Akademik Veri Yönetim Sistemi
CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE, cilt.27, sa.1, ss.221-253, 2025 (SSCI, Scopus)
The idea of inclusive education is based on the premise that education is a basic human right. No student should be subjected to systematic exclusion practices based on a difference or exceptionality such as gender, disability, race, religion or ethnic subgroup, poverty, sexual orientation or non- citizenship (asylum seeker, refugee, migrant). Instead of an understanding of inclusion that is mostly perceived as removing legal and physical barriers to participation for people with disabilities and neglecting other groups with individual differences, there is a need for a more inclusive understanding that includes all learning differences and disabilities. No such valid and reliable measurement tool exists that reveals teacher attitudes. Therefore, the purpose of this study is to develop and validate the Teacher Attitudes Toward Inclusive Education Scale (TASI) to assess teacher attitudes towards inclusive education, aiming to contribute to research and the elimination of negative attitudes towards inclusive (TASI) consists of 68 Likert-type items. Independent reviewers verified the scale's content validity, and an exploratory factor analysis was used to determine the scale's construct validity. The scale's final form, which had six factors and 24 items, was produced after the exploratory factor analysis. In order to examine the fit of the structural model obtained as a result of exploratory factor analysis with the data, the final form was reapplied to 1017 teachers and confirmatory factor analysis was performed. It is expected that the developed scale would be used to assess teacher attitudes in research on inclusive education and contribute to eliminating of negative attitudes. The TASI offers a valuable tool for researchers and practitioners to measure teacher attitudes, identify areas for professional development, and evaluate the impact of inclusive education initiatives. Future research may explore the scales' cross-cultural validity and its predictive relationship with teacher behavior and student outcomes.