Using Rasch Model to Examine Psychometric Properties of the Chinese Version of the Attitude Survey Towards Inclusive Education-Students

Objective: This study set out to develop a Chinese version of the Attitude Survey towards Inclusive Education–Students and to examine its psychometric properties among Grade 4–6 primary students. Method: Rasch analysis was conducted using a convenience sample of 295 students from two primary schools in Chongqing and Chengdu to investigate the psychometric properties of the instrument, including dimensionality, validity, and reliability. Results: Both sub-scales of the Chinese version of the Attitude Survey towards Inclusive Education-Students are unidimensional; the reliability of the affective and behavioral sub-scales is 0.85 and 0.89, respectively. Except for the negatively worded items, all the other items have acceptable model-data fit indices (weighted and unweighted), ranging from 0.5 to 1.5; both sub-scales can be used to distinguish students with moderate to low levels of inclusive educational attitudes, rather than those with upper levels. Conclusions: The Chinese version of the Attitude Survey towards Inclusive Education-Students has good reliability and validity, making it a suitable tool for research on inclusive educational attitudes among Grade 4–6 students.