Adapting a Self-Concept Questionnaire for Students With Intellectual Disabilities: An Inclusive Research Approach

Area of Science:

• Psychology
• Special Education

Background:

• A significant gap exists in tailored assessment tools for young students with intellectual disabilities.
• This research addresses the need for inclusive assessment by adapting the Self-concept (Form 5-AF5) questionnaire.

Purpose of the Study:

• To adapt the Self-concept (Form 5-AF5) questionnaire for young students with intellectual disabilities.
• To ensure the adapted questionnaire is suitable and inclusive for diverse student populations.

Main Methods:

• Expert review and revisions of the Self-concept (Form 5-AF5) questionnaire.
• Cognitive interviews with students with intellectual disabilities to refine questions.
• Equivalence verification of the original and adapted questionnaires in students with and without intellectual disabilities.

Main Results:

• The adapted Self-concept (Form 5-AF5) questionnaire demonstrated good internal consistency.
• High correlation (>0.70) between scores on original and adapted questionnaires for students without intellectual disabilities.
• Students with intellectual disabilities reported higher academic self-concept compared to their peers without intellectual disabilities.

Conclusions:

• The adapted Self-concept (Form 5-AF5) questionnaire effectively facilitates comparisons between diverse student populations.
• The study validates the use of the adapted questionnaire for assessing self-concept in students with intellectual disabilities.
• Results indicate alignment between original and adapted questionnaires in the general student population, supporting the adaptation's efficacy.