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Journal of research in childhood education

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School inclusion of students with disabilities relies on reasonable adjustments to curriculum and class activities. The Reasonable Adjustments for Inclusive Education (RAIE) was designed to elicit reasonable adjustments from stakeholders in mainstream school inclusion for three contrived students with varied learning needs. We evaluated a scale for rating the quality of elicited reasonable adjustments across five dimensions: Agency, Authenticity, Real Learning, Strenghts Based, and Inclusion. A trial (n - 5 participants) led to refinement of the scale, which was tested for inter-raterreliability with data from a ramdomized controlled trial (RCT) of an intervention to improve the quality of reasonable adjustments. RCT participants (10 parents, 10 educators, nine allied health professionals) provided 596 reasonable adjustments, rated for each dimension by two independent raters (n = 2980 ratings). Overall agreement was 75.3%; intraclass correlation (ICC)was .778. ICCs were moderate good (.612 - .816). Further refinement and testing with multiple raters are recommended.

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Publisher

Philadelphia : Routledge Taylor & Francis Group., 2024

Collation

Vol. 38 No. 1 2024

Language

English

ISBN/ISSN

2150-2641

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NONE

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text

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