Abstracts
Résumé
Les échelles permettant de mesurer les attitudes des enseignants vis-à-vis de l’intégration scolaire disponibles en français sont rares. Cet article a pour but de présenter la validité structurelle et la fiabilité de la version française de l’échelle nord-américaine Opinions Relative to Integration of Students with Disabilities (ORI ; Antonak et Larrivee, 1995). Des analyses factorielles confirmatoires et exploratoires ont été menées à partir des réponses de 306 enseignants de classe ordinaire d’un canton suisse. Les indices de la qualité d’ajustement indiquent que les modèles issus des analyses factorielles exploratoires représentent mieux les données récoltées que ne le font les modèles originaux. En conséquence, de légères différences structurelles avec l’échelle originale s’observent. Les indices de cohérence interne sont acceptables (de 0,68 à 0,91). L’échelle ORI traduite en français représente un instrument de mesure valable pour répondre aux questions de recherche relatives à l’intégration scolaire dans les pays francophones.
Mots-clés :
- intégration,
- scolaire,
- inclusion scolaire,
- enseignants,
- validité structurelle,
- fiabilité
Abstract
There are very few teacher attitude scales assessing inclusive education in French available in the scientific literature. This paper aims at presenting results supporting the construct validity and the reliability of the French version of the North American scale Opinions Relative to Integration of Students with Disabilities (ORI; Antonak & Larrivee, 1995). Based on the responses of 306 regular school teachers of one Swiss canton, confirmatory and exploratory factor analyses were conducted. Overall, goodness-of-fit indexes suggest that the exploratory factor analysis models fit the data better than original models did, resulting in slight structural differences with the original factorial structure. Internal consistency indexes are adequate (range from .68 to .91). This French version of the ORI scale produces a useful measuring instrument to answer research about inclusive education in French speaking countries.
Keywords:
- inclusive education,
- attitude scale,
- teachers,
- construct validity,
- reliability
Resumo
As escalas para medir as atitudes dos professores em relação à integração escolar disponíveis em francês são escassas. O objetivo deste artigo é apresentar a validade estrutural e a fiabilidade da versão francesa da escala norte-americana Opinions Relative to Integration of Students with Disabilities (ORI; Antonak e Larrivee, 1995). Foram realizadas análises fatoriais confirmatórias e exploratórias a partir das respostas de 306 professores de turmas normais de um cantão suíço. Os índices de qualidade de ajustamento indicam que os modelos derivados de análises fatoriais exploratórias representam melhor os dados recolhidos do que os modelos originais. Como resultado, foram observadas pequenas diferenças estruturais com a escala original. Os índices de consistência interna são aceitáveis (0,68 a 0,91). A escala ORI traduzida em francês representa um instrumento de medição válido para responder às questões de investigação relativas à integração escolar nos países francófonos.
Palavras chaves:
- integração escolar,
- inclusão escolar,
- escala de atitudes,
- professores,
- validade estrutural,
- fiabilidade
Appendices
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