Measuring inclusive education in portuguese schools: adaptation and validation of a questionnaire
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.14/37709 |
Resumo: | The debate about inclusive education has gained considerable attention in policy, research, and practice in the last decades. Therefore, there is also a growing interest in assessing how inclusive education occurs in schools. Self-assessment and self-reflection tools are strategic to examine schools’ inclusion and guide needed changes. This study attempts to provide Portuguese schools with self-assessment tools for improvement. Themis Inclusion Tool was translated and adapted into a Portuguese version named Resources and Practices for Inclusive Education and evaluated the instrument’s psychometric structure. A web survey was completed online by 924 participants. An EFA suggested two different factors: Inclusive Resources, human, technical and technological resources used to promote learning and; Inclusive Practices, beliefs and behaviors that can be implemented to promote learning. These two factors were supported by confirmatory analysis. Overall, the Resources and Practices for Inclusive Education presented a robust factorial structure and good psychometric properties, appearing to be a valid and reliable measure for assessing inclusive education in Portuguese schools. |
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Measuring inclusive education in portuguese schools: adaptation and validation of a questionnaireInclusive educationSelf-assessment toolAdaptation and validationFactorial analysisPsychometric propertiesThe debate about inclusive education has gained considerable attention in policy, research, and practice in the last decades. Therefore, there is also a growing interest in assessing how inclusive education occurs in schools. Self-assessment and self-reflection tools are strategic to examine schools’ inclusion and guide needed changes. This study attempts to provide Portuguese schools with self-assessment tools for improvement. Themis Inclusion Tool was translated and adapted into a Portuguese version named Resources and Practices for Inclusive Education and evaluated the instrument’s psychometric structure. A web survey was completed online by 924 participants. An EFA suggested two different factors: Inclusive Resources, human, technical and technological resources used to promote learning and; Inclusive Practices, beliefs and behaviors that can be implemented to promote learning. These two factors were supported by confirmatory analysis. Overall, the Resources and Practices for Inclusive Education presented a robust factorial structure and good psychometric properties, appearing to be a valid and reliable measure for assessing inclusive education in Portuguese schools.Veritati - Repositório Institucional da Universidade Católica PortuguesaCarvalho, MarisaCruz, JoanaAzevedo, HelenaFonseca, Helena2022-05-24T11:32:07Z2022-05-162022-05-16T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.14/37709eng2504-284X10.3389/feduc.2022.81201385131404355000804196800001info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-16T01:43:48Zoai:repositorio.ucp.pt:10400.14/37709Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:30:43.136107Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Measuring inclusive education in portuguese schools: adaptation and validation of a questionnaire |
title |
Measuring inclusive education in portuguese schools: adaptation and validation of a questionnaire |
spellingShingle |
Measuring inclusive education in portuguese schools: adaptation and validation of a questionnaire Carvalho, Marisa Inclusive education Self-assessment tool Adaptation and validation Factorial analysis Psychometric properties |
title_short |
Measuring inclusive education in portuguese schools: adaptation and validation of a questionnaire |
title_full |
Measuring inclusive education in portuguese schools: adaptation and validation of a questionnaire |
title_fullStr |
Measuring inclusive education in portuguese schools: adaptation and validation of a questionnaire |
title_full_unstemmed |
Measuring inclusive education in portuguese schools: adaptation and validation of a questionnaire |
title_sort |
Measuring inclusive education in portuguese schools: adaptation and validation of a questionnaire |
author |
Carvalho, Marisa |
author_facet |
Carvalho, Marisa Cruz, Joana Azevedo, Helena Fonseca, Helena |
author_role |
author |
author2 |
Cruz, Joana Azevedo, Helena Fonseca, Helena |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Veritati - Repositório Institucional da Universidade Católica Portuguesa |
dc.contributor.author.fl_str_mv |
Carvalho, Marisa Cruz, Joana Azevedo, Helena Fonseca, Helena |
dc.subject.por.fl_str_mv |
Inclusive education Self-assessment tool Adaptation and validation Factorial analysis Psychometric properties |
topic |
Inclusive education Self-assessment tool Adaptation and validation Factorial analysis Psychometric properties |
description |
The debate about inclusive education has gained considerable attention in policy, research, and practice in the last decades. Therefore, there is also a growing interest in assessing how inclusive education occurs in schools. Self-assessment and self-reflection tools are strategic to examine schools’ inclusion and guide needed changes. This study attempts to provide Portuguese schools with self-assessment tools for improvement. Themis Inclusion Tool was translated and adapted into a Portuguese version named Resources and Practices for Inclusive Education and evaluated the instrument’s psychometric structure. A web survey was completed online by 924 participants. An EFA suggested two different factors: Inclusive Resources, human, technical and technological resources used to promote learning and; Inclusive Practices, beliefs and behaviors that can be implemented to promote learning. These two factors were supported by confirmatory analysis. Overall, the Resources and Practices for Inclusive Education presented a robust factorial structure and good psychometric properties, appearing to be a valid and reliable measure for assessing inclusive education in Portuguese schools. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-05-24T11:32:07Z 2022-05-16 2022-05-16T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.14/37709 |
url |
http://hdl.handle.net/10400.14/37709 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2504-284X 10.3389/feduc.2022.812013 85131404355 000804196800001 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799132029105733632 |