Abstract
This paper presents the psychometric properties of a questionnaire measure that updates andextends Larrivee and Cook's (1979) Opinions Relative to Mainstreaming Scale in terms ofstructure, terminology, and language. The revised scale was tested using a sample of 106teachers based in inclusive mainstream schools. Using Principal Component Analysis, a fourfactorstructure was found for the "attitudes toward inclusion" section of the revised scale: (a)problems of inclusion of special educational needs (SEN) children in mainstream classes; (b)social benefits for all of the inclusion of SEN pupils in mainstream classes; (c) implications ofinclusion for teaching practice; and (d) implications for addressing the needs of children withSEN. Moderate to good reliability was found for these components (Cronbach's a: .76-.86).In conclusion, the updated and revised Teachers' Attitude to Inclusion Scale (TAIS) showspromise of being a reliable and valid measure for both research and applied purposes.
| Original language | English |
|---|---|
| Pages (from-to) | 64-71 |
| Number of pages | 8 |
| Journal | International Journal of School & Educational Psychology |
| Volume | 3 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 6 Mar 2015 |
Bibliographical note
This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of School & Educational Psychology on 06/03/2015, available online: http://www.tandfonline.com/10.1080/21683603.2014.938383Keywords
- Teacher attitude
- inclusive education
- special educational needs
- scale development
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Donna Ewing
- School of Humanities and Social Science - Senior Lecturer
- Understanding childhood and adolescence Research Excellence Group
Person: Academic