Psychometric properties of the Italian adaptation of the short form of the Quality Scale of Inclusive School Development (QU!S-S)

Abstract

ABSTRACT School inclusion is a reality in many countries around the world and most schools face the challenges of implementing inclusive education. A full inclusion model has been in place in Italy for five decades, but its actual application presents substantial differences between geographical areas, school levels, and individual schools. Thus, the availability of a comprehensive, psychometrically sound, and easy-to-complete measure of school inclusion that can be used for evaluation, screening, and research purposes is crucial. In this study, we investigated the psychometric properties of the Italian adaptation of the Quality Scale of Inclusive School Development-Short Form (QU!S-S) in a sample of 362 teachers from pre-school to 13th grade. The results supported the adequacy of the five-correlated-factor model of the original German version and the discriminant validity of the scales with respect to measures of professional self-efficacy and attitudes towards inclusive education. We also found different patterns of association of the scales with personal and job characteristics of the teachers. Overall, the results support the adequacy of the psychometric properties of the Italian version of the QU!S-S, which can be considered a valid and reliable tool for assessing the core dimensions of school inclusion in an Italian context.