Developing and Validating the Attitudes Towards Inclusive Education Scale (AIES) Around Contemporary Paradigms of Inclusion

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dc.authorid0000-0003-2406-1011en_US
dc.contributor.authorSakız, Halis
dc.contributor.authorErgün, Naif
dc.contributor.authorGöksu, İdris
dc.date.accessioned2023-10-04T08:26:21Z
dc.date.available2023-10-04T08:26:21Z
dc.date.issued2023en_US
dc.departmentMAÜ, Fakülteler, Edebiyat Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractA few educational models have evolved fast as inclusive education (IE), which has expanded from being a special education technique focused on integration to a comprehensive model that encompasses the education of all students. However, there is a lack of measurement tools that align with the evolving conceptualizations of IE, provide insights into its implementation in the field, and capture the perspectives of school staff. Therefore, the primary objective of this study was twofold: firstly, to develop the Attitudes towards Inclusive Education Scale (AIES) to assess the attitudes of school staff, including teachers, managers, and school counselors, towards IE; and secondly, to examine the relationships between staff attitudes, demographic factors (age, gender), work experience, educational level engaged with and prior training in IE. The AIES comprised 43 items and three distinct dimensions, demonstrating a valid factor structure and satisfactory internal consistency. The findings revealed that school staff's attitudes significantly varied based on gender and prior training in IE. This study makes a valuable contribution to the field by developing a robust and up-to-date attitude scale to assess attitudes towards IE.en_US
dc.identifier.citationSakız, H., Ergün, N., & Göksu, İ. (2023). Developing and Validating the Attitudes Towards Inclusive Education Scale (AIES) Around Contemporary Paradigms of Inclusion. The Asia-Pacific Education Researcher.en_US
dc.identifier.doi10.1007/s40299-023-00772-8en_US
dc.identifier.issn0119-5646
dc.identifier.scopus2-s2.0-85171785584en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1007/s40299-023-00772-8
dc.identifier.urihttps://hdl.handle.net/20.500.12514/4272
dc.identifier.wosWOS:001069525500001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorSakız, Halis
dc.institutionauthorErgün, Naif
dc.institutionauthorGöksu, İdris
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofAsia-Pacific Education Researcheren_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAttitudes towards Inclusive Education Scale (AIES)en_US
dc.subjectInclusion for allen_US
dc.subjectScale developmenten_US
dc.subjectSchool staffen_US
dc.titleDeveloping and Validating the Attitudes Towards Inclusive Education Scale (AIES) Around Contemporary Paradigms of Inclusionen_US
dc.typeArticleen_US

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