بناء مقاييس الاتجاهات نحو دمج الطلبة ذوي الإعاقات في المدرسة العادية واشتقاق الخصائص السيكومترية لها

Abstract

        This study aimed at constructing an attitudinal scale toward integration‎ of the disabled students at public schools and deriving their psychometric characteristics. To achieve the objectives of the study, the dimensions of the scale were ‎identified, and a preliminary scale of (70) items was constructed and distributed over three main dimensions: the attitude of administrators and teachers toward integrating the disabled students at public schools, the attitude of non-disabled students toward integrating‎ the disabled students at public schools, the attitude of parents toward integrating the disabled students at public schools, The scales ‎were applied randomly  on (200) administrators and teachers, (500) non-disabled students from fourth, fifth and sixth grades, and (200) parents.

                        Content validity and the internal consistency were measured, the scales become (61) items, peripheral comparisons were also calculated. The reliability of the three scales were measured by using the test-retest reliability of the three scales and ranged between (0.75-0.84), the internal consistency method was calculated by the Alpha Cronbach equation, and the reliability of the three scales ranged between (0.82- 0.85). The study recommended conducting more studies in order to build scales that can detect the attitudes of disabled students and their parents toward the integration of ‎the disabled students at the public schools and find their psychometric characteristics, given the importance of knowing the nature of the attitudes of this group of society concerned in integration