Evaluating the perception of disability and the inclusive education of teachers: the Italian validation of the Sacie-R (Sentiments, Attitudes, and Concerns about Inclusive Education – Revised Scale)

Murdaca, Anna Maria; Oliva, Patrizia; Costa, Sebastiano

doi:10.1080/08856257.2016.1267944

Cited by 15 publications

(10 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The reliability of the Cronbach's alpha and the CRC (composed reliability) of the three dimensions were adequate. Of the three dimensions of the SACIE-R scale (Attitudes, Sentiments, and Concerns), the factor Attitudes toward IE had the best reliability indices compared to the other dimensions in all the samples, as indicated by previous studies (Santos and César, 2010;Cansiz and Cansiz, 2018;Murdaca et al, 2018). These results were like the original scale .…”

Section: Discussionsupporting

confidence: 74%

“…Among the different instruments available, the SACIE-R is the one with the greatest academic support. The instrument has been widely used with adequate psychometric properties in other countries (Santos and César, 2010;Cansiz and Cansiz, 2018;Murdaca et al, 2018); however, it has never been adapted or validated for the Spanish context nor has it been considered simultaneously for in-service teachers and future teachers (students).…”

Section: Discussionmentioning

confidence: 99%

“…The first factor (Sentiments) evaluates the sentiments in the interaction or contact with students with disabilities or with students cataloged by the educational system with SENs; the second factor (Attitudes) focuses on the acceptance of these students; and the last factor (Concerns) evaluates concerns about IE education (Loreman et al, 2007). The scale has been used with working teachers and teachers in training (Loreman et al, 2007;Cansiz and Cansiz, 2018;Murdaca et al, 2018), although neither of groups have been compared in the same study before.…”

Section: Tools On Inclusive Educationmentioning

confidence: 99%

“…Since its inception, SACIE-R has been adapted and validated to different cultural contexts, such as Italian (Murdaca et al, 2018), Turkish (Cansiz and Cansiz, 2018), and Portuguese (Santos and César, 2010). However, so far, it has never been adapted and validated for the Spanish context.…”

Section: Tools On Inclusive Educationmentioning

confidence: 99%

See 3 more Smart Citations

Attitudes, Sentiments, and Concerns About Inclusive Education of Teachers and Teaching Students in Spain

et al. 2020

View full text Add to dashboard Cite

The Sentiments, Attitudes, and Concerns About Inclusive Education Revised scale was developed to close the existing gap in measuring perceptions of inclusive education in the educative context. It has been widely used in other cultures but not in Spain. Our objective has been to analyze the psychometric properties in the Spanish sample by studying their relationship with empathy and social dominance variables, finally taking into account sociodemographic variables to observe if there are differences. The scale was applied to a total of 647 subjects: 323 university-students (18-45 years) and 324 in-service teachers (35-58 years). The scale showed psychometric properties suitable for the general group, the students, and the teachers. Likewise, the female students showed a more positive attitude toward inclusion, and these attitudes were associated with empathy and social dominance. This version of the Sentiments, Attitudes, and Concerns about Inclusive Education Revised is a useful tool for measuring the inclusive attitudes of undergraduate education students and in-service teachers.

show abstract

Section: Discussionsupporting

confidence: 74%

Section: Discussionmentioning

confidence: 99%

Section: Tools On Inclusive Educationmentioning

confidence: 99%

Section: Tools On Inclusive Educationmentioning

confidence: 99%

See 2 more Smart Citations

Attitudes, Sentiments, and Concerns About Inclusive Education of Teachers and Teaching Students in Spain

et al. 2020

View full text Add to dashboard Cite

show abstract

“…According to Murdaca, Oliva, and Costa (2018), inclusion involves a number of changes in the curriculum, pedagogy, and assessment techniques. Although successful, inclusion depends on effective collaboration between teachers, schools, and other factors, it largely depends on the teachers' educational backgrounds and attitudes.…”

Section: Related Literaturementioning

confidence: 99%

Pre-Service Teachers’ Attitudes Toward Inclusive Education During Their Studies in Bahrain Teachers College

Al-Mahdi

Bukamal

2019

SAGE Open

View full text Add to dashboard Cite

This study explored pre-service teachers’ attitudes toward inclusive education. The Sentiments, Attitudes, and Concerns about Inclusive Education–Revised (SACIE-R) scale was completed by 138 teacher candidates in a teacher preparation program in Bahrain Teachers College. The findings revealed that candidate teachers needed more opportunities to interact with and teach children with disabilities during their school practicum; they also needed more preparation and knowledge about the educational policies related to these children. Not all the candidate teachers felt confident in their knowledge and skills when dealing with these children. The sentiments of the candidate teachers were generally positive and compassionate to children with disabilities. The attitudes of the candidate teachers were generally positive as well, but there were some apprehensions in regard to including children who show aggressive behavior toward others or those who require communicative technologies in regular classes. The participants had many concerns related to certain aspects of including students with disabilities in the regular classrooms. The findings indicated that there is no significant difference among the study sample in terms of their attitudes, concerns, or sentiments toward inclusion according to the academic year variable (orientation, Year 1, Year 2, Year 3, and Year 4) and the specialization variable (no specialization, Cycle 1). There was also a significant negative relationship between level of confidence in teaching students with disabilities and the sentiment aspect, and also with the concerns. There was a significant negative relationship between knowledge of the local policy that relates to children with disabilities and the sentiment aspect.

show abstract

Assessing Psychometric Properties of the Sentiments, Attitudes and Concerns about Inclusive Education Scale in a Greek-Speaking Sample of In-service Teachers

2021

View full text Add to dashboard Cite

Evaluating the perception of disability and the inclusive education of teachers: the Italian validation of the Sacie-R (Sentiments, Attitudes, and Concerns about Inclusive Education – Revised Scale)

Cited by 15 publications

References 14 publications

Attitudes, Sentiments, and Concerns About Inclusive Education of Teachers and Teaching Students in Spain

Attitudes, Sentiments, and Concerns About Inclusive Education of Teachers and Teaching Students in Spain

Pre-Service Teachers’ Attitudes Toward Inclusive Education During Their Studies in Bahrain Teachers College

Assessing Psychometric Properties of the Sentiments, Attitudes and Concerns about Inclusive Education Scale in a Greek-Speaking Sample of In-service Teachers

Contact Info

Product

Resources

About