A Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) skála szlovákiai magyar pedagóguspopulációra történő adaptációja
Adaptation of the Sentiments, Attitudes, and Concerns about Inclusive Educa¬tion Revised (SACIE-R) scale for Hungarian Teachers in Slovakia

Summary/Abstract: Educating students with disabilities in inclusive educational settings has highlighted the need to examine teachers’ attitudes and dispositions toward inclusion. Several countries have already conducted studies investigating attitudes toward the inclusion of students with special educational needs (Nissim – Shamma 2025; Feyerer 2014; Kunz et al. 2021; Söderlund et al. 2024; Yang et al. 2025; Douglas 2013; Gülbay et al. 2024). However, no such research has yet been carried out among Hungarian teachers in Slovakia. The use of a reliable and valid measurement instrument is essen¬tial for such investigations. This study presents the process of translating into Hungarian and adapting the Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale for the Hungarian teachers in Slovakia, originally developed by Florin et al. (2011). It measures the dimensions of sentiments, attitudes, and con¬cerns. The aim of the research is to examine the psychometric properties of the Hungarian version of the SACIE-R questionnaire. Overall, the Hungarian adaptation of the SACIE-R demonstrated acceptable reliability indicators. Along the theoretical dimensions, internal consistency proved to be adequate for sentiments (α = 0.700), attitudes (α = 0.779), and concerns (α = 0.632), as well as for the total scale (α = 0.723). Confirmatory factor analysis (CFA) did not fully support the original theoretical model; however, exploratory factor analysis (EFA) with Varimax rotation identified four principal components. The Cronbach’s alpha values for these components were as follows: (1) acceptance of inclusion requiring more complex support (α = 0.836), (2) interaction-related uncertainty (α = 0.790), (3) practical evaluation of inclusion (α = 0.668), and (4) acceptance of inclusion requiring targeted support (α = 0.512), with an overall scale reliability of α = 0.691. The Hungarian version aligns with the original theoretical model in several respects; however, differences in the factor structure and weaker indicators for certain items suggest the need for further refinement.

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