Confiabilidade de uma escala para melhorar atitudes frente à inclusão de alunos com deficiência na educação física
DOI:
https://doi.org/10.47197/retos.v56.104878Palavras-chave:
Keywords: inclusion; physical education; attitudes; validation; scaleResumo
O direito à educação inclusiva é uma questão que tem atraído a atenção de organizações públicas, académicos e estudiosos de todo o mundo. As crenças e percepções dos alunos são um eixo fundamental para conhecer o estado das salas de aula com base neste princípio ético, permitindo aos profissionais docentes promover estratégias e programas de melhoria. Este estudo tem como objetivo explorar a confiabilidade e a estrutura fatorial do questionário “Atitudes frente à Inclusão de Alunos com Deficiência na Educação Física” (AISDPE) em alunos pertencentes aos níveis de ensino médio e médio. A amostra foi composta por 889 alunos que participavam duas vezes por semana das aulas de educação física. Foram realizados testes de confiabilidade, análise fatorial exploratória e confirmatória. Foi extraída uma estrutura fatorial com duas dimensões (percepção cognitiva e predisposição para a ação) e 15 itens, apresentando valores excelentes para os diferentes índices de adequação selecionados. Além disso, foi alcançada boa confiabilidade (alfa de Cronbach = 0,77-0,79). Portanto, o AISDPE pode ser considerado uma medida credível e fiável para examinar as avaliações dos alunos de educação física sobre as suas atitudes em relação ao ensino inclusivo, a fim de melhorar o bem-estar social e a saúde escolar na sala de aula.
Palavras-chave: inclusão; Educação Física; atitudes; validação; escala.
Referências
Abellán Hernández, J., Ferriz Morell, R., Sáez Gallego, N. M., & Reina Vaíllo, R. (2020). Actitudes hacia el alumnado con discapacidad en educación física: Validación de la EAADEF-EP a la etapa de educación primaria. Cultura, ciencia y deporte, 15(44), 235-243. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=7427870
Adibsereshki, N., & Salehpour, Y. (2014). Peer acceptance of students with and without inclusion experience towards students with special needs in unisex schools of Tehran. Education 3-13, 42(6), 575-588. https://doi.org/10.1080/03004279.2012.745890
Ainscow, M., Booth, T., & Dyson, A. (2006). Improving Schools, Developing Inclusion (1.a ed.). Routledge. https://doi.org/10.4324/9780203967157
Al-Kandari, H. Y. (2015). High School Students’ Contact with and Attitudes towards Persons with Intellectual and Developmental Disabilities in Kuwait. Australian Social Work, 68(1), 65-83. https://doi.org/10.1080/0312407X.2014.946429
Allan, J. (2005). Inclusion as an Ethical Project. En S. Tremain (Ed.), Foucault and the Government of Disability (pp. 281-297). University of Michigan Press.
Alnahdi, G. H., Schwab, S., Elahdi, A., & Alnahdi, A. H. (2021). The Positive Impact of Joint Activities on Students Attitudes Toward Peers With Disabilities. Frontiers in Psychology, 12, 690546. https://doi.org/10.3389/fpsyg.2021.690546
Blackman, S. (2016). Barbadian Students’ Attitudes towards Including Peers with Disabilities in Regular Education. International Journal of Special Education, 31(1), 135-143. Recuperado de https://eric.ed.gov/?id=EJ1099987
Block, M. E. (2016). A teacher’s guide to adapted physical education: Including students with disabilities in sports and recreation, fourth edition (Fourth edition). Baltimore, MD: Brookes Publishing.
Booth, T., & Ainscow, M. (2011). Index for inclusion: Developing learning and participation in schools (3. ed., substantially revised and expanded). Bristol: Centre for Studies on Inclusive Education.
Bossaert, G., Colpin, H., Pijl, S. J., & Petry, K. (2012). Loneliness among students with special educational needs in mainstream seventh grade. Research in Developmental Disabilities, 33(6), 1888-1897. https://doi.org/10.1016/j.ridd.2012.05.010
Bossaert, G., Colpin, H., Pijl, S. J., & Petry, K. (2013). Truly included? A literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education, 17(1), 60-79. https://doi.org/10.1080/13603116.2011.580464
Boyle, C., & Sharma, U. (2015). Inclusive education—Worldly views? Support for Learning, 30(1), 2-3. https://doi.org/10.1111/1467-9604.12077
Brown, T. A. (2015). Confirmatory factor analysis for applied research (Second edition). New York ; London: The Guilford Press.
de Boer, A., Pijl, S. J., Post, W., & Minnaert, A. (2013). Peer Acceptance and Friendships of Students with Disabilities in General Education: The Role of Child, Peer, and Classroom Variables. Social Development, 22(4), 831-844. https://doi.org/10.1111/j.1467-9507.2012.00670.x
de Laat, S., Freriksen, E., & Vervloed, M. P. J. (2013). Attitudes of children and adolescents toward persons who are deaf, blind, paralyzed or intellectually disabled. Research in Developmental Disabilities, 34(2), 855-863. https://doi.org/10.1016/j.ridd.2012.11.004
Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. British journal of psychology, 105(3), 399-412.
Echeita Sarrionandia, G., Simón Rueda, C., Márquez Vázquez, C., Fernández Bláz, M. L. D. los M., Pérez De La Merced, E., & Moreno Hernández, A. (2017). Análisis y valoración del Área de Educación del III Plan de Acción para Personas con Discapacidad en la Comunidad de Madrid (2012-2015). Siglo Cero. Revista Española sobre Discapacidad Intelectual, 48(1), 51. https://doi.org/10.14201/scero2017485171
European Agency For Special Needs And Inclusive Education. (2020). European Agency Statistics on Inclusive Education: 2018 Dataset Cross-Country Report. Zenodo. https://doi.org/10.5281/ZENODO.5562166
Felipe-Rello, C., Tejero-González, C. M. a, & Garoz Puerta, I. (2020). Escala CATCH: Validación de una versión reducida traducida al español para la medición de actitudes hacia la discapacidad. Bordón. Revista de Pedagogía, 72(2), 83-97. https://doi.org/10.13042/Bordon.2020.72825
Forlin, C., Chambers, D., Loreman, T., Deppler, J., & Sharma, U. (2013). Inclusive education for students with disa-bility: A review of the best evidence in relation to theory and practice. Education Papers and Journal Articles. Recuperado de https://researchonline.nd.edu.au/edu_article/141
Freer, J. R. R. (2021). Students’ attitudes toward disability: A systematic literature review (2012–2019). International Journal of Inclusive Education, 1-19. https://doi.org/10.1080/13603116.2020.1866688
Fuentes, V., Pérez-Padilla, J., De La Fuente, Y., & Aranda, M. (2022). Creation and validation of the Questionnaire on Attitudes towards Disability in Higher Education (QAD-HE) in Latin America. Higher Education Research & Develop-ment, 41(5), 1514-1527. https://doi.org/10.1080/07294360.2021.1927997
Haegele, J. A. (2019). Inclusion Illusion: Questioning the Inclusiveness of Integrated Physical Education: 2019 National Association for Kinesiology in Higher Education Hally Beth Poindexter Young Scholar Address. Quest, 71(4), 387-397. https://doi.org/10.1080/00336297.2019.1602547
Hornby, G. (2014). Inclusive special education: Evidence-based practices for children with special needs and disabilities. New York, NY: Springer.
Hutzler, Y., Zach, S., & Gafni, O. (2005). Physical education students’ attitudes and self‐efficacy towards the partici-pation of children with special needs in regular classes. European Journal of Special Needs Education, 20, 309-327. https://doi.org/10.1080/08856250500156038
Iñiguez Santiago, M. del C., Ferriz, R., Martínez Galindo, M. C., Cebrián Sánchez, M. M., & Reina Vaillo, R. (2017). Análisis factorial de la escala de actitudes hacia el alumnado con discapacidad en educación física (EAADEF). Psy-chology, Society & Education, 9(3), 493-504. https://doi.org/10.25115/psye.v9i3.652
Kurth, J. A., & Gross, M. (2015). The inclusion toolbox: Strategies and techniques for all teachers. Thousand Oaks, California: Corwin.
Lieberman, L. J., Grenier, M., & Brian, A. (2019). How Inclusive Is Your Physical Education Class? Introducing the Lieberman/Brian Inclusion Rating Scale for Physical Education. Journal of Physical Education, Recreation & Dance, 90(2), 3-4. https://doi.org/10.1080/07303084.2019.1548179
Lim, S., & Jahng, S. (2019). Determining the number of factors using parallel analysis and its recent variants. Psychological Methods, 24, 452-467. https://doi.org/10.1037/met0000230
Lorenzo-Seva, U., & Ferrando, P. J. (2019). Robust Promin: A method for diagonally weighted factor rotation. Liberabit: Revista Peruana de Psicología, 25(1), 99-106. https://doi.org/10.24265/liberabit.2019.v25n1.08
Marcoulides, G. A. (1990). Evaluation of Confirmatory Factor Analytic and Structural Equation Models Using Good-ness-of-Fit Indices. Psychological Reports, 67(2), 669-670. https://doi.org/10.2466/pr0.1990.67.2.669
Maydeu-Olivares, A., Fairchild, A. J., & Hall, A. G. (2017). Goodness of Fit in Item Factor Analysis: Effect of the Number of Response Alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 24(4), 495-505. https://doi.org/10.1080/10705511.2017.1289816
Messiou, K. (2017). Research in the field of inclusive education: Time for a rethink? International Journal of Inclusive Education, 21(2), 146-159. https://doi.org/10.1080/13603116.2016.1223184
Muntaner Guasp, J. J., Rosselló Ramón, M. R., & De la Iglesia Mayol, B. (2016). Buenas prácticas en educación in-clusiva. Educatio Siglo XXI, 34(1 Marzo), 31. https://doi.org/10.6018/j/252521
Nilholm, C., & Göransson, K. (2017). What is meant by inclusion? An analysis of European and North American journal articles with high impact. European Journal of Special Needs Education, 32(3), 437-451. https://doi.org/10.1080/08856257.2017.1295638
Nowicki, E. A., & Sandieson, R. (2002). A Meta-Analysis of School-Age Children’s Attitudes Towards Persons with Physical or Intellectual Disabilities. International Journal of Disability, Development and Education, 49(3), 243-265. https://doi.org/10.1080/1034912022000007270
Obrusnikova, I., Dillon, S. R., & Block, M. E. (2011). Middle School Student Intentions to Play with Peers with Disa-bilities in Physical Education: Using the Theory of Planned Behavior. Journal of Developmental and Physical Disabilities, 23(2), 113-127. https://doi.org/10.1007/s10882-010-9210-4
Ocete Calvo, C., Pérez-Tejero, J., Franco, E., & Coterón, J. (2017). Validación de la versión española del cuestionario “Actitudes de los alumnos hacia la integración en educación física (CAIPE-R)”. Psychology, Society & Education, 9(3), 447-458. https://doi.org/10.25115/psye.v9i3.1025
Olaleye, A., Ogundele, O., Deji, S., Ajayi, O., Olaleye, O., & Adeyanju, T. (2012). Attitudes of Students towards Peers with Disability in an Inclusive School in Nigeria. Disability, CBR & Inclusive Development, 23(3), 65. https://doi.org/10.5463/dcid.v23i3.136
Opertti, R., Walker, Z., & Zhang, Y. (2014). Inclusive education: From targeting groups and schools to achieving quality education as the core of EFA. Recuperado de https://repository.nie.edu.sg/handle/10497/17344
Petry, K. (2018). The relationship between class attitudes towards peers with a disability and peer acceptance, friendships and peer interactions of students with a disability in regular secondary schools. European Journal of Special Needs Ed-ucation, 33(2), 254-268. https://doi.org/10.1080/08856257.2018.1424782
Reina Vaillo, R., Hutzler, Y., Santiago, M. C. I., & Murcia, J. A. M. (2016). Attitudes towards Inclusion of Students with Disabilities in Physical Education Questionnaire (AISDPE): A two-component scale in Spanish. European Journal of Human Movement, 36, 75-87. Recuperado de http://eurjhm.com/index.php/eurjhm/article/view/368
Rello, C. F., Puerta, I. G., & Tejero-González, C. M. (2018). Análisis comparativo del efecto de tres programas de sensibilización hacia la discapacidad en Educación Física. Retos: nuevas tendencias en educación física, deporte y recreación, (34), 258-262. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=6736321
Rosenbaum, P. L., Armstrong, R. W., & King, S. M. (1986). Children’s Attitudes Toward Disabled Peers: A Self-Report Measure. Journal of Pediatric Psychology, 11(4), 517-530. https://doi.org/10.1093/jpepsy/11.4.517
Schwab, S. (2015). Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria. Research in Developmental Disabilities, 43-44, 72-79. https://doi.org/10.1016/j.ridd.2015.06.005
Schwab, S. (2017). The impact of contact on students’ attitudes towards peers with disabilities. Research in Developmental Disabilities, 62, 160-165. https://doi.org/10.1016/j.ridd.2017.01.015
Schwab, S., Lehofer, M., & Tanzer, N. (2021). The Impact of Social Behavior and Peers’ Attitudes Toward Students With Special Educational Needs on Self-Reported Peer Interactions. Frontiers in Education, 6, 561662. https://doi.org/10.3389/feduc.2021.561662
Schwab, S., Nel, M., & Hellmich, F. (2018). Social participation of students with special educational needs. European Journal of Special Needs Education, 33(2), 163-165. https://doi.org/10.1080/08856257.2018.1424784
Shalev, R. A., Asmus, J. M., Carter, E. W., & Moss, C. K. (2016). Attitudes of High School Students toward their Classmates with Severe Disabilities: A Pilot Study. Journal of Developmental and Physical Disabilities, 28(4), 523-538. https://doi.org/10.1007/s10882-016-9489-x
Steger, M. F. (2006). An Illustration of Issues in Factor Extraction and Identification of Dimensionality in Psychological Assessment Data. Journal of Personality Assessment, 86(3), 263-272. https://doi.org/10.1207/s15327752jpa8603_03
Suriá Martínez, R., Ordóñez Rubio, T., & Martínez Maciá, D. (2015). Validación de la escala actitudinal hacia la dis-capacidad entre los estudiantes universitarios. XIII Jornadas de Redes de Investigación en Docencia Universitaria: nuevas estrategias organizativas y metodológicas en la formación universitaria para responder a la necesidad de adaptación y cambio, 2015, ISBN 978-84-606-8636-1, págs. 2612-2621, 2612-2621. Instituto de Ciencias de la Educación. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=5903035
Triandis, H. C. (1971). Attitude and attitude change. New York: Wiley.
Ul Hadia, N., Abdullah, N., & Sentosa, I. (2016). An Easy Approach to Exploratory Factor Analysis: Marketing Per-spective. Journal of Educational and Social Research. https://doi.org/10.5901/jesr.2016.v6n1p215
World Health Organization (Ed.). (2001). International classification of functioning, disability and health: ICF. Geneva: World Health Organization.
Zitzmann, S., & Helm, C. (2021). Multilevel Analysis of Mediation, Moderation, and Nonlinear Effects in Small Samples, Using Expected a Posteriori Estimates of Factor Scores. Structural Equation Modeling: A Multidisciplinary Journal, 28(4), 529-546. https://doi.org/10.1080/10705511.2020.1855076
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2024 Retos
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 4.0.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e assegurar a revista o direito de ser a primeira publicação da obra como licenciado sob a Licença Creative Commons Attribution que permite que outros para compartilhar o trabalho com o crédito de autoria do trabalho e publicação inicial nesta revista.
- Os autores podem estabelecer acordos adicionais separados para a distribuição não-exclusiva da versão do trabalho publicado na revista (por exemplo, a um repositório institucional, ou publicá-lo em um livro), com reconhecimento de autoria e publicação inicial nesta revista.
- É permitido e os autores são incentivados a divulgar o seu trabalho por via electrónica (por exemplo, em repositórios institucionais ou no seu próprio site), antes e durante o processo de envio, pois pode gerar alterações produtivas, bem como a uma intimação mais Cedo e mais do trabalho publicado (Veja O Efeito do Acesso Livre) (em Inglês).
Esta revista é a "política de acesso aberto" de Boai (1), apoiando os direitos dos usuários de "ler, baixar, copiar, distribuir, imprimir, pesquisar, ou link para os textos completos dos artigos". (1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
