The Validity and Reliability Study of Turkish Version of the Sentiments Attitudes and Concerns about Inclusive Education Scale

Year 2018, Volume: 26 Issue: 2, 271 - 280, 15.03.2018

Nurcan Cansız Mustafa Cansız

https://doi.org/10.24106/kefdergi.389872

Cited By: 4

Abstract

The purpose of this study is to translate and adapt
the Sentiments Attitudes and Concerns about Inclusive Education Scale (SACIE)
for use in the Turkish context. For this purpose, translated version of SACIE
was administered to 304 and 368 preservice teachers (PTs) for performing
exploratory and confirmatory factor analysis respectively. The result of
exploratory factor analysis revealed the three-factor structure of SACIE as
sentiments, attitudes, and concerns. The confirmatory factor analysis supported
three-factor structure of SACIE including 19 items. Moreover, the scale
indicated a reasonable predictive validity to the self-efficacies of preservice
teachers. The importance of the adaptation of the scale into Turkish was
discussed.

Keywords

inclusive education, sentiments, attitudes, concerns, preservice teachers, self-efficacy

Kaynaştırma Eğitimi ile ilgili Düşünce, Tutum ve Endişe Ölçeğinin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması

Abstract

Bu çalışmanın amacı,
Loreman, Earle, Sharma ve Forlin'in (2007) geliştirdikleri Sentiments,
Attitudes, and Concerns about Inclusive Education (SACIE) ölçeğini Türkçeye
uyarlamaktır. Türkçe formun yapı geçerliğini incelemek amacıyla 304 öğretmen
adayından toplanan veriye Açımlayıcı Faktör Analizi uygulanmıştır. Sonrasında
ölçek, 368 öğretmen adayına uygulanmış ve elde edilen veriye Doğrulayıcı Faktör
Analizi yapılmıştır. Açımlayıcı faktör analizi ölçeğin Düşünce, Tutum ve Endişe
olarak üç faktörlü yapısını ortaya koymuştur. Doğrulayıcı faktör analizi de
toplamda 19 maddeden oluşan üç faktörlü ölçek yapısını desteklemiştir. Diğer
taraftan ölçek, öğretmen adaylarının özyeterliklerini ortaya koymada makul bir
yordama geçerliği göstermiştir. Ölçeğin Türkçeye uyarlanmasının önemi
tartışılmıştır.

Keywords

kaynaştırma eğitimi, düşünce, tutum, endişe, öğretmen adayları, öz-yeterlik

References

• Avramidis, E., Bayliss, P., & Burden, R. (2000). A Survey into Mainstream Teachers' Attitudes towards the Inclusion of Children with Special Educational Needs in the Ordinary School in One Local Education Authority. Educational Psychology, 20(2), 191-211.
• Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129- 147.
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.
• Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26.
• Berman, P., McLaughlin, M., Bass, G., Pauly, E., & Zellman, G. (1977). Federal programs supporting educational change: Vol. II. Factors affecting implementation and continuation. Santa Monica, CA.
• Boyle, C., Topping, K., & Jindal-Snape, D. (2013) Teachers’ attitudes towards inclusion in high schools. Teachers and Teaching: Theory and Practice, 19(5), 527-542.
• Burke, K., & Sutherland, C. (2004). Attitudes towards inclusion: Knowledge vs. experience. Education, 125(2), 163–72.
• Burstein, N., Sears, S., Wilcoxen, A., Cabello, B., & Spagna, M. (2004). Moving toward inclusive practices. Remedial and Special Education, 25(2), 104-116.
• Cansiz, M., & Cansiz, N. (2015). Preservice science teachers’ concerns for educating students with special needs in their future classrooms. The Eurasia Proceedings of Educational & Social Sciences, 2, 36-39.
• Cansiz, N., & Cansiz, M. (2016). Teaching science in inclusive classrooms: Preservice science teachers’ knowledge and views about inclusive education. Paper presented in National Association for Research in Science Teaching (NARST).
• Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2005). Öğretmenlik öz yeterlik ölçeği Türkçe uyarlamasının geçerlik ve güvenirlik çalışması. [Adaptation of teacher self-efficacy scale into Turkish] Eğitim ve Bilim, 30(137), 74–81.
• De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary school teachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331–353.
• DeLuke, S. (2000). A model for merging programs in special education and elementary education: The inclusive education teacher preparation program at the College of Saint Rose. In L. Sherry & F. Spooner (Eds.), Unified teacher preparation programs for general and special educators. Reston, VA: National Council for Exceptional Children.
• Eldar, E., Talmor, R., & Wolf-Zukerman, T. (2010). Successes and difficulties in the individual inclusion of children with Autism Spectrum Disorder (ASD) in the eyes of their coordinators. International Journal of Inclusive Education, 14, 97–114.
• Emmer, T. E. & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51(3), 755–765.
• Fisher, D., Frey, N., & Thousand, J. (2003). What do special educators need to know and be prepared to do for inclusive schooling to work? Teacher Education and Special Education, 26(1), 42-50.
• Forlin, C., Jobling, A., & Carroll, A. (2001). Preservice teachers’ discomfort levels toward people with disabilities. The Journal of International Special Needs Education, 4, 32-38.
• Gething, L. (1994). The interaction with disabled persons scale. Journal of Social Behavior and Personality, 9(5), 23-42.
• Ghaith, G., & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13(4), 451-458.
• Good, T. L., & Brophy, J. (2007). Looking in classrooms (10th ed.). New York, NY: Harper Collins.
• Gulec-Aslan, Y. (2014). Preservice mental retardation education teachers’ perceptions toward autism spectrum disorders field. Kastamonu Education Journal, 22(3), 869-896.
• Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69.
• Jordan, A., Kircaali-Iftar, G. & Diamond, C. T. P. (1993). Who has the problem, the student or the teacher? Differences in teacher beliefs about their work with at-risk and integrated exceptional students. International Journal of Disability, Development, and Education, 40, 45–62.
• Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535–542.
• Kaiser, H. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36.
• Kavale, K. A., & Forness, S. R. (2000). History, rhetoric, and reality: Analysis of the inclusion debate. Remedial and Special Education, 21,279– 296
• Kirk, S., Gallagher, J., Coleman, M. R., & Anastasiow, N. J. (2012). Educating exceptional children. Belmont: Cengage Learning.
• Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
• Loreman, T., Earle, C., Sharma, U., & Forlin, C. (2007). The development of an instrument for measuring pre-service teachers’ sentiments, attitudes, and concerns about inclusive education. International Journal of Special Education, 22(1), 150–159.
• Malinen, O.-P., Savolainen, H., Engelbrecht, P., Xu, J., Nel, M., Nel, N., & Tlale, D. (2013). Exploring teacher self-efficacy for inclusive practices in three diverse countries. Teaching and Teacher Education, 33, 34–44.
• Muwana, F. C., & Ostrosky, M. M. (2014). Factors related to pre-service teachers’ attitudes towards inclusion: A case for Zambia. International Journal of Inclusive Education, 18(8), 763–782.
• Nielsen, L. B. (2002). Brief reference of student disabilities: ...With strategies for the classroom. Thousand Oaks, California: Corwin Press.
• Palmer, D. (2006) Durability of changes in self-efficacy of preservice primary teachers, International Journal of Science Education, 28(6), 655–671.
• Paraskeva, F., Bouta, H., & Papagianni, A. (2008). Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers & Education, 50(3), 1084–1091.
• Roach, V. (1995). Supporting inclusion: Beyond the rhetoric. Phi Delta Kappan, 77(4), 295–99.
• Roberts, R., & Mather, N. (1995). The return of students with learning disabilities to regular classrooms: A sellout? Learning Disabilities Research and Practice: A Publication of the Division for Learning Disabilities, Council for Exceptional Children, 10(1), 46-58.
• Romi, S., Leyser, Y. (2006). Exploring inclusion pre-service training needs: A study of variables associated with attitudes and self-efficacy beliefs. European Journal of Special Needs Education, 21(1), 85-105.
• Schumacker, R. E., & Lomax, R. G. (2010). A beginner’s guide to structural equation modeling (3rd ed.). New York: Routledge.
• Sharma, U., & Desai, I. (2002). Measuring concerns about integrated education in India. Asia & Pacific Journal on Disability, 5(1), 2-14.
• Sharma, U., Forlin, C., Loreman, T., & Earle, C. (2006). Pre-service teachers’ attitudes, concerns, and sentiments about inclusive education: An international comparison of the novice pre-service teacher. International Journal of Special Education, 21, 80–93.
• Shevlin, M., Winter, E., & Flynn, P. (2013). Developing inclusive practice: Teacher perceptions of opportunities and constraints in the Republic of Ireland. International Journal of Inclusive Education, 17(10), 1119–1133.
• Soodak, L. C., & Podell, D. M. (1994). Teachers’ thinking about difficult-to-teach students. Journal of Educational Research, 88(1), 44-51.
• Stein, M. K. & Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and teacher education, 4(2), 171-187.
• Subban, P., & Sharma, U. (2005). Understanding educator attitudes toward the implementation of inclusive education. Disability Studies Quarterly, 25, 1–19.
• Pearce, M. (2009). The inclusive secondary school teacher in Australia. International Journal of Whole Schooling, 5(2), 1-15.
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education,17, 783–805.
• Turnbull, A. P., Turnbull, H. R., & Wehmeyer, M. L. (2007). Exceptional lives: special education in today’s schools (5th ed.). Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall.
• United Nations Educational, Scientific and Cultural Organization (2009). Policy guidelines on inclusion in education. Paris, France: UNESCO.
• Watkins, M.W. (2000). Monte Carlo PCA for parallel analysis [computer software]. State College, PA: Ed & Psych Associates.
• Wilczenski, F. L. (1992). Measuring attitudes toward inclusive education. Psychology in the Schools, 29(1), 306-312.
• Wilczenski, F. L. (1995). Development of a scale to measure attitudes toward inclusive education. Educational and Psychological Measurement, 55(2), 291-299.