What Defines Inclusion in Higher Education Institutions? Validation of an Instrument Based on the 'Index for Inclusion'

Autor/inn/en	Losada Puente, Luisa; Fiuza Asorey, María; Baña Castro, Manoel
Titel	What Defines Inclusion in Higher Education Institutions? Validation of an Instrument Based on the 'Index for Inclusion'
Quelle	In: International Journal of Disability, Development and Education, 69 (2022) 1, S.91-105 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Losada Puente, Luisa) ORCID (Fiuza Asorey, María) ORCID (Baña Castro, Manoel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2021.1992752
Schlagwörter	Inclusion; College Students; Test Validity; At Risk Students; Access to Education; Educational Environment; Student Diversity; Definitions; Higher Education; Student Needs; Student Attitudes; Foreign Countries; Preservice Teacher Education; Test Reliability; Students with Disabilities; Spain + Suchen Sie Ihr Suchwort? Inklusion; Collegestudent; Testvalidität; Education; Access; Bildung; Zugang; Bildungszugang; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Begriffsbestimmung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Ausland; Lehramtsstudiengang; Lehrerausbildung; Testreliabilität; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Spanien
Abstract	Optimising university access strategies and trying to reduce the risk of failure for students who do not fit the concept of traditional student requires that all involved in Higher Education make the necessary effort to embrace the ideals of inclusion. This paper presents the validation of the Scale of Perceptions on Inclusion in the University (SPIU), elaborated from the three main areas of the Index for Inclusion: Culture, Politics and Practice. A sample of 574 university students was tested. An exploratory factor analysis (n = 278) verified a solution in six factors (52.04% of the variance explained): building communities, establishing inclusive values, developing a school for everyone, organising support for diversity, orchestrating learning, and mobilising resources. A confirmatory factorial structure (n = 296) was constructed from six first-order factors, grouped around three second-order factors: culture, politics, and practice (X[superscript 2]/gl = 1.494, CFI = 0.951, GFI = 0.871; RMR = 0.041, RMSEA = 0.041). An adequate reliability and validity, and moderate-to-high correlations between factors were found. This structure allows to define inclusion in the university and has an analytical and diagnosis value on the students' interests and demands, and as a prelude to individualizing the needs of each student. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01