AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
20. I support everyone’s involvement in education.
.071
.101
.869
19. The school is a place for all the educational process’
participants.
.167
.156
.852
22. I can provide a safe environment that allows students to
participate in the processes that take place during and
outside the classroom.
.376
.282
.583
21. I apply the principles of an individual approach
concerning the needs of specific students.
.250
.494
.544
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.
a. Rotation converged in 5 iterations.
Subscale “perceived professional ability to use inclusive
instructions” consisted of items:
8. I can control disturbing behaviour in the classroom.
7. I am convinced of my ability to manage disruptive behaviour
in the classroom before it occurs.
2. I can calm a student who is disturbing/noisy.
11. I can guide students to follow the classroom rules.
5. I can conclude if the student has understood what I have
explained to him.
1. I can express my expectations regarding students’ behaviour.
3. I can induce/motivate parents to feel comfortable when
visiting the school.
4. I can help families so that their children achieve good school
results.
6. I can provide appropriate challenges for very capable students.
14. I am sure that I can induce/motivate students to work in pairs
or small groups.
18. I can provide an alternative explanation/example when
students are confused.
17. I feel confident when I am in contact with a physically
aggressive student.
This subscale explains 24.06% of the total data variability.
Cronbach’s Alpha showed the value of 0.621. The subscale
consisted of items focused on the teacher’s perceived
professional ability to adapt inclusive instructions based on the
needs of students with special educational needs (hereinafter
SEN).
Subscale “perceived professional ability to cooperate” consisted
of items:
12. I can cooperate with other experts (e.g. external experts,
specialized staff) to create individual educational programmes
for SEN students.
13. I can cooperate with other experts and staff to teach in the
classroom with SEN students.
10. I am sure that I can develop an individual educational
programme to meet the needs of SEN students.
16. I feel confident in informing others who know little about the
laws and policies regarding the inclusion of students with
disabilities and SEN students.
15. I can use different strategies to assess students (e.g. portfolio
assessment, modified tests, performance-based assessment, etc.)
9. I am convinced of my ability to involve SEN children’s
parents in school activities.
This subscale explains 18.33% of the total data variability.
Cronbach’s Alpha showed a value of 0.546. The subscale
consisted of items focusing on the teacher's cooperation with
SEN students.
Subscale “perceived professional ability to manage the students’
behaviour” consisted of items:
20. I support everyone's involvement in education.
19. The school is a place for all the educational process’
participants.
22. I can provide a safe environment that allows them to
participate in the processes that take place during and outside the
classroom for all students.
21. I apply the principles of an individual approach concerning
the needs of specific pupils.
This subscale explains 12.25% of the total data variability.
Cronbach’s Alpha showed a value of 0.498. The subscale
consisted of procedures that could be part of any general
measure because many inclusive guidelines are general methods
that are effective in teaching all students in various learning
environments.
3 Results of the research
The research was focused on the self-assessment of pedagogical
staff for inclusive practices in terms of demographic variables
such as school level, career level of pedagogical staff, personal
experience with SEN students.
The results of the empirical research are presented in tables T2 to
T6. Methods of inferential statistics were used to process data.
From the inference statistics methods, non-parametric
significance tests such as the Spearman’s Correlation Coefficient
and Mann-Whitney U Test were used, since not all variables
showed a normal distribution within the file and its sub-files,
which was verified using the Kolmogorov-Smirnov test and the
Shapiro-Wilkox test (p < 0.05).
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