Adaptation and Validation into Basque of a Scale to Assess Attitudes toward Disability in Primary Education
Abstract Inclusive education requires not only appropriate regulatory frameworks but also the promotion of positive attitudes toward people with disabilities from an early age. This study aims to validate an adapted and translated version of the CATCH scale into Basque, incorporating four additional items from the EAADEF-EP scale. The sample for the exploratory factor analysis (EFA) consisted of 314 primary school students (ages 9 to 12), while the confirmatory factor analysis (CFA) sample included 287 students from six educational centers. The final questionnaire comprised 10 items using a five-point Likert format. After a rigorous process of linguistic adaptation and expert validation, factor analyses revealed a three-factor structure consistent with the traditional tripartite model of attitudes: cognitive, affective, and behavioral. The fit indices of the confirmatory model were adequate, supporting the structural validity of the scale. Factor loadings and the internal consistency of the dimensions were satisfactory. The adapted version of the CATCH-TSG and EAADEF-EP scale is presented as a valid and reliable instrument for assessing attitudes toward disability, supporting the design of inclusive educational interventions within the Basque school context.
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Abellán, J., Ferriz, R., Sáez-Gallego, N. M. y Reina, R. (2020). Attitudes toward students with disabilities in physical education: Validation of the EAADEF-EP to the stage of primary education. Cultura, Ciencia y Deporte, 15(44), 235-243. https://doi.org/10.12800/ccd.v15i44.1465
Aparicio, M. y Polo, M. T. (2024). Design and validation of a programme to improve attitudes towards disability in early childhood education. International Journal of Inclusive Education, 1-18. https://doi.org/https://doi.org/10.1080/13603116.2024.2325931
Arias, B., Verdugo, M. Á., Gómez, L. E. y Arias, V. (2013). Actitudes hacia la discapacidad. En M. Á. Verdugo (Coord.), Discapacidad e inclusión: manual para la docencia (pp. 61-88). Amarú.
Babik, I. y Gardner, E. S. (2021). Factors affecting the perception of disability: A developmental perspective. Frontiers in Psychology, 12, 1-26. https://doi.org/10.3389/fpsyg.2021.702166
Beunza García, S., Carpintero-Molina, E. y Bel Fenellos, C. (2025). Programmes to change attitudes towards people with intellectual disabilities: A systematic review. Journal of Research in Special Educational Needs, June, 1-16. https://doi.org/10.1111/1471-3802.70024
BOE. (2008). Ratificación de la Convención sobre los derechos de las personas con discapacidad, hecho en Nueva York el 13 de diciembre de 2006. Boletín Oficial del Estado, 299, 44142-44156. https://www.boe.es/boe/dias/2008/04/21/pdfs/A20648-20659.pdf
Cappelen, A., List, J., Samek, A. y Tungodden, B. (2020). The effect of early-childhood education on social preferences. Journal of Political Economy, 128(7), 2739-2758. https://doi.org/10.1086/706858
de Boer, A., Pijl, S. J. y Minnaert, A. (2012). Students’ attitudes towards peers with disabilities: A review of the literature. International Journal of Disability, Development and Education, 59(4), 379-92. https://doi.org/10.1080/1034912X.2012.723944
Di Maggio, I., Ginevra, M. C., Santilli, S. y Nota, L. (2021). Elementary school students’ attitudes towards peers with disabilities: The role of personal and contextual factors. Journal of Intellectual and Developmental Disability, 47(1), 3-11. https://doi.org/10.3109/13668250.2021.1920091
Echeverría, R. y Flores, M. M. (2018). Distancia social, creencias estereotípicas y emociones hacia las personas con discapacidad en universitarios mexicanos: diferencias por sexo. Revista Española de Discapacidad, 6(1), 221-239. https://doi.org/10.5569/2340-5104.06.01.11
Epskamp, S. (2017). semPlot: Path Diagrams and Visual Analysis of Various SEM Packages’ Output. [R package]. https://cran.r-project.org/package=semPlot
Espinoza, B. M. y Rodríguez, L. (2024). Attitude towards students with disabilities and their relationship with school coexistence. International Journal of Instruction, 17(2), 667-684. https://doi.org/10.29333/iji.2024.17237a
Field, A. (2018). Discovering statistics using IBM SPSS statistics (University).
Freer, J. R. R. (2022). The tripartite intervention: Breaking down attitudinal barriers in education. Journal of Disability Studies in Education, 2(1), 50-76. https://doi.org/10.1163/25888803-bja10006
DECRETO 77/2023, de 30 de mayo, de establecimiento del currículo de Educación Básica e implantación en la Comunidad Autónoma de Euskadi (2023).
Hu, L. T. y Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
International Test Commission. (2017). The ITC guidelines for translating and adapting tests (Second edition). https://www.InTestCom.org
Íñiguez-Santiago, M. D. C., Ferriz, R., Martínez-Galindo, M. C., Cebrián-Sánchez, M. M. y Reina, R. (2017). Factorial analysis of the attitudes’ scale towards students with disabilities in physical education (ASSDPE). Psychology, Society and Education, 9(3), 493-504. https://doi.org/10.25115/psye.v9i3.652
Lindsay, S. y Edwards, A. (2013). A systematic review of disability awareness interventions for children and youth. Disability and Rehabilitation, 35(8), 623-646. https://doi.org/10.3109/09638288.2012.702850
López-López, M. C., León-Guerrero, M. J. e Hinojosa-Pareja, E. F. (2024). Construction and validation of Leading Inclusive Education in Compulsory Education Questionnaire (LIE-Q-Teaching Team). International Journal of Inclusive Education, 28(10), 2052-2071. https://doi.org/10.1080/13603116.2022.2053215
March-Llanes, J., Mas-Ruiz, L., Moya-Higueras, J., Rius-Torrentó, J., Estrada-Plana, V., Bañeres, J. y Lavega-Burgués, P. (2023). Chedoke-McMaster attitudes towards children with handicaps scale for traditional sporting games (CATCH-TSG): Initial validation in 7 different languages in adult and young populations. Frontiers in Psychology, 14, 1-9. https://doi.org/10.3389/fpsyg.2023.1254580
Marraccini, M. E., Fang, Y., Levine, S. P., Chin, A. J. y Pittleman, C. (2020). Measuring student perceptions of school climate: A Systematic review and ecological content analysis. School Mental Health, 12(2), 195-221. https://doi.org/10.1007/s12310-019-09348-8
Obah, A. (2024). The effectiveness of inclusive education policies for students with disabilities. International Journal of Humanity and Social Sciences, 2(5), 50-63. https://doi.org/10.47941/ijhss.1888
Ocete, C., Pérez-Tejero, J., Franco, E. y Coterón, J. (2017). Validación de la versión española del cuestionario “Actitudes de los alumnos hacia la integración en educación física (CAIPE-R)”. Psychology, Society and Education, 9(3), 447-457. https://doi.org/10.25115/psye.v9i3.1025
Park, J., Levinc, A., Kuo, H. J., Lee, B. y Beymer, P. N. (2023). Validation of the Multiple Disability Multidimensional Attitudes Scale toward persons with disabilities. Rehabilitation Psychology, 68(2), 194-203. https://doi.org/10.1037/rep0000494
Petry, K. (2018). The relationship between class attitudes towards peers with a disability and peer acceptance, friendships and peer interactions of students with a disability in regular secondary schools. European Journal of Special Needs Education, 33(2), 254-268. https://doi.org/https://doi.org/10.1080/08856257.2018.1424782
Polo, M. T., Chacón-López, H., Caurcel, M. J. y Valenzuela, B. (2020). Attitudes towards persons with disabilities by educational science students: Importance of contact, its frequency and the type of disability. International Journal of Disability, Development and Education, 68(5), 617-626. https://doi.org/10.1080/1034912X.2020.1716960
R Core Team. (2021). R: A Language and environment for statistical computing (Version 4.1) [Computer software]. https://cran.r-project.org
Reina, R., Hutzler, Y., Íñiguez-Santiago, M. C. y Moreno-Murcia, J. A. (2016). Attitudes towards inclusion of students with disabilities in Physical Education Questionnaire (Aisdpe): A two-component scale in Spanish. European Journal of Human Movement, 36, 75-87.
Revelle, W. (2019). psych: Procedures for Psychological, Psychometric, and Personality Research. [R package]. https://cran.r-project.org/package=psych
Rosenbaum, P., Armstrong, R. W. y King, S. M. (1986). Children’ s attitudes toward disabled peers: A self-report measure. Journal of Pediatric Psychology, 11(4), 517-530. https://doi.org/10.1093/jpepsy/11.4.517
Rosenberg, M. J. y Hovland, C. I. (1960). Cognitive, affective, and behavioural components of attittudes. En M. J. Rosenberg y C. I. Hovland (Eds.), Attitude Organization and Change, An Analysis of Consistency among Attitude Components (pp. 1-14), Yale University Press.
Rosseel, Y. et al. (2018). lavaan: Latent Variable Analysis. [R package]. https://cran.r-project.org/package=lavaan
Servidio, R., Cammarata, I. G., Scaffidi Abbate, C. y Boca, S. (2024). Classical and modern prejudice toward individuals with intellectual disabilities: The role of experienced contact, beliefs in a just world and social dominance orientation. International Journal of Environmental Research and Public Health, 21(3), 1-13. https://doi.org/10.3390/ijerph21030355
Singh, S. (2024). Inclusive education: Promoting equity and access for students with disabilities. Global International Research Thoughts, 12(1), 30-35. https://doi.org/10.36676/girt.v12.i1.109
Soper, A. K., Lowthian, T., Doherty-Kirby, A., Marini, H., Shivnauth, M., Noyek, S., Dave, S., Britt, K., Phoenix, M., Moll, S., Immes, C. y Rosenbaum, P. (2025). Towards more inclusive schools: A scoping review of school-based disability awareness programs. Disability and Rehabilitation, 1-22. https://doi.org/10.1080/09638288.2025.2493219
The Jamovi Project. (2022). Jamovi - Open Statistical Software for the Desktop and Cloud. Software. https://www.jamovi.org/
Aparicio, M. y Polo, M. T. (2024). Design and validation of a programme to improve attitudes towards disability in early childhood education. International Journal of Inclusive Education, 1-18. https://doi.org/https://doi.org/10.1080/13603116.2024.2325931
Arias, B., Verdugo, M. Á., Gómez, L. E. y Arias, V. (2013). Actitudes hacia la discapacidad. En M. Á. Verdugo (Coord.), Discapacidad e inclusión: manual para la docencia (pp. 61-88). Amarú.
Babik, I. y Gardner, E. S. (2021). Factors affecting the perception of disability: A developmental perspective. Frontiers in Psychology, 12, 1-26. https://doi.org/10.3389/fpsyg.2021.702166
Beunza García, S., Carpintero-Molina, E. y Bel Fenellos, C. (2025). Programmes to change attitudes towards people with intellectual disabilities: A systematic review. Journal of Research in Special Educational Needs, June, 1-16. https://doi.org/10.1111/1471-3802.70024
BOE. (2008). Ratificación de la Convención sobre los derechos de las personas con discapacidad, hecho en Nueva York el 13 de diciembre de 2006. Boletín Oficial del Estado, 299, 44142-44156. https://www.boe.es/boe/dias/2008/04/21/pdfs/A20648-20659.pdf
Cappelen, A., List, J., Samek, A. y Tungodden, B. (2020). The effect of early-childhood education on social preferences. Journal of Political Economy, 128(7), 2739-2758. https://doi.org/10.1086/706858
de Boer, A., Pijl, S. J. y Minnaert, A. (2012). Students’ attitudes towards peers with disabilities: A review of the literature. International Journal of Disability, Development and Education, 59(4), 379-92. https://doi.org/10.1080/1034912X.2012.723944
Di Maggio, I., Ginevra, M. C., Santilli, S. y Nota, L. (2021). Elementary school students’ attitudes towards peers with disabilities: The role of personal and contextual factors. Journal of Intellectual and Developmental Disability, 47(1), 3-11. https://doi.org/10.3109/13668250.2021.1920091
Echeverría, R. y Flores, M. M. (2018). Distancia social, creencias estereotípicas y emociones hacia las personas con discapacidad en universitarios mexicanos: diferencias por sexo. Revista Española de Discapacidad, 6(1), 221-239. https://doi.org/10.5569/2340-5104.06.01.11
Epskamp, S. (2017). semPlot: Path Diagrams and Visual Analysis of Various SEM Packages’ Output. [R package]. https://cran.r-project.org/package=semPlot
Espinoza, B. M. y Rodríguez, L. (2024). Attitude towards students with disabilities and their relationship with school coexistence. International Journal of Instruction, 17(2), 667-684. https://doi.org/10.29333/iji.2024.17237a
Field, A. (2018). Discovering statistics using IBM SPSS statistics (University).
Freer, J. R. R. (2022). The tripartite intervention: Breaking down attitudinal barriers in education. Journal of Disability Studies in Education, 2(1), 50-76. https://doi.org/10.1163/25888803-bja10006
DECRETO 77/2023, de 30 de mayo, de establecimiento del currículo de Educación Básica e implantación en la Comunidad Autónoma de Euskadi (2023).
Hu, L. T. y Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
International Test Commission. (2017). The ITC guidelines for translating and adapting tests (Second edition). https://www.InTestCom.org
Íñiguez-Santiago, M. D. C., Ferriz, R., Martínez-Galindo, M. C., Cebrián-Sánchez, M. M. y Reina, R. (2017). Factorial analysis of the attitudes’ scale towards students with disabilities in physical education (ASSDPE). Psychology, Society and Education, 9(3), 493-504. https://doi.org/10.25115/psye.v9i3.652
Lindsay, S. y Edwards, A. (2013). A systematic review of disability awareness interventions for children and youth. Disability and Rehabilitation, 35(8), 623-646. https://doi.org/10.3109/09638288.2012.702850
López-López, M. C., León-Guerrero, M. J. e Hinojosa-Pareja, E. F. (2024). Construction and validation of Leading Inclusive Education in Compulsory Education Questionnaire (LIE-Q-Teaching Team). International Journal of Inclusive Education, 28(10), 2052-2071. https://doi.org/10.1080/13603116.2022.2053215
March-Llanes, J., Mas-Ruiz, L., Moya-Higueras, J., Rius-Torrentó, J., Estrada-Plana, V., Bañeres, J. y Lavega-Burgués, P. (2023). Chedoke-McMaster attitudes towards children with handicaps scale for traditional sporting games (CATCH-TSG): Initial validation in 7 different languages in adult and young populations. Frontiers in Psychology, 14, 1-9. https://doi.org/10.3389/fpsyg.2023.1254580
Marraccini, M. E., Fang, Y., Levine, S. P., Chin, A. J. y Pittleman, C. (2020). Measuring student perceptions of school climate: A Systematic review and ecological content analysis. School Mental Health, 12(2), 195-221. https://doi.org/10.1007/s12310-019-09348-8
Obah, A. (2024). The effectiveness of inclusive education policies for students with disabilities. International Journal of Humanity and Social Sciences, 2(5), 50-63. https://doi.org/10.47941/ijhss.1888
Ocete, C., Pérez-Tejero, J., Franco, E. y Coterón, J. (2017). Validación de la versión española del cuestionario “Actitudes de los alumnos hacia la integración en educación física (CAIPE-R)”. Psychology, Society and Education, 9(3), 447-457. https://doi.org/10.25115/psye.v9i3.1025
Park, J., Levinc, A., Kuo, H. J., Lee, B. y Beymer, P. N. (2023). Validation of the Multiple Disability Multidimensional Attitudes Scale toward persons with disabilities. Rehabilitation Psychology, 68(2), 194-203. https://doi.org/10.1037/rep0000494
Petry, K. (2018). The relationship between class attitudes towards peers with a disability and peer acceptance, friendships and peer interactions of students with a disability in regular secondary schools. European Journal of Special Needs Education, 33(2), 254-268. https://doi.org/https://doi.org/10.1080/08856257.2018.1424782
Polo, M. T., Chacón-López, H., Caurcel, M. J. y Valenzuela, B. (2020). Attitudes towards persons with disabilities by educational science students: Importance of contact, its frequency and the type of disability. International Journal of Disability, Development and Education, 68(5), 617-626. https://doi.org/10.1080/1034912X.2020.1716960
R Core Team. (2021). R: A Language and environment for statistical computing (Version 4.1) [Computer software]. https://cran.r-project.org
Reina, R., Hutzler, Y., Íñiguez-Santiago, M. C. y Moreno-Murcia, J. A. (2016). Attitudes towards inclusion of students with disabilities in Physical Education Questionnaire (Aisdpe): A two-component scale in Spanish. European Journal of Human Movement, 36, 75-87.
Revelle, W. (2019). psych: Procedures for Psychological, Psychometric, and Personality Research. [R package]. https://cran.r-project.org/package=psych
Rosenbaum, P., Armstrong, R. W. y King, S. M. (1986). Children’ s attitudes toward disabled peers: A self-report measure. Journal of Pediatric Psychology, 11(4), 517-530. https://doi.org/10.1093/jpepsy/11.4.517
Rosenberg, M. J. y Hovland, C. I. (1960). Cognitive, affective, and behavioural components of attittudes. En M. J. Rosenberg y C. I. Hovland (Eds.), Attitude Organization and Change, An Analysis of Consistency among Attitude Components (pp. 1-14), Yale University Press.
Rosseel, Y. et al. (2018). lavaan: Latent Variable Analysis. [R package]. https://cran.r-project.org/package=lavaan
Servidio, R., Cammarata, I. G., Scaffidi Abbate, C. y Boca, S. (2024). Classical and modern prejudice toward individuals with intellectual disabilities: The role of experienced contact, beliefs in a just world and social dominance orientation. International Journal of Environmental Research and Public Health, 21(3), 1-13. https://doi.org/10.3390/ijerph21030355
Singh, S. (2024). Inclusive education: Promoting equity and access for students with disabilities. Global International Research Thoughts, 12(1), 30-35. https://doi.org/10.36676/girt.v12.i1.109
Soper, A. K., Lowthian, T., Doherty-Kirby, A., Marini, H., Shivnauth, M., Noyek, S., Dave, S., Britt, K., Phoenix, M., Moll, S., Immes, C. y Rosenbaum, P. (2025). Towards more inclusive schools: A scoping review of school-based disability awareness programs. Disability and Rehabilitation, 1-22. https://doi.org/10.1080/09638288.2025.2493219
The Jamovi Project. (2022). Jamovi - Open Statistical Software for the Desktop and Cloud. Software. https://www.jamovi.org/
Uria-Olaizola, N., Yurrebaso Atutxa, G., & León-Guereño, P. (2026). Adaptation and Validation into Basque of a Scale to Assess Attitudes toward Disability in Primary Education. Siglo Cero, 57(2), 31–51. https://doi.org/10.14201/scero.32770
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