Who’s included and Who’s not? An analysis of instruments that measure teachers’ attitudes towards inclusive education

Kielblock, Stephan; Woodcock, Stuart

doi:10.1016/j.tate.2022.103922

Cited by 22 publications

(13 citation statements)

References 62 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Based on a review of 225 relevant studies, Kielblock and Woodcock (2023) concluded that none of the existing instruments measures inclusiveness appropriately. Hence, a new instrument that would measure the attitude towards inclusive education for all students is needed.…”

Section: Discussionmentioning

confidence: 99%

Measuring Inclusion in Vocational Education and Training through the Prism of Justice of Education

Kristl,

Jeznik

2024

IJCRSEE

View full text Add to dashboard Cite

The highest possible level of inclusion and justice are the primary goals of most contemporary education systems, including vocational education and training. The Index for Inclusion, which was developed two decades ago, defines inclusion on three levels, i.e. policy, culture and practice, and provides a methodological framework for measuring the inclusive orientation of schools. This paper raises the question of whether the selected Index for Inclusion indicators can be used to also measure different dimensions of justice, which is defined as a multidimensional concept. The just redistribution of basic goods is complemented by recognition, representation and relationality. A study with the aim to determine the multidimensionality of the implementation of inclusivity in Vocational Education and Training institutions using statistical analysis was carried out. An online questionnaire was created and completed by 427 education professionals (head teachers, teachers and school counsellors) employed in vocational education and training. The dimensionality of the measured constructs was checked using a set of 28 variables with factor analysis, i.e. the Maximum Likelihood method and Varimax rotation. It was found that the statements that had been formulated on the basis of the Index for Inclusion can also be used to measure different dimensions of justice. The final version of the questionnaire (modified questionnaire), which contains a set of twenty items, adequately measures the redistribution and recognition aspects of justice, whereas the representation and relational aspects have proven to be two-dimensional concepts. A modified questionnaire could be a suitable starting point both for the self-evaluation of schools and a general measurement of inclusion in terms of justice.

show abstract

Section: Discussionmentioning

confidence: 99%

Measuring Inclusion in Vocational Education and Training through the Prism of Justice of Education

Kristl,

Jeznik

2024

IJCRSEE

View full text Add to dashboard Cite

show abstract

“…Alignment attitudes (attitudes about aligning organizational structure with organizational culture) were measured by modifying the wording in three items from Kielblock (2018) to address cultural values and structural elements (see Appendix B for modified attitude measures). For example, the item, “I am willing to adapt individual structural elements for organizational cultural values to take place,” was modified from, “I am willing to adapt the assessment of individual students in order for inclusive education to take place.” Students responded to the statements on a 5-point Likert scale (1 = strongly disagree ; 5 = strongly agree ).…”

Section: Methodsmentioning

confidence: 99%

“…Diversity value attitudes were measured by modifying the wording in three items from (Kielblock, 2018). For example, the item, “Diversity organizational values will foster understanding of differences among employees,” was modified from, “Inclusion will foster understanding of differences among students.” Students responded to the statements on a 5-point Likert scale (1 = strongly disagree ; 5 = strongly agree ).…”

Section: Methodsmentioning

confidence: 99%

The Structure-Culture Alignment Activity: Aligning Organizational Structure Elements With Diversity, Equity, and Inclusion Cultural Values

Wyland,

Hanson-Rasmussen,

Clark

2023

Journal of Management Education

View full text Add to dashboard Cite

The purpose of this article is to present an instructional innovation called the Structure-Culture Alignment Activity, which leads students through the process of aligning cultural values pertaining to diversity, equity, and inclusiveness (DEI) to two important structural elements, formalization and centralization. Using decision making, team cooperation, reflection of preferences, and practice in decision-making skills, students create a part of a strategic plan for a new organization. In this article, we offer detailed instructions, learning objectives, debrief questions, extensions, and variations for the Structure-Culture Alignment Activity. We also offer our suggestions from lived experience in running the Structure-Culture Alignment Activity as well as the findings from our statistical analysis. Our findings contribute to management education literature and suggest that participation in the Structure-Culture Alignment Activity improves knowledge pertaining to structural elements, diversity value attitudes, and attitudes towards aligning organizational structural elements with DEI cultural values in an undergraduate management class.

show abstract

“…Inclusive education is understood as the right of all children to access, present, participate in and successfully attend in their local regular school, which shifts the focus from labels, diagnosis and deficit of some students to quality education for all children (Kielblock and Woodcock, 2023). China's special cultural background and social system decide that the development of inclusive education in China can not completely copy the western mode of inclusive education (Deng and Su, 2012).…”

Section: Introductionmentioning

confidence: 99%

The influence of school inclusive education climate on physical education teachers’ inclusive education competency: The mediating role of teachers’ agency

et al. 2023

View full text Add to dashboard Cite

IntroductionTeachers’ inclusive education competency is the key to the successful implementation of inclusive education. Under the background of China’s vigorous development of inclusive education, the influence mechanism of inclusive education competency of Chinese physical education teachers has not been paid attention to. The present study concentrates on the relationships between school inclusive education climate, physical education teachers’ agency, and inclusive education competency.MethodsData were collected from 286 primary and junior high school physical education teachers through nationwide convenience sampling on the Internet in China by completing the School Inclusive Education Climate Scale, Physical Education Teachers’ Agency Scale, PE Teachers’ Inclusive Education Competency Scale.ResultsResults of structural equation modelling revealed that school inclusive education climate had a significant effect on physical education teachers’ agency. School inclusive education climate had a significant influence on physical education teachers’ inclusive education competency. The mediation effect of physical education teachers’ agency on the relationship between school inclusive education climate and inclusive education competency was significant as well.DiscussionThese results demonstrate that school inclusive education climate plays a direct and indirect role in promoting physical education teachers’ inclusive education competency.

show abstract

Who’s included and Who’s not? An analysis of instruments that measure teachers’ attitudes towards inclusive education

Cited by 22 publications

References 62 publications

Measuring Inclusion in Vocational Education and Training through the Prism of Justice of Education

Measuring Inclusion in Vocational Education and Training through the Prism of Justice of Education

The Structure-Culture Alignment Activity: Aligning Organizational Structure Elements With Diversity, Equity, and Inclusion Cultural Values

The influence of school inclusive education climate on physical education teachers’ inclusive education competency: The mediating role of teachers’ agency

Contact Info

Product

Resources

About