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Design and Validation of the Scale Attitudes and Experiences of Students towards Inclusive Education (SAEIE)
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Berasategi, Naiara; Arostegui, Igone; Ozerinjauregi, Nagore – International Journal of Disability, Development and Education, 2022
The objective of the study was to create and validate an instrument to compile the attitudes and experiences of students towards inclusive education. A total of 544 students from the 6th year of Primary Education and 3rd year of Compulsory Secondary Education participated from 10 schools in the Basque Country (Spain) province of Bizkaia. The…
Descriptors: Test Construction, Test Validity, Student Attitudes, Inclusion
Preliminary Study on Emotional Competence in Adults with Down Syndrome
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Robles-Bello, María Auxiliadora; Sánchez-Teruel, David; Valencia Naranjo, Nieves; Delgado Rodríguez, Rafael – International Journal of Disability, Development and Education, 2022
The social functioning of adults with Down Syndrome (DS) specially influences their quality of life. Emotional intelligence (EI) plays a key role in social outcomes because it is defined as a variety of social and emotional skills that enable people to be more effective in their personal and social lives. Thus, validated EI tests for use among…
Descriptors: Down Syndrome, Emotional Intelligence, Test Validity, Psychometrics
What Defines Inclusion in Higher Education Institutions? Validation of an Instrument Based on the 'Index for Inclusion'
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Losada Puente, Luisa; Fiuza Asorey, María; Baña Castro, Manoel – International Journal of Disability, Development and Education, 2022
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…
Descriptors: Inclusion, College Students, Test Validity, At Risk Students