Some psychometrics properties of guides to assess inclusive teaching practices in the classroom

Authors

  • Ismael García Cedillo Universidad de San Luis Potosí
  • Silvia Romero Contreras
  • Liliana Escalante Aguilar
  • Vasthi Jocabed Flores Barrera

DOI:

https://doi.org/10.5944/reop.vol.29.num.2.2018.23150

Keywords:

inclusive education, inclusive practices, evaluation, validity, reliability

Abstract

ABSTRACT

Inclusive education seeks to ensure the full participation and learning of all students. In order to succeed, inclusive education must articulate cultural, political and teaching practices implemented in schools and promote the participation of the educational community as a whole. Inclusive teaching and learning practices take into consideration the characteristics of the whole group. This paper reports on the design, and reliability and validity studies of the Guía de Evaluación de las Prácticas Inclusivas en el Aula-GEPIA (Inclusive Teaching Practices Assessment Protocol) for its two classroom versions: Observation and Self-report. The purpose of these instruments is to identify the extent to which inclusive education criteria are present in teaching practices in order to contribute to their improvement. Both instruments were assessed, at different stages of the design process, by a total of 102 educational experts; once the necessary adjustments were made, the protocols were administered to a sample of 24 teachers.  Results demonstrate high reliability of both instruments (Observation α = 0.834; Auto report α=0.847) and appropriate face and content validity. In conclusion, these instruments are a reliable and useful tools for teachers and schools to identify strengths and weaknesses in the implementation of inclusive education criteria for teaching and learning in the classroom.

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Published

2018-12-10

How to Cite

García Cedillo, I., Romero Contreras, S., Escalante Aguilar, L., & Flores Barrera, V. J. (2018). Some psychometrics properties of guides to assess inclusive teaching practices in the classroom. REOP - Revista Española de Orientación y Psicopedagogía, 29(2), 8–28. https://doi.org/10.5944/reop.vol.29.num.2.2018.23150

Issue

Section

Research studies