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Does the School Really Support My Child? SOFIA: An Assessment Tool for Families of Children with SEN in Spain

Author

Listed:
  • Laura Sánchez-Pujalte

    (Department of Education, Faculty of Education, Valencian International University, 46002 Valencia, Spain)

  • María Teresa Gómez-Domínguez

    (Department of Educational Psychology and Special Educational Needs, Faculty of Teaching and Educational Sciences, Catholic University of Valencia, 46001 Valencia, Spain)

  • Ana Soto-Rubio

    (Department of Personality, Assessment and Psychological Treatments, Faculty of Psychology, University of Valencia, 46010 Valencia, Spain)

  • Diego Navarro-Mateu

    (Department of Educational Psychology and Special Educational Needs, Faculty of Teaching and Educational Sciences, Catholic University of Valencia, 46001 Valencia, Spain)

Abstract

The integration of the family in educating their children allows for the optimization of educational intervention. Despite its relevance, there is not much research aimed at collecting the voice of the families of students with Special Educational Needs (SEN) about their relationship with the school system. The present study aims to develop and validate a questionnaire of the family perception of the support received from the educational system, the Satisfaction of Family in Inclusive Education Assessment (SOFIA) Questionnaire, conformed of 26 indicators. Analyses of the psychometric properties of the instrument support that they are good for use in this area. Specifically, exploratory and confirmatory factor analyses support the internal structure of the instrument (confirmatory factorial analysis (CFA) = SBχ 2 = 607.11, p < 0.001; χ 2 /df = 2.07; Comparative Adjustment Index (IFC) = 0.902; Incremental Adjustment Index (IFI) = 0.903; the root mean square error approximation (RMSEA) = 0.071) in the same way, all dimension showed adequate reliability (Cronbach’s alpha ranged from 0.91 to 0.94; CR ranged from 0.91 to 0.95). The Average Variance Extracted (AVE) results also showed adequate results (0.55 to 0.68). Our research results indicate that the SOFIA Questionnaire’s psychometric properties are adequate for the Spanish context. The SOFIA Questionnaire is presented as a valid and reliable instrument to collect the families’ perception of the support they receive from the educational system.

Suggested Citation

  • Laura Sánchez-Pujalte & María Teresa Gómez-Domínguez & Ana Soto-Rubio & Diego Navarro-Mateu, 2020. "Does the School Really Support My Child? SOFIA: An Assessment Tool for Families of Children with SEN in Spain," Sustainability, MDPI, vol. 12(19), pages 1-17, September.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:19:p:7879-:d:418119
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    References listed on IDEAS

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    1. José A. Fernández-Archilla & Joaquín F. Álvarez & José M. Aguilar-Parra & Rubén Trigueros & Isabel D. Alonso-López & Gerardo Echeita, 2020. "Validation of the Index for Inclusion Questionnaire for Compulsory Secondary Education Students," Sustainability, MDPI, vol. 12(6), pages 1-11, March.
    2. Tawanda Majoko, 2019. "Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers," SAGE Open, , vol. 9(1), pages 21582440188, January.
    3. Sue Ling Lai & Hiep-Hung Pham & Hong-Kong To Nguyen & The-Cuong Nguyen & Anh-Vinh Le, 2019. "Toward Sustainable Overseas Mobility of Vietnamese Students: Understanding Determinants of Attitudinal and Behavioral Loyalty in Students of Higher Education," Sustainability, MDPI, vol. 11(2), pages 1-17, January.
    4. Sukkyung You & Eui Kyung Kim & Kyulee Shin, 2019. "Teachers’ Belief and Efficacy Toward Inclusive Education in Early Childhood Settings in Korea," Sustainability, MDPI, vol. 11(5), pages 1-12, March.
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