Resumen El objetivo del estudio es la validación del cuestionario para la Evaluación de la Atención a la Diversidad como Dimensión Educativa en las Instituciones Escolares (EVADIE), al cual se han incorporado l2 ítems referentes a las medidas ordinarias y 9 ítems de las medidas extraordinarias en la atención a la diversidad en la etapa de enseñanza secundaria. La muestra estuvo formada por 452 docentes de Educación Secundaria Obligatoria (M = 47.08; DT = 8.42). Se realizó un análisis factorial exploratorio y confirmatorio obteniendo una adaptación de la escala original de 65 ítems agrupados en siete factores con excelentes coeficientes de fiabilidad (α de Cronbach entre .78 y .89), una varianza total explicada del 48.18% y un ajuste adecuado a los datos (χ2 / df = 2.057, GFI = .842, CFI = .901, RMSEA = .054). Asimismo, el profesorado de educación secundaria obligatoria que presenta una mejor predisposición en la atención a la diversidad es de género femenino, edad inferior a 55 años y con menos de 18 años de antigüedad en la docencia. Por último, este cuestionario se destaca como un instrumento válido y fiable para abordar la atención a la diversidad en los centros de Educación Secundaria Obligatoria.Palabras clave: atención a la diversidad; educación secundaria; profesorado; respuestas educativas; investigación cuantitativa Abstract The goal of this study is the validation of questionnaire for the Assessment of Attention to Diversity as an Educational Dimension in Educational Institutions (EVADIE). It has been added 12 items related to the ordinary measures and 9 items of extraordinary measures for the attention to diversity in the secondary school stage to the original questionnaire. The study involved 452 teachers of Compulsory Secondary Education (M = 47.08; DT = 8.42). An exploratory and confirmatory factor analysis was performed, obtaining an adaptation of the original scale of 65 items grouped into seven factors with excellent reliability coefficients (Cronbach's α between .78 and .89), a total explained variance of 48.18% and an adequate adjustment to data (χ2 / df = 2.057, GFI = .842, CFI = .901, RMSEA = .054). In addition, compulsory secondary education teachers with a better predisposition to care for diversity are female, under 55 years old and with less than 18 years of teaching experience. Finally, this questionnaire is highlighted as a valid and reliable instrument to address the attention to diversity in Compulsory Secondary Education centers.
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