Measuring Inclusive Instruction at German Universities: Extending Validity Evidence

Promoting the use of inclusive instruction based on the tenets of Universal Design has occurred in the United States over the past three decades. In this study, a validated measure of university faculty attitudes toward inclusive instruction was translated from English to German and administered to a sample of faculty at a German institution. Responses (n=589) were subjected to an exploratory and confirmatory factor analysis in order to validate the translated items. The exploratory factor analysis yielded seven factors, which were very similar to the English version of the measure. The confirmatory factor analysis indicated the seven-factor solution showed acceptable model fit. Implications are discussed for universities both in the United States and abroad.