Psychometric properties of the Chinese perceptions of inclusion questionnaire teacher version for pupils with intellectual and developmental disabilities in inclusive classrooms

Abstract

Objectives Emotional well-being, social inclusion, and academic self-concept are considered important factors for students’ successful inclusion in school. The Perceptions of Inclusion Questionnaire (PIQ) is a short and well-structured tool for measuring these factors, and was successfully validated in some countries. However, the Chinese PIQ teacher version has not yet been verified. This study investigates the psychometric properties of the Chinese PIQ teacher version for students with intellectual and developmental disabilities (IDD). Methods A total of 374 teachers of students with IDD in grades 1 to 6 from inclusive primary schools in China were recruited. The study examines this questionnaire’s factor structure, internal consistency reliability, and measurement invariance across genders, grades, and disability levels. Results The study confirmed the three-factor structure of the Chinese PIQ teacher version for students with IDD. The tool also showed good internal consistency and passed measurement invariance tests for gender, grade, and disability level. Conclusions The Chinese PIQ teacher version is reliable and valid, and shows strict measurement invariance across genders, grades, and disability levels in students with IDD. And it can be used to compare means across genders, grades, disability levels.