Page 175 - RUICHSS 2023 Proceeding

University of Ruhuna ISSN: 2706-0063
Matara, Sri Lanka

participated in the regular programme with content adjustment and

individualised procedures, while there was no information available about the
educational programme for 8 students (15%).

5.1. Measuring Instrument

The teachers first filled out a questionnaire providing general information
about themselves. General information about the students was provided by the

parents. Social inclusion, emotional well-being, and academic self-concept
were measured by Perception of inclusion questionary, teacher version PIQ-T

(Venetz, et al., 2015). The PIQ-T consists of 12 items that measure three

central dimensions of subjectively perceived inclusion in school: emotional
well-being in school (e.g., He/she likes going to school), social inclusion in

class (e.g., He/she has a lot of friends in his/her class) and the academic self-
concept (e.g., He/she does well in his/her schoolwork). Answers are provided

on a 4-point scale: 1=not at all true, 2=rather not true, 3=somewhat true, and

4=certainly true. The PIQ is freely available in several language versions,
including Croatian language, which is one of the official languages in Bosnia

and Herzegovina. The psychometric properties for the teachers’ version of
PIQ have been confirmed in the study by Venetz et al. (2019) for secondary

school teachers and by Schwab et al. (2020) for primary school teachers.

Cronbach’s Alpha values for each subscale were determined on the sample of
this research: social inclusion α =.87; emotional well-being α =.80; academic

self-perception α =.75.

116