Reliability Testing of the Reasonable Adjustments for Inclusive Education Rating Scale

Iacono, Teresa; Spong, Jo; Bagley, Kerryn; Garcia Melgar, Ana; McKinstry, Carol; Hyett, Nerida; Arthur-Kelly, M

doi:10.26181/25203269.v1

1224981_Iacono,T_2024.pdf (434.22 kB)

Reliability Testing of the Reasonable Adjustments for Inclusive Education Rating Scale

journal contribution

posted on 2024-02-12, 02:03 authored by Teresa IaconoTeresa Iacono, Jo SpongJo Spong, Kerryn BagleyKerryn Bagley, Ana Garcia MelgarAna Garcia Melgar, Carol McKinstryCarol McKinstry, Nerida HyettNerida Hyett, M Arthur-Kelly

School inclusion of students with disabilities relies on reasonable adjustments to curriculum and class activities. The Reasonable Adjustments for Inclusive Education (RAIE) was designed to elicit reasonable adjustments from stakeholders in mainstream school inclusion for three contrived students with varied learning needs. We evaluated a scale for rating the quality of elicited reasonable adjustments across five dimensions: Agency, Authenticity, Real Learning, Strengths Based, and Inclusion. A trial (n = 5 participants) led to refinement of the scale, which was tested for inter-rater reliability with data from a randomized controlled trial (RCT) of an intervention to improve the quality of reasonable adjustments. RCT participants (10 parents, 10 educators, nine allied health professionals) provided 596 reasonable adjustments, rated for each dimension by two independent raters (n = 2980 ratings). Overall agreement was 75.3%; intraclass correlation (ICC) was.778. ICCs were moderate-good (.612–.816). Further refinement and testing with multiple raters are recommended.

Funding

This project was supported by La Trobe University Building Healthy Communities Research Focus Area funding.

History

Publication Date

2024-01-01

Journal

Journal of Research in Childhood Education

Volume

38

Issue

1

Pagination

13p. (p. 1-13)

Publisher

Taylor & Francis

ISSN

0256-8543

Rights Statement

© 2023 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.