Psychometric Properties of a Literacy Expectations Scale for Teachers of Students With Intellectual and Developmental Disabilities

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Abstract

We developed and validated a scale measuring teachers’ expectations regarding literacy instruction for elementary students with intellectual and developmental disabilities (IDD). We used extant research literature to construct a scale comprised of nine subconstructs. A national sample of special education teachers (N = 320) completed the scale as part of a larger online survey project. Results from exploratory factor analysis indicated seven reliable factors: job satisfaction, individualization, education and training, presumption of competence, caregiver involvement, workplace context, and reading instruction beliefs. Reliability (Cronbach’s alpha) coefficients ranged from .66 to .92. We discuss implications for research and practice.

Authors

• Esther Lindström, University of Illinois at Chicago

• Kimberly McFadden, Lehigh University

• Qiong Fu, Lehigh University

• Molly Jones Ruiz, Lehigh University

• Temiloluwa Oni, University of Illinois at Chicago