Development and validation of a questionnaire to evaluate teacher training for inclusion: the CEFI-R

González-Gil, Francisca; Martín, Eugenio Garrido; Baz, Begoña Orgaz; Castro, Raquel Poy

doi:10.17811/rifie.48.2.2019.229-238

Cited by 12 publications

(33 citation statements)

References 16 publications

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“…Good reliability values are an indispensable characteristic for the use of these results [ 41 ]. In our study, values above 0.70 were obtained in all dimensions, in line with similar studies [ 4 , 20 ].…”

Section: Discussionsupporting

confidence: 93%

“…Teacher preparation for inclusion: The Questionnaire for the Evaluation of Teacher Preparation for Inclusion (CEFI-R) [ 20 ] was used ( Appendix A ). The CEFI-R is made up of 19 items grouped into four dimensions: (1) “Conception of diversity” (5 items) which measure beliefs of the concept of diversity, place, and form of schooling of students and educational policy on diversity; (2) “Methodology” (5 items), for aspects related to the design and development of an inclusive curriculum; (3) “Supports” (4 items), about teacher’s conception and role in this concept; and (4) “Community Participation” (5 items), which measures collaboration of all educational actors.…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

A Descriptive Study of Specialist and Non-Specialist Teachers’ Preparation towards Educational Inclusion

Rojo-Ramos

Manzano-Redondo

Barrios-Fernández

et al. 2021

IJERPH

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Attention to educational diversity in educational centers has become an important topic, so it is necessary to address challenges to offer an individualized educational response. Thus, specialist teachers must adopt a leading role in order that education systems move towards inclusion. The objective of this study is to measure Spanish primary school teachers’ perceptions about their preparation for inclusive education, considering possible differences between specialist teachers (therapeutic pedagogy and hearing and speech) and non-specialist teachers. The sample was made up of 284 teachers who work in the primary education stage in public Spanish schools, who responded to the Questionnaire for the Evaluation of Teacher Preparation for Inclusion (CEFI-R). Significant differences were found according to the specialism of the participants. It can be concluded that teachers consider their initial preparation in this subject insufficient but show positive conception towards educational inclusion.

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Section: Discussionsupporting

confidence: 93%

Section: Methodsmentioning

confidence: 99%

A Descriptive Study of Specialist and Non-Specialist Teachers’ Preparation towards Educational Inclusion

Rojo-Ramos

Manzano-Redondo

Barrios-Fernández

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…These basic questions are intended for further comparison between different educational actors and educational stages [ 50 ]. The Evaluation of Teacher Training for Inclusion Questionnaire, CEFI-R [ 51 ], was used. The CEFIR-R consists of 19 items, grouped into four dimensions: (1) Conception of diversity (five items), (2) Methodology (five items), (3) Supports (4 items) and Community participation (5 items).…”

Section: Methodsmentioning

confidence: 99%

Spanish Physical Education Teachers’ Perceptions about Their Preparation for Inclusive Education

et al. 2022

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The prevailing rights and quality of life approaches call for the inclusion of people with diversity and/or disabilities in society, including their participation in the educational system. Therefore, different institutions are urging countries to take action to ensure that students with disabilities receive the accommodations and supports they need within the framework of inclusive education. The idiosyncrasies of physical education (PE) classes can be an opportunity to encourage the participation and inclusion of these students. Thus, this study aims to evaluate the PE teachers’ perception about their preparation to address inclusive education. The study involved 260 Spanish primary and secondary PE teachers who answered a sociodemographic questionnaire, three dichotomic questions about their initial and ongoing preparation and the Evaluation of Teacher Training for Inclusion Questionnaire (CEFI-R). PE teachers believe that they have not received the necessary initial preparation and they consider it important to assist in ongoing courses to address their students’ diverse needs. PE teachers are aware of the importance of inclusive education and perceive greater difficulties in secondary education. PE teachers also showed a good predisposition to teach students with special educational support needs, especially found in primary school teachers through the CEFI-R Dimension 1, with statistically significant differences.

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“…The Evaluation of Teachers' Inclusion Readiness (CEFI-R) Questionnaire was used, which consists of a total of 19 items grouped into four dimensions [32]: (1) Conception of Diversity (5 items), which measures beliefs regarding the concept of diversity, place and form of schooling of students and educational policy on diversity; (2) Methodology (5 items), for aspects related to the design and development of an inclusive curriculum;…”

Section: Instrumentsmentioning

confidence: 99%

“…Although there are some instruments that assess inclusive education [ 12 , 13 ], these tools are focused either on the characteristics of students with special needs or on educational practices [ 28 , 29 , 30 , 31 ]. The Evaluation of Teachers’ Preparation for Inclusion (CEFI-R) [ 32 ] is a widely used questionnaire that can generate an overview of teachers’ perceptions about their preparation to address educative inclusion. However, its factor structure and reliability in the specific context of Spanish primary schoolteachers is unknown.…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties of a Questionnaire to Assess Spanish Primary School Teachers’ Perceptions about Their Preparation for Inclusive Education

et al. 2022

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Inclusive education is a right and must be offered to all students, including those with disabilities, providing them with individualized educational attention and support. Teachers play a leading role in the inclusive education process, their preparation and attitudes being essential for this process. This study aimed to present the factor structure and reliability of a questionnaire for the assessment of teachers’ perceptions about their preparation to support inclusive education. The sample consisted of 605 Spanish primary school teachers who responded to the Evaluation of Teachers’ Inclusion Readiness (CEFI-R) Questionnaire. Exploratory and confirmatory factor analysis and reliability evaluation were performed. The results showed a factor structure with four dimensions (Conception of Diversity, Methodology, Supports and Community Participation), composed of 17 items, with good and excellent goodness-of-fit values and high reliability (Cronbach’s Alpha = 0.75–0.94). Thus, the CEFI-R can be considered a quick and easy-to-apply tool to analyze primary school teachers’ perceptions about their preparation to address their students’ diversity of needs, allowing stakeholders to take actions to promote inclusive education.

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Development and validation of a questionnaire to evaluate teacher training for inclusion: the CEFI-R

Cited by 12 publications

References 16 publications

A Descriptive Study of Specialist and Non-Specialist Teachers’ Preparation towards Educational Inclusion

A Descriptive Study of Specialist and Non-Specialist Teachers’ Preparation towards Educational Inclusion

Spanish Physical Education Teachers’ Perceptions about Their Preparation for Inclusive Education

Psychometric Properties of a Questionnaire to Assess Spanish Primary School Teachers’ Perceptions about Their Preparation for Inclusive Education

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