Metric characteristics of the Preschool Inclusion Questionnaire

Literature data show the quality of preschool inclusion to depend on positive attitudes of preschool teachers toward inclusion of kindergarten children with developmental disabilities and on their competence for work with inclusion groups. In Croatia, measuring instruments to test teacher attitudes toward preschool inclusion are lacking. Therefore, the objective of the study was to develop a measuring instrument intended for testing preschool teacher attitudes toward inclusion of kindergarten children and to determine its metric characteristics. The study included 476 teachers working in the Primorje-Gorski Kotar County kindergartens. The preschool teacher attitudes toward preschool inclusion were tested by the Preschool Inclusion Questionnaire of bifactorial structure: 1) attitude toward preschool inclusion; and 2) self-assessment of competence for work with children with developmental disabilities. Results of the study as the fi rst one on the topic in Croatia showed the preschool teachers to foster positive attitude toward preschool inclusion, while being indecisive in self-assessment of their personal competence for work with children with developmental disabilities, which is consistent with international literature reports. The more positive attitude of kindergarten teachers toward preschool inclusion was related to the higher level of self-perceived competence for work with children with disabilities, while the questionnaire total score represented the teacher inclusion index. The results obtained by the questionnaire can be used to determine kindergarten teachers’ attitudes toward inclusion; to introduce additional training and education of kindergarten teachers showing lower level of inclusion competences; and to measure and evaluate programs of professional training to strengthen teacher competences for work with children with disabilities in regular kindergarten groups. Key words: child, preschool; surveys and questionnaires

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