期刊名称：Ankara University Faculty of Educational Sciences Journal of Special Education
印刷版ISSN：1304-7639
出版年度：2021
卷号：22
期号：4
页码：847-870
DOI：10.21565/ozelegitimdergisi.741524
语种：Turkish
出版社：Ankara University Faculty of Educational Sciences
摘要：Introduction: With the research done in recent years, with the change in basic beliefs and assumptions about children with special needs, the role of schools in relation to them has also changed. The aim of this study is to develop a measurement tool to evaluate the competency of the schools in regard to inclusive education activities.Method: The scale was developed following a systematic process. The participants of the study are teachers working at primary schools, secondary schools, and high schools during the spring semester of the 2019-2020 school year. “Competence Scale for Inclusive Education Practices of Schools” developed was administered to a total of 582 teachers.Findings: The data collected from 341 teachers were analysed using exploratory factor analysis. The data from 241 teachers were investigated using the confirmatory factor analysis. The results of the exploratory factor analysis produced a scale with four factors (school guidance services, support education room services, the organization of educational setting, and teachers’ knowledge level) and 25 items. The validity of this scale was tested with the confirmatory factor analysis which indicated that the scale has an acceptable index of fit. The Cronbach Alpha reliability (internal consistency) coefficient for the whole scale is found to be .95. The Cronbach Alpha reliability coefficients for the factors are found to vary between .87 and .94. Discussion: The findings suggest that the scale developed is a valid and reliable tool to measure the competency of the schools in regard to the inclusive education activities. This developed scale can be used to evaluate the integration practices in Turkey in a multi-dimensional way. According to the evaluation results, it is thought that changes and improvements can be made in the applications.
关键词：Inclusive education ; special education ; scale development ; competency of the schools ; teachers’ knowledge level
