This paper seeks to validate an instrument that measures the attitudes of vocational training students to inclusive education and better understand their perception of the physical conditions of their classrooms, planning, use of time, methodologies, assessment, the relationship between the teacher and their students and between the teachers and the students themselves, reflection and awareness raising. Inclusivity in education is the horizon to which the Spanish education system looks and where it seeks to guarantee quality education for all, one which attends to the students' characteristics. To this end, a descriptive, non-experimental, cross-sectional study was designed in which the population under investigation was 984,353 students undertaking vocational training in Spain. Simple random sampling stratified by region with a confidence level of 99% and a margin of error of 5% was employed to obtain a sample of 1070 students. The instrument was a questionnaire comprising 24 items, gathered into a single factor. The total variance was explained by 75.6% with a single factor, a KMO of 0.982, and a Cronbach's alpha of 0.981. The results confirm that the scale is valid and reliable. Analysis of the comparison of means based on the geographical area and the type of school in the sample also shows significant differences.
Jiménez et al. (Wed,) studied this question.