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DEVELOPMENT OF INSTRUMENT FOR MEASURING THE ATTITUDE OF

TEACHERS, ADMINISTRATORS AND POLICY MAKERS TOWARDS
INCLUSIVE EDUCATION
Latif Ahmad
Ph.D scholar,
Department of Special Education,
University of the Punjab Lahore
ABSTRACT

The research paper concerned for development of an instruments for measuring the attitude of
teachers, administrators, and policy makers towards inclusive education. The study intended to
investigate the attitude from both the systems, regular and special education and to achieve the
following objectives:1) review of literature about inclusive education in Pakistan, 2) Construction of
an instruments for measuring attitude towards inclusive education, and 3) validation of instrument for
measuring attitude of teachers, administrators and policy makers towards Inclusive Education. The
participants comprised of 30 experts(10 administrator, 10 policy makers, and 10 teachers in the field
of special education. There were 43 statements in the first draft of instrument. There were five
response such as: Strongly Agree(S/A), Agree(A),Neutral (N), Disagree (D/A), and Strongly
Disagree (S/D). There were 33 statements in the final instrument. An instrument for measuring
attitude toward inclusive education based on socio-cultural conditions of Pakistan was developed.

Keywords: Attitude, Inclusive education, administrators, policy makers, Teachers

INTRODUCTION

A large number of persons with disabilities can do many things, which are valuable for the communities, in

which persons with disabilities live. The attitude of the society towards disability, at large, has an effect on the

development and empowerment of persons with disabilities. For many centuries, superstitions and myths

surrounded the persons with disabilities and disabilities were seen as innate, imprinted before birth by nature,

devil or something else (Winzer, 1987). Problem of disability is created by able-bodied people who refuse to

accept persons with disabilities due to some psychological reasons (Savolainen, 1998; Tirrusew, 1995).

Moreover, the able-bodied people considered persons with disabilities as useless and burden both on the

family and society. It is believed that they are unable to lead independent lives and their fate is to look for
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alms. Societal attitudes are one of the prime barriers to the personal development of person with disabilities

and also restrict their role in society.

The relationship between the child with disability and the community is reciprocal. The child affects

the community while the community affects the child's development. According to winzer (1987) the degree to

which a child with disability can learn and participate in normal activity depends on three factors: 1) The

family's acceptance and willingness to focus on the child's positive potential; 2) The time of diagnosis and

intervention, and appropriateness of intervention, whether medical, psychological, educational, or social; and

3) The amount of acceptance by the community. If a child with disabilities is diagnosed, intervened and is

accepted by his family and society, his/her learning, performance and participation in daily routine life could

be improved.

Inclusive education is a way to place students with disabilities in regular classes. Proponents of

inclusive education are of the view that students with disabilities can and should be educated in regular classes

with their peers. Inclusive education offers new hope for school success and social integration for persons with

and without disabilities (Bennet, Deluca & Bruns, 1997; Cowne, 2003). The belief, attitude and concerns about

disabilities, influence the practice of Inclusive Education. Inclusive Education is an evolutionary ideology

which comes into origin gradually. With passage of time, as the systems of special education and regular

education improve and people understand and accept this ideology, its implementation will become possible.

Initiation of Inclusive Education programmes depends upon positive attitude of classroom teachers,

administrators of schools and policy makers in particular and of society in general. Many teachers and

administrators of schools who feel unprepared and feel fear to work with students with disabilities, show

frustration, anger and negative attitude towards Inclusive Education. Some educators believe it could lead to

lower academic standards (Tiegerman-Farber &Radziewiez, 1998). It seems that for successful initiation of

inclusive education program, all the stake holders should approach this ideology with positive attitude.

The majority of studies that investigated attitude towards inclusive education were conducted in

western countries (D’Alonzo, Giordano, & Vanleeuwen, 1997; Harvey, 1998; Helfin & Bullock, 1999).

Although they provide important information about attitude of general public, teachers and administrators, but,
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these studies do not adequately address issues that are relevant to the Pakistani context. Because, Pakistan has

many cultural, educational, religious, geographical and administrative differences from those countries. This

study is therefore, important for having knowledge and information about attitude of teachers, administrators

and policy makers towards inclusive education in Pakistan.

The study concerned to development of an instrument for measuring the attitude of teachers,

administrators, and policy makers towards inclusive education. The study intended for construction and

validation of an instrument for measuring attitude towards Inclusive Education

Being the signatory of International Declarations and Statements on Inclusive Education, it is ethical

and legal responsibility of Pakistan to act upon the recommendations made in these declarations and

statements. Policies are being developed for implementation of inclusive education in future. At this stage,

having the knowledge of attitude towards Inclusive Education is very important because if all stake holder

approach this innovation with positive attitude there will be greater possibility of its successful

implementation.

A standardized Attitude Toward Inclusive Education Scale based on socio-cultural conditions of

Pakistan is not available, so the research is designed to develop this kind of scale. The study also intends to

measure the attitude of stake-holders, such as, teachers, s to administrators and policy makers who would be

involved in implementation of change toward inclusive education. This kind of study may serve as a first step

toward implementation of inclusive education and future research in this area.

LITERATURE REVIEW

Human beings may be observed communicating with one another in interpersonal activities about

some object. This object may be a concrete thing, an internal state, and an event. It may be either real or

fictitious. People possess different feelings and opinions about different objects. The way of communicating or

expressing someone’s feelings and opinions determines his/her attitude.

In literature, following are some of the commonly accepted definitions of attitude:

“An attitude is a mental and neural state of readiness, organized through experience, exerting a
directive or dynamic influence upon the individual’s response to all objects and situation with which it is
related” (All port, 1935, p. 110).
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“An attitude can be defined as an enduring organization of motivation, emotional, perceptual,

and cognitive processes with respect, to same aspects of the individual’s world”(Krech & Crutchfield,1948,
p. 152).

“An individual’s social attitude is a syndrome of response consistency with regard to social
objects” (Campbell, 1950, p. 51).

“An attitude is an idea charged with emotion which predisposes a class of actions to a
particular class of social situations” (Triandis, 1971, p. 2).

In light of above mentioned definitions, it can be said that attitudes are learned through experience and

are consistent and permanent in nature. Attitudes have some objective reference that one holds regarding some

object, person or issue. Attitude has three components; (a) cognitive component ; (b) an affective component

and (c) a behavioral component.

The cognitive component of attitude is the ideas or beliefs that somebody possess about an attitudinal

object. The affective component is the emotions or feelings about attitudinal object, while the behavioral

component is predisposition to action with regard to the same object. Most of the researchers also referred

these similar components of attitude and recommended attitude measurement approaches reflecting these

components.

Techniques for Measurement of Attitude

Four common techniques for development of attitude scales are available in literature. These are: 1)

The method of equal appearing intervals devised by Thurston; 2) Likert’s method of summated ratings; 3)

Guttmann’s scalogram and 4) the semantic differential scales of Osgood, Suci and tannenbaum. A summary of

four techniques of measuring attitude is presented below:

Thurstone (1929) developed the method of equal appearing intervals to measure attitude. It is based on

the respondent’s acceptance and rejection of opinion statements. This method requires an individual to indicate

agreement or disagreement with statements about a particular attitude object. These statements are spread

along the attitude continuum from least favorable to most favorable. After generating a pool of items, each

item printed on a separate slip of paper and a group of judges are asked to sort the statements into 11 piles

representing graduated series of attitudes from extremely negative through extremely positive toward the

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attitudinal object. A scale value is determined by locating the item’s median scale value. Then an Q value is

determined for that item. The Q value is calculated by subtracting the lower quartile score from the upper

quartile score. Those statements for the final scale are selected which spread as evenly as possible along the

attitude continuum. Then scale is presented to subjects who are asked to place a a mark beside the statement

with which they agreed.

Likert (1932) proposed a method of attitude scale construction in which each response is given a rating

and a score is calculated by summing these ratings. In constructing the scale, a pool of statements is prepared

and several judges are asked to classify each item as positive, negative, or neutral with regard to the attitudinal

object. Those items which are not classified either positive or negative with regard to the attitudinal are

eliminated from consideration for use in the final scale. Generally five response alternatives are used for each

item. The scale is administrated to a sample of the target population. Data are analyzed to estimate validity and

reliability of the scale. The internal consistency is used for selection of items for final scale Those items which

best differentiate between the highest and lowest scores of the sample group are selected for the final scale.

Guttmann (1944) developed a procedure for evaluating a set of statements about attitudinal object;

called scalogram analysis. For construction the scale, statements are generated which have following

characteristics: 1) statements have common content; 2) statements are ordered along a continuum from least

positive to most positive; and 3) agreement with a given statement implies agreement with every other less

positive statement. After a pool of statements are generated, a sample group is administered the scale. Using

item analysis, a small number of statements is finally selected. The items are arranged in an order so that an

individual who responds positively to a particular item also responds positively to all items of lower rank

order. After the selection of the statements, subjects are instructed to check each statement with which they

agree. Using the Guttmann scalogram, an individual with a more favorable attitude would score higher to

statements in the set than would a second individual with a less favorable attitude.

An approach which measures attitudes by focusing on the meaning of a particular attitude object in

relation to an individual has been proposed by Osgood, Suci, and Tannenbaum (1957). This technique is

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adjective based and measures the reactions of subjects to pairs of bipolar adjectives such as: good-bad,

valuable-worthless, fair-unfair. For construction of a semantic differential scale, the name of the attitudinal

object is placed at the top of the scale. Then five to ten emotion laden adjective pairs are selected and are

written on two parallel polls of the response sheet and a continuum of seven equal segments is placed between

two parallel polls.

The Thurston differentiated method requires prior ranking by a pool of expert judges for each potential

item concerning the degree of availability for the item. Statements with the least variance between judgments

are retained and assigned a scale value based on their median. Position on an 11-point scale, final scale items

are arranged along a continuum and separated by equal intervals. The respondent would select those items

with which he or she agrees. The scale value of items would then be averaged to yield the global attitude score.

Likert took Thurston’s scaling ideas and adapted them to develop a scaling procedure for measuring attitude

that he identified as easier as and simpler than Thurston procedures. The scale constructor rather than a pool of

judges decided the degree of favorability or unfavorability of each item when the statements are initially

written. Secondly the researcher administers this original scale to a large number of respondents in a field test

and perform items analysis to eliminate those items that differ significantly from the scale constructor’s

evaluation. Thurston scales eliminate those statements that are not judged consistently while Likert scales

eliminate those statements that do not discriminate between favorable and un favorable individuals. Likert

method consists of a set of attitude statements of approximately equal attitude value as opposed to Thurston’s

use of item along the agreement continuum. Using the Likert scale, respondent indicated intensity and

direction of attitude by selecting from categories along a continuum form strongly agree to strongly disagree.

Inclusive Education

Inclusive education refers to educational practice based on the philosophical belief that all learners,

those with and without disabilities, have the right to be educated together in age-appropriate class groups, and

that all will benefit from education in the regular classrooms of community schools.

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Many definitions of inclusive education have been advanced. To date none of the proposed definition

has gained currency in the field suggesting that a truly satisfactory definition has yet to emerge. Recently, it

has been suggested that inclusion is the process of increasing participation in and decreasing exclusion from

mainstream social settings. Inclusive education means that all children have the right to be educated in their

community schools, and that classroom teachers have the ultimate authority and responsibility for educating

them. This does not mean that all children will necessarily receive all instructional services in the regular

classroom.

Most educational discussions on inclusion concentrate on curriculum, pastoral systems, attitudes and

teaching methods in advanced country, but they have ignored the wider notion of inclusion in society.

Inclusion refers to the opportunity for persons with a disability to participate fully in all of the educational,

employment, consumer, recreational, community and domestic activities that typify everyday society.

History and Origin of Inclusive Education

Inclusion came as a response to the economical, political, social, cultural conditions and humanistic

values that emerged in most western societies (Freire & César, 2003) and reflected the new societal

perspectives regarding children with diverse needs and consequently children with special educational needs

(Browder et al., 2004). An inclusive learning environment is the one that reflects the heterogeneity of our

society (Bradley & Switlick, 1997), through the acceptance of all children regardless of their perceived

physical, educational or psychological challenges, accommodates their needs and creates opportunities so that

all children develop their full potentials in the school (Armstrong, 1999; Bradley & Switlick, 1997; Stainback

& Stainback, 1990; Stainback, Stainback, & Jackson, 1992; Walter-Thomas, Korinek, McLaughlin &

Williams, 2000).

In the June 1994 representations of 92 governments and 25 international organizations from the world,

attended the conference on “Special Needs Education”, held in the Salamanca, Spain. “The Salamanca

Statement on Principles, Policy and Practice in Special Needs Education” (UNESCO 1994) provides a

framework for thinking about how to move policy and practice forward. Indeed, this Statement, and the

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accompanying Framework for Action, is arguably the most significant international document that has ever

appeared in special education.

They agreed on a dynamic new statement on the education of all disabled children, which called for

inclusion to be the norm. In addition, the conference adopted a new” framework for action” the guiding

principle which reveals that ordinary school should accommodate all children, regardless of their physical,

intellectual, social, emotional, linguistic or other conditions. All educational policies, say the framework

should stipulate that disabled children attend the neighborhood school, that would be attended if the child did

not have a disability, the world conference called upon all governments to;

 Give the policy and budgetary priority, to improve education services so that all children could be

included regardless of differences or difficulties. Adopt as a matter of law or policy the principle of

inclusive education and enroll all children in ordinary schools unless there were compelling reasons

for doing otherwise.

 Develop demonstration projects and encourage exchanges with countries with inclusive school.

 Ensure that organizations of disabled people along with parents and community Bodies, are involved

in planning decision-making.

 Put greater effort into pre school strategies as well as vocational aspects of inclusive education.

 Ensure that both initial and in-service teacher training address the provision of inclusive education.

Inclusive Education in Pakistan

First government endorsement for the education of the children with disabilities by Govt of Pakistan is

traced in the report of the national Commission on Education 1959. National policy for rehabilitation of the

disabled 1986 clearly set out its mission that the special children will not remain in the special schools and

they will be integrated into the ordinary schools as early as possible. Policy of 1988 deviated from the previous

policy by raising serious questions about the philosophy of integration In National policy for persons with

disabilities, 2002; philosophy of inclusion has been endorsed. It is first aim of said policy to provide person

with disabilities access to facilities which may lead to their inclusion in all spheres of life. It is also stated that

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all the financial and technical constraints will be removed to achieve this aim. At this stage, it is relevant and

important to measure attitude of teachers, administrators, and policy makers towards inclusive education.

Methodology
Participants
The participants comprised of 30 experts(10 administrator, 10 policy makers, and 10 teachers
in the field of special education.

Procedure for Development of Instrument

 Instrument development with the help of literature

 Finalization of research instrument through experts opinion

 Comparison of attitude on the basis of age, gender and etc

RESULTS AND DISCUSSIONS

Literature was reviewed from different sources and it is found that Likert type scale is more suitable

for this study as it has following characteristics; it can be used for a large number of respondents, it is

convenient to construct and a Likert scale item is simply a statement so, easy to complete, it is convenient to

score, it is a bipolar scaling method, measuring either negative or positive response to statement. It is

considered, that it is the most efficient and effective method of developing highly reliable scales. So, a Likert

type five point scale was developed after discussion were made with the research supervisor and series of

interviews were conducted with policy makers, administrators and teachers and on the basis of data collected

from above mentioned sources. The first draft of instrument was developed. There were 43 statements in the

first draft of instrument. There were five response such as: Strongly Agree(S/A), Agree(A),Neutral (N),

Disagree (D/A), and Strongly Disagree (S/D). The sample of first draft of instrument was available in

annexure-1.

After the selection of preliminary items, 30(20 Male) judges were involved for finalization of the

scale. The age range of exerts was 35 to 64, Qualification range was master degree to Ph.D, They were asked

to classify each item as positive, negative, or neutral with regard to the attitudinal object. The item, which were

not classified by majority of judges as either positive or negative with regard to the attitudinal object, and

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could not differentiate between highest and lowest scores were be eliminated from consideration for use in the

final scale.

There were 33 statements in the final instruments. There were five response such as: Strongly Agree(S/A),

Agree(A),Neutral (N), Disagree (D/A), and Strongly Disagree (S/D). The sample of final draft of instrument is

presented below.

Table No. 1 The final scale for measuring the attitude towards inclusive Education.

Sr. Statement S/A A N D/ A S/D. A

No.
1 Children with disabilities should be educated in regular
classroom.
2 Inclusive classroom is beneficial for children with and without
disabilities.
3 Children with disabilities learn more in inclusive classroom.
4 To teach children with and without disabilities in same classroom
is a difficult task for teachers.
5 Inclusive education is practicable idea in Pakistan.
6 Inclusive education supports the belief of equality of mankind.
7 Inclusive education affects teacher student interaction.
8 Inclusive Education develops balanced personality of students
with disabilities.
9 Inclusive education develops healthy self-concept among
students with disabilities.
10 Inclusive education develops positive attitude towards school
among students with and without disabilities.
11 Inclusive education creates awareness among people without
disabilities about disabilities and their needs.
12 Inclusive education enhances educational achievement of
Students without disabilities.
13 The learning of students without disabilities is affected negatively
due to Presence of students with disabilities in regular classroom.
14 Inclusive education develops positive behaviors among students
with and without disabilities.
15 Inclusive education ultimately leads to social inclusion.
16 Inclusive education develops social adjustment among students
with disabilities.
17 Inclusive education is a cost effective system of education.
18 Inclusion of students with disabilities in regular classrooms
requires comprehensive and clear legislation.
19 Students with disabilities require additional help and support in
inclusive classrooms.
20 Teachers require specialized training for working in inclusive
classrooms.
21 Regular classroom teacher is responsible for education of

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students with disabilities placed in his classroom.

22 Regular classroom teachers would have reservations about the
inclusion of students with disabilities in their classroom.
23 Students with disabilities will not be labelled as disabled in
inclusive classrooms
24 Presence of students with disabilities causes neglection of
students without disabilities by teachers.
25 Adaptations in curriculum are required to include students with
disabilities in regular classrooms
26 Adaptations in Physical environment of regular schools are
required to include students with disabilities
27 Inclusive education increases social acceptance for persons with
disabilities
28 Communication problems are faced by teachers in inclusive
classrooms.
29 Students with disabilities can not cope up with students without
disabilities in learning lessons taught in inclusive classroom.
30 Presence of students with disabilities in inclusive classrooms
causes discomfort for students without disabilities
31 Teachers do not motivate students with disabilities to participate
in inclusive classroom activities.
32 Students with severe disabilities can not be included in the
regular classroom.
33 Adaptations in methods and techniques of assessment and
evaluation are required for inclusive classroom.

A piloting of instrument was administered and data were analyzed to estimate the validity and reliability of the

scale. A final scale was constructed based on conclusion drawn from piloting of instrument.

Table No.1 Comparison of attitude towards inclusive education on the basis of age of
the respondents

Sum of Squares df Mean Square F Sig.

Between Groups 716.411 5 143.282 .777 .566
Within Groups 94369.182 512 184.315
Total 95085.593 517

Table 1 shows that there is no significant difference in the attitude towards inclusive

education of the respondents whose age ranges from up to 30 years, 31-40 years, 41-50 years, 51-60

years and above 60 years. It indicates that the age does not affect the attitude of the respondents

towards inclusive education.

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Table No.2 Comparison of attitude towards inclusive education on the basis of

academic qualification of the respondents

Sum of Squares df Mean Square F Sig.

Between Groups 1539.307 5 307.861 1.685 .136
Within Groups 93546.285 512 182.708
Total 95085.593 517

Table 2 shows that there is no significant difference in the attitude towards inclusive

education of the respondents whose academic qualification ranges from Higher secondary,

graduation, master degree, M.Phil and Ph.D. It indicates that the academic qualification does not

affect the attitude of the respondents towards inclusive education.

Table No.3 Comparison of attitude towards inclusive education of teachers of both

the systems regular & special education

Groups N Mean df t Sig

Sp Education Teacher 186 89.8387 364 -0.714 .476

Regular Teacher 180 90.7889 364

Table 3 shows that there is no significant difference in the attitude towards inclusive

education of teachers of both the system regular and special education. It indicates that the teaching

in different system of education does not affect the attitude of the respondents towards inclusive

education.

Table No.4 Comparison of attitude towards inclusive education of policy makers of

both the systems regular & special education

Groups N Mean df t Sig

Policy makers of Special Education 25 85.9600 48 .956 .344

Policy makers of Regular Education 25 82.8800 48

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Table 4 shows that there is no significant difference in the attitude towards inclusive

education of policy makers of both the system regular and special education. It indicates that the

policy making in different system of education does not affect the attitude of the respondents towards

inclusive education.

Table No.5 Comparison of attitude towards inclusive education on the basis of

personal relation with children with disabilities

Groups N Mean df t Sig

Relation with children with
64 89.5938 516 .137 .891
disability
No relation with children with
454 89.3458 516
disability

Table 5 shows that there is no significant difference in the attitude towards inclusive

education on the basis of personal relation with children with disabilities. It indicates that the

personal relation with children with disabilities does not affect the attitude of the respondents towards

inclusive education.

Table No.6 Comparison of attitude of the respondents towards inclusive education on

the basis of gender
:
Groups N Mean df t Sig

Male 272 87.8272 516 -2.751 .006

Female 246 91.0894 516

Table 6 shows that there is significant difference in attitude of the respondents towards

inclusive education on the basis of gender. It shows that male respondents have positive attitude as

comparing with female respondents.

CONCLUSION

On the basis of data analysis, the developed instrument is reliable and valid for measuring the

attitude of teachers, policy makers and administrators because during data analysis it was observed

that respondents have positive attitude as comparing with female respondents. It is also concluded

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that the personal relation with children with disabilities does not affect the attitude of the respondents

towards inclusive education.

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Annexure 1

First Draft of Instrument for Measuring Attitude Towards Inclusive Education

Sr. Statement S/A A N D/ A S/D. A

No.
1 Children with disabilities should be educated in regular
classroom.
2 Inclusive classroom is beneficial for children without
disabilities.
3 Children with disabilities can be educated effectively in
inclusive classroom.
4 To teach children with and without disabilities in same
classroom is a difficult task.
5 Inclusive education is practicable idea in Pakistan.
6 Inclusive education supports the belief of equality of
mankind.
7 Inclusive education affects teacher student interaction.
8 Inclusive Education promotes positive classroom
behaviors in among students with disabilities.
9 Inclusive education develops healthy self-concept among
students with disabilities.
10 Inclusive education develops positive attitude towards
school among students with disabilities.
11 Inclusive education creates awareness among people
without disabilities about disabilities and their needs.
12 Role and responsibility of regular school teacher are
changed radically In Inclusive classroom.
13 Inclusive education enhances educational achievement of
Students without disabilities.
14 A lot of financial resources are Required for initiation of
idea of inclusive education.
15 The learning of students without disabilities is affected
negatively due to Presence of students with disabilities in
regular classroom.
16 Inclusive education is helpful for appropriate social
development of students with disabilities.
17 Inclusive education is helpful for appropriate moral
development of children with disabilities.
18 Inclusive education ultimately leads to social inclusion.
19 Inclusive education is helpful to increase learning pace of
students with disabilities.
20 Inclusive education is helpful to minimize problems faced
by students with disabilities in social adjustment.
21 Inclusive education is a cost effective system of education.
22 Students with disabilities should be educated in segregated
classes.
23 A policy should be constituted to include the students with
disabilities in regular classrooms.

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24 To work with students with disabilities is a difficult task

25 A lot of strategies and techniques are required to teach
students with disabilities and without disabilities at the
same time.
26 Persons with disabilities can play effective role in society
with proper education and training.
27 Presence of students with disabilities in classroom creates
disciplinary problems
28 Students with disabilities requires additional help and
support in inclusive classrooms.
29 Teachers feels need of training for working in inclusive
classrooms.
30 The special education teacher can help only the students
with special needs.
31 To determine the responsibility of education of special
students in regular classroom is difficult task.
32 Regular classroom teacher is responsible for education of
students with disabilities placed in his classroom.
33 Regular classroom teachers would have reservations about
the inclusion of students with disabilities in their
classroom.
34 Students with disabilities will not be labelled as disabled
in inclusive classrooms
35 Presence of students with disabilities causes neglection of
students without disabilities by teachers.
36 Adaptations in curriculum are required to include students
with disabilities in regular classrooms
37 Adaptations in Physical environment of regular schools
are required to include students with disabilities
38 Inclusive education increases social acceptance for
persons with disabilities
39 Communication problems are faced by teachers in
inclusive classrooms.
40 Students with disabilities can not cope up with students
without disabilities in learning lessons taught in inclusive
classroom.
41 Lagging behind in learning by students with disabilities
would cause frustration for teachers in inclusive
classrooms
42 Presence of students with disabilities in inclusive
classrooms causes discomfort for students without
disabilities
43 Adaptations in teaching methodologies are required to
meet the individual needs of all students in inclusive
classrooms

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