Development and psychometric evaluation of an instrument measuring subjective definitions of inclusion (FEDI)

Development and psychometric evaluation of an instrument measuring subjective definitions of inclusion (FEDI)

Within educational and social discourses, the term “inclusion“ has various meanings. In both research and practice, there is no official definition of inclusion. Nevertheless, subjective definitions affect pedagogical acts. We developed the Definitions of Inclusion Questionnaire [Fragebogen zur Erfa...

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Bibliographic Details
Published in:International journal of inclusive education Vol. 27; no. online first; pp. 21 - online first<21
Main Authors: Scheer, David, Egener, Lea, Laubenstein, Désirée, Melzer, Conny
Format: Journal Article
Language:English
Published: London Routledge 21-03-2023
Taylor & Francis Ltd
Subjects:
Bildungsforschung
Confirmatory factor analysis
Definition
Definitions
Factor Analysis
Factor Structure
Faktorenanalyse
Goodness of Fit
Inclusion
Inklusion
Messinstrument
psychometric evaluation
Psychometrics
questionnaire
Questionnaires
Reliability
Research instrument
Self Concept Measures
Self Efficacy
Sonderpädagogik
subjective definition
Subjektive Theorie
Teachers
Test Construction
Test Reliability
Test Validity
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Summary:Within educational and social discourses, the term “inclusion“ has various meanings. In both research and practice, there is no official definition of inclusion. Nevertheless, subjective definitions affect pedagogical acts. We developed the Definitions of Inclusion Questionnaire [Fragebogen zur Erfassung subjektiver Definitionen von Inklusion] (FEDI) as an economic instrument that takes subjective definitions of inclusion into account. This paper describes the construction and first psychometric evaluation of the questionnaire instrument that 513 participants with various professional backgrounds completed. We used exploratory and confirmatory factor analyses of two different subsamples to identify the measuring model. We found a three-factor structure with acceptable-to-good fit measures and an acceptable reliability (CR from .81 to .87). Small to medium correlations of the FEDI scales with attitudes towards inclusion and teachers’ sense of efficacy suggest that discriminant validity is given. Perspectives for further research and implications for practice are discussed. (Orig.).
ISSN:1360-3116
1464-5173
1464-5173
DOI:10.1080/13603116.2020.1853256