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

Abstract

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.

Social, Systemic, Individual-Medical or Cultural? Questionnaire on the Concepts of Disability Among Teacher Education Students

“…Krischler et al (2019) found that participants with a "general individualised definition" of inclusion held significantly more positive attitudes towards inclusion than participants with other definitions. Furthermore, Scheer et al (2020) found positive correlations between a school-system, a human rights, and an ethics based perspective on inclusion, suggesting that attitudes are intertwined. However, it can be assumed that a consideration of inclusive education necessitates a consideration of concepts of disability also.…”

Percepción sobre las prácticas de inclusión en las Escuelas Normales de México

“…Definiciones subjetivas de la inclusión. Este instrumento fue generado para capturar las diferentes definiciones subjetivas de la inclusión (Scheer et al, 2020). Su intención es reconocer en la investigación el desarrollo de escuelas inclusivas y la formación docente para la inclusión.…”

Integrated framework model for the leadership role of principals in inclusive education

“…Authors who provide different understandings of inclusion according to these four definitions also differ significantly in their attitudes towards inclusion (Krischler et al., 2019). Furthermore, subjective understandings of inclusion can be measured by three dimensions: school system based perspectives (SSB); human‐rights / ethics based perspectives (HEB); and outcomes/achievement based perspectives (OAB)—where HEB perspectives correlate with attitudes towards inclusion (Scheer et al., 2020). Thus, research on inclusive school development should include participants' subjective understandings of inclusive education.…”