Assessing dimensions of inclusion from students’ perspective–measurement invariance across students with learning disabilities in different educational settings

Abstract

One important issue of the current empirical research on special education is the investigation of the effects of inclusive education compared to segregating education for students with learning disabilities (LD). For this purpose, measurement instruments have to be appropriate for students with LD and measurement equivalent across students with LD in different educational settings in order to be able to compare their outcomes. The aim of this study therefore was to investigate the PIQ’s (Perceptions of Inclusion Questionnaire) measurement invariance for students with LD in special and inclusive classes. Findings suggest that students with LD struggle with negative wordings. As part of multiple group analyses, partial measurement invariance of the PIQ for students with LD in special and inclusive classes could be confirmed.