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CHAPTER III
CONSTRUCTION OF INCLUSIVE EDUCATION TEACHING
APTITUDE TEST
3.1 INTRODUCTION
Reviewing the literature on teaching aptitude tests construction revealed that all the
available tests are found on measuring general teaching aptitude of pre-service teachers
but none of the investigator in India has tried to construct a test that measures teaching
aptitude for inclusive education. Further discussion with the experts in the field pointed to
an idea to construct an aptitude test that measure teaching aptitude for inclusive
education.
An aptitude test is not a set of questions, miniature performances, puzzles and other
gadgets assembled in the pious hope that somehow it measure proficiency for a job or
vocation. On the contrary, the construction of an aptitude test follows certain definite
procedures and demands considerable psychological and statistical skill (Garrett, 1966).
Keeping this in mind, the steps suggested by Garrett (1966) have been followed in
constructing the inclusive education teaching aptitude test for the pre-service teachers.
Job analysis
Tentative selection or construction of test
Experimental tryout
Setting-up directions for administration and scoring – establishment of norms
Follow-up studies to determine the predictive value of the test in the selection and
in vocational guidance
The first two steps i.e. job analysis and tentative selection/construction of test have been
discussed thoroughly in this chapter. The chapter also covers detailed description of the
deciding factors for the test.
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3.2 JOB ANALYSIS
The collection of detailed information about type of activities and qualities, required in a
person for a particular profession, is a pre-requisite for constructing an aptitude test for
that profession. Analysis of job, vocation or other activity can be helpful in determining
the probable ability, fundamental skills and personality traits required. The information
about a job or activity can be obtained from a number of sources such as previous studies,
analysis of documentary materials, interviews with personnel and direct experience
(Thorndike, 1956). Based on the review of the standardized general teaching aptitude
tests developed in past and available materials on teaching in inclusive classroom, a list
of traits to be covered under IETAT was prepared. It was thought worthwhile to prepare a
rating scale as regards the traits to be included under IETAT (for detailed information
about the rating scale, refer to APPENDIX II). The idea was to arrive at a convenient and
workable list of traits that might be regarded as proofs of possessing the teaching aptitude
for inclusive education by a pre-service teacher. While preparing the rating scale, the
purpose of the scale was made as explicit as possible and unnecessary specification or
details were excluded from its purview. The prepared list was sent to 16 Subject Matter
Experts [SMEs] in the field of teacher education, inclusive education and psychology of
education (List of SMEs is given as APPENDIX I) for their rating on the importance of
traits for being a teacher in inclusive school. The experts were requested to rate the traits
on five-point scale as per their knowledge and experience. Besides rating the traits, they
were also asked to suggest trait(s) that can be included under the IETAT. The data
collected from the experts have been analyzed and summarized in the following table 3.1.
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Table 3.1
SMEs’ Rating on the Traits’ Important for Teaching in Inclusive Education
Sr. Factor/Trait MI SI CS LI NI Total
No. 5 4 3 2 1 16*5=80
1 Knowledge about inclusive education 10*5=50 6*4=24 0 0 0 74
2 Dealing with parents 7 7 1 1 0 68
3 Awareness about inclusive education 11 5 0 0 0 75
4 Acceptance of responsibilities 8 6 1 1 0 69
5 Role of new teacher in inclusive education 5 6 3 2 0 62
6 Skills required for teaching in an inclusive 6 9 1 0 0 69
classroom
7 Teachers’ attitude towards inclusive 5 10 1 0 0 68
education
8 Identification of disabilities 13 3 0 0 0 77
9 Knowledge about disabilities 15 1 0 0 0 76
10 Dealing with SwSN 8 5 2 1 0 68
11 Readiness to accept SwSN 5 8 3 0 0 57
12 Attitude towards disabilities 5 10 1 0 0 68
13 Readiness for teaching in inclusive setting 6 6 4 0 0 54
14 Knowledge about inclusive teaching 14 2 0 0 0 78
methods
15 Attitude towards SwSN 12 4 0 0 0 76
16 Support to SwSN 8 7 1 0 0 68
17 Readiness to teach SwSN 13 2 1 0 0 73
18 Ability to teach SwSN 9 6 1 0 0 69
19 Ability in grouping the students with 6 6 3 1 0 54
SwSN
20 Ability to make classroom inclusive 14 2 0 0 0 78
21 Knowledge about teaching techniques 10 6 0 0 0 74
required for inclusive classroom
22 Ability to adapt instruction as per the 14 2 0 0 0 78
need of SwSN
23 Role in promoting inclusive education 6 5 3 2 0 50
24 Ability to apply assistive technologies 9 6 1 0 0 69
25 Knowledge about inclusive models and 8 8 0 0 0 72
strategies
26 Ability to adjust curriculum to suit SwSN 9 4 2 1 0 67
27 Skills to manage an inclusive classroom 13 3 0 0 0 77
28 Competency in assessing the SwSN 5 9 1 1 0 61
29 Teachers’ behavior with SwSN 4 10 2 0 0 60
30 Professional development of teacher 7 3 4 2 0 45
31 Use of strategies for classroom 6 7 2 1 0 58
management
32 Ability in promoting classroom climate 5 5 3 3 0 45
33 Proficiency in group analysis 3 10 1 2 0 55
(MI=Most Important, SI=Somewhat Important, CS=Can’t Say, LI=Least Important, NI=Not Important)
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From the table 3.1, it can be observed that trait no. 1, 3, 8, 9, 14, 15, 17, 20, 21, 22, 25
and 27 were found to be most important by the 16 experts. Out of 80, the rating scores of
these traits were found to be more than 70. The higher the rating score, the greater is the
contribution of that trait to a success in teaching in inclusive education.
Further, some of the traits were inter-related and similar in nature. Thus some traits were
grouped that could make the test precise and practicable. Based on the grouped traits,
factors were identified. Grouping of the traits was done in consultation with the experts.
The grouping of traits has been presented in the following table 3.2.
Table 3.2
Grouping of Traits
Factor Trait Grouped Traits Trait Merged Traits included in the
No. No. Group
4 Acceptance of responsibilities
Knowledge about inclusive 5 Role of new teacher in inclusive
1 education education
Knowledge about 6 Skills required for teaching in an
inclusive education inclusive classroom
Awareness about inclusive 2 Dealing with parents
3 education 7 Teachers’ attitude towards
inclusive education
Perceived Ability 9 Knowledge about disabilities 8 Identification of disabilities
to Identify 12 Attitude towards disabilities 10 Dealing with SwSN
Disabilities 11 Readiness to accept SwSN
13 Readiness for teaching in
inclusive setting
19 Ability to make inclusive 14 Teachers’ role in inclusive
Attitude towards classroom classroom
teaching CwSN 15 Knowledge about inclusive
teaching methods
16 Attitude towards SwSN 17 Support to SwSN
18 Readiness to teach SwSN
Knowledge about teaching 24 Role in promoting inclusive
22 techniques required for education
inclusive classroom 26 Knowledge about inclusive
models and strategies
20 Ability in grouping the students
Perceived Ability with SwSN
to adapt inclusive 21 Ability to make classroom
teaching methods Ability to adapt instruction as inclusive
23 per the need of SwSN 25 Ability to apply assistive
technologies
Ability to adjust curriculum to
27 suit SwSN
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