fa ویژگی‌های روان‌سنجی فرم کوتاه نگرش به آموزش فراگیر کودکان با نیازهای ویژه TAIS-IR تخصصي Special پژوهشي Research <span style="font-size:11pt"><span style="line-height:102%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:">هدف:</span></span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:"> پژوهش حاضر با</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:">هدف هنجاریابی و اعتباریابی فرم کوتاه نگرش به </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:">آموزش فراگیر </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:">کودکان با نیازهای ویژه انجام شد. <b>روش:</b> در یک طرح توصیفی-</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:">پیمایشی، 354 دانشجوی کارشناسی تربیت‌معلم دانشگاه فرهنگیان یزد و خراسان رضوی از 4 پردیس در این مطالعه شرکت کردند. <b>یافته‌ها</b>: شاخص‌های برازندگی بیانگر این بود که الگوی تأییدی از برازش خوبی برخوردار است </span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:102%"><span new="" roman="" style="font-family:" times="">x2/df = 2.87; GFI =0.98; RFI =0.96; SRMR =0.04; CFI =0.98; RMSEA =0.05).</span></span></span><span lang="AR-SA" style="font-size:8.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:">). </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:">نتایج بارهای عاملی تحلیل عاملی تأییدی نیز نشان داد که توزیع سؤال‌</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:">ها</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:"> در یک عامل با آزمون اصلی مطابقت دارد. برای احراز روایی همگرا و واگرای مقیاس </span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:102%"><span new="" roman="" style="font-family:" times="">TAIS-IR</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:"> از پرسشنامه سبک تدریس ترجیحی استفاده و </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:"><span style="color:black">ضرایب همبستگی بین نمره مقیاس </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:"><span style="color:black">نگرش به فراگیر‌سازی کودکان با نیازهای ویژه</span></span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:"><span style="color:black">با سبک تدریس دانش‌آموز محور مثبت و معنادار بود (001/0</span></span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:102%"><span new="" roman="" style="font-family:" times=""><span style="color:black">p<</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:"><span style="color:black"> و 49/0-</span></span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:102%"><span style="color:black">r=</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:"><span style="color:black">) که بیانگر روایی همگرای این مقیاس است. همچنین نمره مقیاس </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:"><span style="color:black">نگرش به فراگیر‌سازی کودکان با نیازهای ویژه</span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:"><span style="color:black"> با سبک تدریس معلم محور رابطه منفی و معنادار داشت (001/0</span></span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:102%"><span new="" roman="" style="font-family:" times=""><span style="color:black">p<</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:"><span style="color:black"> و 55/0-</span></span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:102%"><span style="color:black">r=</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:"><span style="color:black">) که بیانگر روایی واگرای این مقیاس است. </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:"><span style="color:black">ضرایب آلفای کرونباخ نیز نشان داد که مقیاس </span></span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:102%"><span new="" roman="" style="font-family:" times=""><span style="color:black">TAIS-IR</span></span></span></span> <span lang="FA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:"><span style="color:black">از </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:"><span style="color:black">همسانی درونی رضایت‌بخشی برخوردار</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:"><span style="color:black"> است. </span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:"><span style="color:black">در انتها به‌منظور مقایسه نتایج پژوهش‌های آتی با گروه هنجار در فرهنگ ایرانی، میانگین و انحراف</span></span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:"><span style="color:black">معیار نمرات مقیاس</span></span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:"><span style="color:black">برای کل نمونه و به تفکیک جنسیت ارائه شد. </span></span></span></span><b><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:">نتیجه‌گیری</span></span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:">: نتایج نشان داد که نسخه اقتباسی نهایی مقیاس</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:102%"><span new="" roman="" style="font-family:" times="">(TAIS</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:102%"><span new="" roman="" style="font-family:" times="">- </span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:102%"><span new="" roman="" style="font-family:" times="">IR) </span></span></span><span style="font-size:10.0pt"><span style="line-height:102%"><span b="" nazanin="" style="font-family:">&nbsp;خصوصیات روان‌سنجی مناسبی داشته و قابل کاربرد در جامعه ایرانی است.</span></span></span></span></span></span></span></span> <span style="font-size:11pt"><span style="line-height:85%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:10.0pt"><span style="line-height:85%"><span new="" roman="" style="font-family:" times="">Objective:</span></span></span></b><span style="font-size:10.0pt"><span style="line-height:85%"><span new="" roman="" style="font-family:" times=""> The current research was conducted with the aim of standardizing and validating the short-form of attitude towards inclusive education of children with special needs (TAIS-IR). <b>Method</b>: In a descriptive-survey design, 354 undergraduate teacher education students of Farhangian University of Yazd and Khorasan Razavi from four campuses participated in this study<b>. Results</b>: The fit indices indicated that the verification model has a good fit (x²/df = 2.87; GFI = 0.98; RFI = 0.96; SRMR = 0.04; CFI =0.98; RMSEA =0.05).</span></span></span> <span style="font-size:10.0pt"><span style="line-height:85%"><span new="" roman="" style="font-family:" times="">Also the results of the factor loadings of confirmatory factor analysis showed that the distribution of questions in one factor corresponds to the main test. In order to verify the convergent and divergent validity of the TAIS-IR scale, the use of the preferred teaching style questionnaire and the correlation coefficients between the score of the attitude scale towards inclusion of children with special needs and the student-centered teaching style were positive and significant (r=0.49, p<0.001), indicating the convergent validity of this scale. Moreover, the scale score of the attitude towards the inclusion of children with special needs had a negative and significant relationship with the teacher-centered teaching style (r=-0.55, p<0.001), implying the divergent validity of this scale. Cronbach&#39;s alpha coefficients revealed that the TAIS-IR scale has satisfactory internal consistency. In the end, in order to compare the results of future research with the norm group in Iranian culture, the mean and standard deviation of the scale scores were presented for the whole sample and by gender. <b>Conclusion:</b> The research findings indicated that the final adapted version of the scale (TAIS-IR) has suitable psychometric properties and can be used in Iranian society.</span></span></span><span dir="RTL" lang="FA" style="font-size:10.0pt"><span style="line-height:85%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span> هنجاریابی, آموزش فراگیر, کودکان با نیازهای ویژه, برنامه درسی Standardization, Inclusive education, Children with special needs, Curriculum 131 142 http://joec.ir/browse.php?a_code=A-10-1959-1&slc_lang=fa&sid=1 Hamideh Pakmehr حمیده پاک مهر h.pakmehr@imamreza.ac.ir 100319475328460016190 100319475328460016190 No Imam Reza International University دانشگاه بین المللی امام رضا Masoumeh Azizi معصومه عزیزی mazizi@uoz.ac.ir 100319475328460016191 100319475328460016191 Yes University of Zabol دانشگاه زابل Sadegh Hamedinasab صادق حامدی نسب Hamedin. 111@gmail.com 100319475328460016192 100319475328460016192 No University of Birjand دانشگاه بیرجند