Psychometric properties of the revised Teachers' Attitude towards Inclusion Scale

Jeremy J. Monsen, Donna L. Ewing, James Boyle

Research output: Contribution to journalArticle

4 Citations (Scopus)

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.
LanguageEnglish
Pages64-71
Number of pages18
JournalInternational Journal of School & Educational Psychology
Volume3
Issue number1
Early online date6 Mar 2015
DOIs
Publication statusPublished - 2015

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Psychometrics
Pupil
Principal Component Analysis
Terminology
Teaching
Language
Research
Surveys and Questionnaires

Keywords

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

Cite this

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Psychometric properties of the revised Teachers' Attitude towards Inclusion Scale. / Monsen, Jeremy J.; Ewing, Donna L.; Boyle, James.

In: International Journal of School & Educational Psychology, Vol. 3, No. 1, 2015, p. 64-71.

Research output: Contribution to journalArticle

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