Psychometric properties of the revised Teachers' Attitude towards Inclusion Scale

Jeremy Monsen, Donna Ewing, James Boyle

Research output: Contribution to journalArticlepeer-review


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 languageEnglish
Pages (from-to)64-71
Number of pages8
JournalInternational Journal of School & Educational Psychology
Issue number1
Publication statusPublished - 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:


  • Teacher attitude
  • inclusive education
  • special educational needs
  • scale development


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