Psychometric properties of the revised Teachers' Attitude towards Inclusion Scale

Tools

Monsen, Jeremy J. and Ewing, Donna L. and Boyle, James (2015) Psychometric properties of the revised Teachers' Attitude towards Inclusion Scale. International Journal of School & Educational Psychology, 3 (1). pp. 64-71. ISSN 2168-3603 (https://doi.org/10.1080/21683603.2014.938383)

[thumbnail of Monsen-etal-IJSEP2015-psychometric-properties-of-the-revised-teachers-attitude-inclusion-scale]
Preview
 Text. Filename: Monsen_etal_IJSEP2015_psychometric_properties_of_the_revised_teachers_attitude_inclusion_scale.pdf
Accepted Author Manuscript
Download (162kB)| Preview

Abstract

This paper presents the psychometric properties of a questionnaire measure which 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 towards inclusion’ section of the revised scale: (i) problems of inclusion of SEN children in mainstream classes; (ii) social benefits for all of the inclusion of SEN pupils in mainstream classes; (iii) implications of inclusion for teaching practice; and (iv) 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 as being a reliable and valid measure for both research and applied purposes.

ORCID iDs

Monsen, Jeremy J., Ewing, Donna L. and Boyle, James ORCID logoORCID: https://orcid.org/0000-0002-4621-478X;
CORE (COnnecting REpositories)