Confiabilidad de una escala para mejorar las actitudes hacia la inclusión de estudiantes con discapacidad en la educación física (Reliability of a Scale for Improving Attitudes towards Inclusion of Students with Disabilities in Physi-cal Education)
DOI:
https://doi.org/10.47197/retos.v56.104878Palabras clave:
Keywords: inclusion; physical education; attitudes; validation; scaleResumen
El derecho a la educación inclusiva es un tema que ha llamado la atención de organizaciones públicas, académicos y estudiosos de todo el mundo. Las creencias y percepciones de los alumnos son un eje fundamental para conocer el estado de las aulas en base a este principio ético, permitiendo a los profesionales de la enseñanza promover estrategias y programas de mejora. Este estudio tiene como objetivo explorar la fiabilidad y estructura factorial del cuestionario «Actitudes hacia la Inclusión de Alumnos con Discapacidad en Educación Física» (AISDPE) en alumnos pertenecientes a las etapas educativas de secundaria y bachillerato. La muestra consistió en 889 estudiantes que participaban 2 veces por semana en clases de educación física. Se realizaron pruebas de fiabilidad, análisis factorial exploratorio y confirmatorio. Se extrajo una estructura factorial con dos dimensiones (percepción cognitiva y predisposición a la acción) y 15 ítems, mostrando excelentes valores para los distintos índices de bondad de ajuste seleccionados. Además, se alcanzó una buena fiabilidad (alfa de Cronbach = 0,77-0,79). Por tanto, el AISDPE podría considerarse una medida creíble y fiable para examinar las valoraciones de los alumnos de educación física sobre sus actitudes hacia la instrucción inclusiva con el fin de mejorar el bienestar social y la salud escolar en el aula.
Palabras clave: inclusión; educación física; actitudes; validación; escala.
Abstract. The right to inclusive education is one that has drawn the attention of public organizations, scholars, and academics worldwide. Students' beliefs and perceptions are a fundamental axis to know the state of the classrooms based on this ethical principle, allowing teaching professionals to promote improvement strategies and programs. This study aims to explore the reliability and factorial structure of the questionnaire "The Attitudes towards Inclusion of Students with Disabilities in Physical Education" (AISDPE) in students belonging to the secondary and baccalaureate educational stages. The sample consisted in 889 students who participated 2 times a week in physical education classes. Reliability tests, exploratory and confirmatory factor analysis were done. Then, a factor structure with two dimension (cognitive perception and predisposition to action) and 15 items was extracted, showing excellent values for the various selected goodness-of-fit indices. Additionally, a good reliability (Cronbach's Alpha = 0.77–0.79) was attained. The AISDPE might therefore be regarded as a credible and trustworthy measure to examine physical education pupils’ assessments of their attitudes towards inclusive instruction in order to improve social well-being and school health in the classroom.
Keywords: inclusion; physical education; attitudes; validation; scale
Citas
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