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Psychometric properties of the revised teachers' attitude toward inclusion scale
journal contribution
posted on 2023-06-08, 22:05 authored by Jeremy J Monsen, Donna L Ewing, James BoyleThis 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 a: .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.
History
Publication status
- Published
Journal
International Journal of School & Educational PsychologyISSN
2168-3603Publisher
RoutledgeExternal DOI
Issue
1Volume
3Page range
64-71Department affiliated with
- Sussex Health Outcomes Research & Education in Cancer (SHORE-C) Publications
Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2015-08-10First Open Access (FOA) Date
2016-03-07First Compliant Deposit (FCD) Date
2015-08-10Usage metrics
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