QuestionnaireMarisa Carvalho0Joana Cruz1Helena Azevedo2Helena Fonseca3Research Centre for Human Development, Faculty of Education and Psychology, Universidade Católica Portuguesa, Porto, PortugalCentro de Investigação em Psicologia para o Desenvolvimento, Universidade Lusíada, Porto, PortugalUnidade de Investigação em Desenvolvimento Humano e Psicologia, Departamento de Ciências Sociais e do Comportamento, Universidade da Maia, Maia, PortugalNational Programme for School Success Promotion, Ministry of Education, Lisbon, PortugalThe 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.https://www.frontiersin.org/articles/10.3389/feduc.2022.812013/fullinclusive educationself-assessment tooladaptation and validationfactorial analysispsychometric properties |
| spellingShingle | Marisa Carvalho Joana Cruz Helena Azevedo Helena Fonseca Measuring Inclusive Education in Portuguese Schools: Adaptation and Validation of a Questionnaire Frontiers in Education inclusive education self-assessment tool adaptation and validation factorial analysis psychometric properties |
| title | Measuring Inclusive Education in Portuguese Schools: Adaptation and Validation of a Questionnaire |
| title_full | Measuring Inclusive Education in Portuguese Schools: Adaptation and Validation of a Questionnaire |
| title_fullStr | Measuring Inclusive Education in Portuguese Schools: Adaptation and Validation of a Questionnaire |
| title_full_unstemmed | Measuring Inclusive Education in Portuguese Schools: Adaptation and Validation of a Questionnaire |
| title_short | Measuring Inclusive Education in Portuguese Schools: Adaptation and Validation of a Questionnaire |
| title_sort | measuring inclusive education in portuguese schools adaptation and validation of a questionnaire |
| topic | inclusive education self-assessment tool adaptation and validation factorial analysis psychometric properties |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2022.812013/full |
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