Validation of index for inclusion questionnaire in the higher education in University of Cuenca

Abstract

Addressing inclusive education in higher education is a priority that goes beyond university access. The present study aimed to validate the index questionnaire for inclusion in higher education that assesses inclusive policies, cultures and practices. For this purpose, the instrument was applied to a stratified probability sample of 155 professors and 354 students at the University of Cuenca, Ecuador. The structural equation model allowed performing a confirmatory factor analysis with the Maximum Likelihood and Unweighted Least Squares method. The analysis was performed in AMOS 21 software. The model of the scale that assesses inclusive policies, cultures and practices in the university context was validated; the model showed an adequate fit for the absolute indexes (CMIN, GFI, RMSEA and RMR), incremental indexes (TLI, NFI and CFI) and parsimony indexes (CMIN/DF and AIC). A factorial invariance analysis was performed whose adjustments reported adequate values for all the established restrictions. The difference in the CFI incremental index of the models with restrictions with respect to the model without restrictions shows a value of less than 0.01. Consequently, the questionnaire constitutes a valid tool for evaluating how inclusive education has been managed in the university context. In the same way, the use of all items is recommended, indistinctly, for university students and teachers.