Development of the Indicators of Successful Inclusion Scale (ISIS): addressing ecological concerns

Abstract

The Indicators of Successful Inclusion Scale (ISIS) was developed to measure pre-service and practicing educators' beliefs regarding factors that contribute to educating students with disabilities in general education classrooms. The measure was designed to assess teachers' beliefs and attitudes related to inclusive education and to consider their possible utility for understanding teachers' inclusion-related intentions and behaviors. Specifically, the ISIS targets personal and ecological factors thought to influence intentional inclusive practice: beliefs related to the perceived benefits of inclusion, beliefs regarding administrative school support for the practice of inclusion. ISIS scale development, and exploratory and confirmatory factor analyses yielded discrete subscales addressing teachers' ecological beliefs. Analyses of internal consistency and test-retest reliability data suggest the ISIS functions in a reliable fashion. Our construct validation procedures yielded evidence supporting the ISIS as a measure of pre-service and practicing teacher beliefs pertaining to inclusive education. Implications for the use of ISIS toward encouraging inclusive practices and enhancing a culture of inclusion are discussed.

Future Pedagogues’ Attitudes and Knowledge about Inclusive Education in Spain: an exploratory study

“…Therefore, the future of IE in Spain could be seriously affected. We agree with other international studies (Brandes et al, 2012;Forlin et al, 2010;Glumbic et al, 2004;) that university curriculums need to be revised in order to guarantee a professional qualification which meets the requirements of IE. Such training should also include teaching experience, contact with people with SEN and, in particular, with students with disabilities.…”

“…However, some elements can help develop a positive attitude towards IE. Indeed, all of the aforementioned studies point to initial training as the main factor (Cook, 2002;Mu et al, 2007), along with professional experience in IE, knowledge about different disabilities (Brandes, McWhirter, Haring, Crowson, & Millsap, 2012;de Boer et al, 2010;Sharma, Forlin, & Loreman, 2008), special education training during undergraduate or postgraduate studies (Forlin, Garcia Cedillo, Romero-Contreras, Fletcher, & Rodriguez Hernandez, 2010;Sharma et al, 2009), training on inclusion policies and regulation , and even personal factors, such as predisposition or talent (Cook, 2002). However, Cook's (2002) study also identifies aspects which can be detrimental to future teachers' attitude towards IE, such as limited teaching experience, knowledge or aptitude in the field of education.…”

Análisis de instrumentos sobre educación inclusiva y atención a la diversidad

“…Junto a esta información aparecen cuestiones acerca del conocimiento sobre la normativa en materia de atención a la diversidad, la preparación para atender a las necesidades educativas especiales (NEE), y la formación que posee el colectivo docente en materia de educación inclusiva, una formación que requiere de una inexorable actualización continua (o lo que es lo mismo, un perfeccionamiento permanente). Paralelamente, algunas investigaciones inciden en los contenidos y competencias básicas respecto a la atención a la diversidad que incorporan los planes de estudio de futuros docentes (Álvarez y Buenestado, 2015;Cardona y Paz, 2012), y en la identificación de factores de eficacia para una educación inclusiva, lo que implica el desarrollo de indicadores para el éxito de la inclusión (Brandes, McWhirter, Hary, Crowson y Millsap, 2012;Kitsantas y Mason, 2012;Sharma, Loreman y Forlin, 2012).…”

An Attack on Inclusive Education in Secondary Education. Limitations in Initial Teacher Training in Spain

“…It also helps to improve their skills and the self-reflection about their own abilities to carry out IE (Cologon, 2012). Specially, it is highlighted the importance of having the adequate knowledge about the different disabilities (Brandes et al 2012;de Boer et al 2010;Sharma et al 2008), the training on special education in graduate and postgraduate courses (Forlin et al 2010;Sharma et al 2009), and also the training on inclusive policies and legislation . In fact, attitudes towards IE improve in graduate students with better qualifications (Forlin et al 2009;Sharma et al 2006), and as they move forward in their training.…”