Psychometric properties of the revised teachers' attitude toward inclusion scale

Monsen, Jeremy J, Ewing, Donna L and Boyle, James (2015) Psychometric properties of the revised teachers' attitude toward inclusion scale. International Journal of School & Educational Psychology, 3 (1). pp. 64-71. ISSN 2168-3603

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Abstract

This paper presents the psychometric properties of a questionnaire measure that updates and extends Larrivee and Cook's (1979) Opinions Relative to Mainstreaming Scale in terms of structure, terminology, and language. The revised scale was tested using a sample of 106 teachers based in inclusive mainstream schools. Using Principal Component Analysis, a four-factor structure 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 of inclusion for teaching practice; and (d) implications for addressing the needs of children with SEN. Moderate to good reliability was found for these components (Cronbach's α: .76–.86). In conclusion, the updated and revised Teachers' Attitude to Inclusion Scale (TAIS) shows promise of being a reliable and valid measure for both research and applied purposes.

Item Type: Article
Keywords: Teacher attitude, inclusive education, special educational needs, scale development
Schools and Departments: School of Psychology > Psychology
Brighton and Sussex Medical School > Sussex Health Outcomes Research & Education in Cancer (SHORE-C)
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education
Depositing User: Donna Ewing
Date Deposited: 10 Aug 2015 11:25
Last Modified: 29 Sep 2017 15:33
URI: http://sro.sussex.ac.uk/id/eprint/56070

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