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Validation of the Index for Inclusion Questionnaire for Compulsory Secondary Education Students

Author

Listed:
  • José A. Fernández-Archilla

    (Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almeria, 04120 Almeria, Spain)

  • Joaquín F. Álvarez

    (Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almeria, 04120 Almeria, Spain)

  • José M. Aguilar-Parra

    (Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almeria, 04120 Almeria, Spain)

  • Rubén Trigueros

    (Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almeria, 04120 Almeria, Spain)

  • Isabel D. Alonso-López

    (Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almeria, 04120 Almeria, Spain)

  • Gerardo Echeita

    (Department of Psychology, Autonomus University of Madrid, 28049 Madrid, Spain)

Abstract

As one of the protagonists in education, the perspective of the students is fundamental in the determination of inclusive education in an educational center. The Index for Inclusion is an instrument and strategy for self-evaluation. One of their questionnaires, the questionnaire for compulsory secondary education students, is intended for students and has become one of the most used instruments to help teaching teams to self-assess their political and practical cultures from the perspective of the values and principles of educational inclusion worldwide. Some of the questionnaires included in the Index have been used in many studies, mainly in a qualitative way. For this reason, the present study intends to show evidence of validity of the Index for Inclusion questionnaire of students in a quantitative way through an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA). In this study, 727 secondary school students (359 boys and 368 girls) aged between 13 and 19 years ( M = 13.89; SD = 1.35) took part. They belonged to six educational centers in the province of Almeria. To analyze the temporal stability of the Index for Inclusion student questionnaire, a second independent sample of 81 secondary school students was used, aged between 15 and 18 years ( M = 16.14; SD = 0.78). The results revealed adequate adjustment rates, showing the invariant structure with respect to gender. The Student Inclusion Index was shown to be a robust and adequate psychometric instrument to assess the degree of development of inclusive education in schools from the perspective of secondary school students, and therefore, its future application to students in schools is recommended.

Suggested Citation

  • José A. Fernández-Archilla & Joaquín F. Álvarez & José M. Aguilar-Parra & Rubén Trigueros & Isabel D. Alonso-López & Gerardo Echeita, 2020. "Validation of the Index for Inclusion Questionnaire for Compulsory Secondary Education Students," Sustainability, MDPI, vol. 12(6), pages 1-11, March.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:6:p:2169-:d:331249
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    References listed on IDEAS

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    1. Jeff Jones & Niels Waller, 2015. "The Normal-Theory and Asymptotic Distribution-Free (ADF) Covariance Matrix of Standardized Regression Coefficients: Theoretical Extensions and Finite Sample Behavior," Psychometrika, Springer;The Psychometric Society, vol. 80(2), pages 365-378, June.
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    Cited by:

    1. Laura Sánchez-Pujalte & María Teresa Gómez-Domínguez & Ana Soto-Rubio & Diego Navarro-Mateu, 2020. "Does the School Really Support My Child? SOFIA: An Assessment Tool for Families of Children with SEN in Spain," Sustainability, MDPI, vol. 12(19), pages 1-17, September.
    2. Cristina Méndez-Aguado & Rubén Trigueros & José Manuel Aguilar-Parra & Noelia Navarro-Gómez & Mª del Pilar Díaz-López & Juan M. Fernández-Campoy & Juan Gázquez-Hernández & José Carrión, 2020. "An Inclusive View of the Disability of Secondary School Students," IJERPH, MDPI, vol. 17(23), pages 1-11, November.
    3. Marta Medina-García & Luis Doña-Toledo & Lina Higueras-Rodríguez, 2020. "Equal Opportunities in an Inclusive and Sustainable Education System: An Explanatory Model," Sustainability, MDPI, vol. 12(11), pages 1-20, June.
    4. Anna Zwierzchowska & Karolina Kostorz & Barbara Rosołek & Edyta Tomińska-Conte, 2022. "Validation of the Perceptions of Inclusion Questionnaire including PE Teachers’ Opinion as Part of an Innovative Use of the Tool," Sustainability, MDPI, vol. 14(6), pages 1-12, March.
    5. José Parra-Martínez & María-Elia Gutiérrez-Mozo & Ana Gilsanz-Díaz, 2021. "Inclusive Higher Education and the Built Environment. A Research and Teaching Agenda for Gender Mainstreaming in Architecture Studies," Sustainability, MDPI, vol. 13(5), pages 1-23, February.

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