Background: A measure named Perceptions of Inclusion Questionnaire (PIQ) was originally developed to assess primary school students’ perception of inclusive education. It measures students’ school well-being, social integration, and academic self-concept. Objective: This study cross-validated the PIQ for application to students in higher education. Methods: A questionnaire consisted of items of sociodemographic characteristics, PIQ, and criterion measures was put online in an institute of higher education to invite students to complete it within 10 days. Participation was voluntary and anonymous. Results: A total of 549 students (mean age = 23.5 years, SD = 7.2, 69% were females) completed the online questionnaire. Data analysis indicated that the reliability of school well-being, social integration, and academic self-concept, and the total scale was satisfactory (Cronbach’s α = .84, .84, .85, and .88 respectively). Construct validity of the PIQ was demonstrated by its positive relationship with psychological well-being and self-esteem (.56 and .39 respectively, p < .001) and its negative relationship with psychological distress (-.36. p < .001). The HTMT (Heterotrait-Monotrait) ratio of school well-being, social integration, and academic self-concept (.33 to .48) was below the threshold of .85, confirming the discriminant validity of the PIQ subscales. Exploratory and confirmatory factor analysis also provided empirical evidence for the 3-factor model of PIQ. Conclusion: PIQ was cross-validated among students in higher education. It can be used to assess perception of inclusion education at the tertiary level.

Authors:
Hoi Nga Ng, Saint Francis University, Hong Kong
Kam Weng Boey, The University of Hong Kong, Hong Kong
Chi Wai Kwan, The University of Hong Kong, Hong Kong

About the Presenter(s)
Dr Hoi Nga Ng is a University Professor/Principal Lecturer at Caritas Institute of Higher Education in Hong Kong

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