The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Measuring Pre-Service Teachers' Perceptions about Inclusion.

By C. Forlin, Chris Earle, T. Loreman, U. Sharma. 2011

274 citations recorded by the source corpus.

Thi s paper reports the fin al development of a scale to measure pre-service teachers’ perceptions in three constructs of inclusive education, namely, sentiments or comfort levels when engaging with people with disabilities; acceptance of learners with diffe rent needs; and concerns about implementing inclusion. The Sentiments, Att itudes, and Concerns about Inclusive Education Revised (SACIE-R) scale was developed from an initial 60 items and administered through a series of refine d surveys. A fin al 15-item scale was

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/2e8ae76d1ebb99e08c88e60a3f77deedb1a03cf7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Timo Saloviita
2. U. Sharma
3. H. Savolainen
4. T. Loreman
5. Akie Yada
6. C. Forlin
7. Olli-Pekka Malinen
8. S. Schwab

In Safety Research

1. U. Sharma
2. Timo Saloviita
3. C. Forlin
4. T. Loreman
5. H. Savolainen
6. J. Monsen
7. Donna L. Ewing
8. Akie Yada

In Sociology and Political Science

1. U. Sharma
2. Timo Saloviita
3. C. Forlin
4. H. Savolainen
5. T. Loreman
6. Akie Yada
7. Olli-Pekka Malinen
8. S. Schwab

Citations in the corpus

• Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices (2017, result): “The scale has three sub-scales: “Sentiments,” “Attitudes,” and “Concerns,” which were consistent with previous studies (Forlin et al., 2011; Savolainen et al., 2012).”
• Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong (2014, background): “They also completed the concerns items from the sentiments attitudes and concerns about inclusive education revised scale (SACIE-R), developed by Forlin et al. (2011).”
• Teachers’ attitudes towards inclusive education: a critical review of published questionnaires (2018, methodology): “However, caution is required in selecting the PATIE (Bailey, 2004), SACIE-R (Forlin et al., 2011) and the MATIES (Mahat, 2008), in addition to the ORI and CIE, each of which focus on “disability” rather than SEN and may make these questionnaires less appropriate for establishing teachers’ attitudes…”
• Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis (2020, background): “…about inclusive education (SACIE) scale (Loreman et al. 2007) or its revised version, the sentiment, attitudes, and concerns about inclusive education revised (SACIE-R) scale (Forlin et al. 2011), and the teacher efficacy for inclusive practice (TEIP) scale (Sharma, Loreman, and Forlin 2012).”
• Measuring pre-service teachers' attitudes towards inclusive education: Psychometric properties of the TAIS scale (2015, methodology): “…by its positive correlation with the “Attitudes” domain in the SACIE-R scale and its negative validity of the scale was demonstrated through its low correlation with the teacher self-efficacy scale TEIP (Sharma et al., 2012) and the “Sentiments” domain of the SACIE-R scale (Forlin et al., 2011).”