Psychometric properties of the Greek-language Opinions Relative to Inclusion of Students with Autism Spectrum Disorder scale (ORI-ASD) and Teachers' Sense of Efficacy Scale - Autism Spectrum Disorder (TSES-ASD).
Sotiria Mitroulaki, Ermis Merkouris, Gregory Tripsianis, Maria Kadoglou, Maria Samakouri, Aspasia Serdari
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Abstract
Background: In recent decades inclusion of children with autism spectrum disorder (ASD) in mainstream settings has gained momentum all over the world. However, teachers' attitudes to this have an impact on the success of implementing inclusive practices, while their efficacy beliefs are a crucial factor for promoting educational reform.
Aims: To explore the psychometric properties of the Opinions Relative to Inclusion of Students with Autism Spectrum Disorder (ORI-ASD) and the Teachers' Sense of Efficacy Scale - Autism Spectrum Disorder (TSES-ASD).
Method: A total of 853 educators (155 preschool teachers, 388 primary school teachers and 310 university students) reported sociodemographic characteristics and completed the ORI-ASD and TSES-ASD, which were Greek-language adapted versions of the Opinions Relative to Integration of Students with Disabilities scale and the Teachers' Sense of Efficacy Scale. Confirmatory and exploratory factor analyses were conducted.
Results: Exploratory and confirmatory factor analyses were performed for the two scales. Confirmatory factor analyses confirmed the three-factor structure of the ORI-ASD and one-factor structure of the TSES-ASD for both pre-service and in service teachers, which show satisfactory psychometric properties. Moreover, the results showed that educators hold moderate self-efficacy beliefs.
Conclusions: The translated and adapted ORI-ASD and TSES-ASD showed good psychometric properties in a Greek sample of teachers and university students. The current study indicates that the ASD-adapted versions of the ORI and TSES are reliable and valid scales for rating pre-service and in-service teachers' opinions related to perceived self-efficacy and the inclusion of students with ASD. Our findings could have important implications for policy and practice relating to inclusive education.
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