Document Type
Article
Publication Date
2016
Abstract
The purpose of this study was to examine the content validity of the Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC). An expert panel of 20 special education teachers and five university faculty members provided individual item ratings on a five-point scale regarding wording and content, along with comments. Item and comment analysis indicated that the wording and content of several items were not aligned with current practice or IDEIA. Suggestions for revision of the instrument are offered.
Recommended Citation
Nishimura, T., & Busse, R.T. (2016). Content validation of the Scale of Teacher Attitudes towards Inclusive Classrooms. International Journal of Special Education, 31(2), 186-190.
Peer Reviewed
1
Copyright
International Journal of Special Education
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Special Education and Teaching Commons
Comments
This article was originally published in International Journal of Special Education, volume 31, issue 2, in 2016.