Evaluación de las prácticas docentes inclusivas en educación primaria: la escala de percepción del alumno sobre la inclusión en la enseñanza bilingüe (SPI-BE)

Abstract

Despite the considerable increase in bilingual education programs in schools, the growing interest in classroom inclusion, and the importance given to  students’ views, there is currently a lack of suitable instruments for measuring the teaching practices used in this context. Consequently, we have developed and analyzed the validity evidence of a scale measuring how students perceive inclusive teaching practices used in Content and Language Integrated Learning (CLIL) programs in bilingual elementary schools in Spain. Using a modern validity framework for educational contexts, we conducted a comprehensive study using the Rasch model, with data gathered from 1,874 students (4th, 5th, and 6th graders) enrolled in 26 schools. Our results showed that the scale: a) revealed the hierarchy of inclusive teaching practices; b) was able to discriminate different levels of inclusion in the classroom; c) demonstrated measurement invariance; and d) was  articularly suitable for detecting the most vulnerable students. In conclusion, the scale was found to be appropriate for the target population and the purposes for which it was designed, as shown by high-quality psychometric empirical evidence.