Development of Multisectoral Evaluation Scale Instruments in Inclusive Schools
DOI:
https://doi.org/10.20961/imscs.v3i1.1150Keywords:
evaluation, inclusive schools, instrument, multisectoralAbstract
This study aims to develop an evaluation instrument for multisectoral collaboration between teachers, therapists, and parents in inclusive schools. Collaboration between teachers, therapists, and parents within a multisectoral scheme in inclusive schools currently lacks an evaluation instrument to measure the success of this multisectoral collaboration. Evaluating the effectiveness of multisectoral collaboration in promoting the success of disability programs in schools requires accurate measurement of practices. This requires a valid and reliable measurement instrument based on a conceptual framework, validated in the school context, and with teachers and therapists. This study used a research and development (R&D) approach to develop an evaluation instrument for multisectoral collaboration between teachers, therapists, and parents in inclusive schools. The research consisted of three main stages: introduction, development, and testing. The results of Aiken's V calculation indicate that all items fall within the range of 0.75–0.95, which is considered valid (≥ 0.70). The multisectoral collaboration evaluation instrument, used by teachers, therapists, and parents in inclusive schools, demonstrates good content validity (Aiken's V ≥ 0.75) and high reliability (Cronbach's Alpha ≥ 0.80). In the final model, it can be seen that the Chi-square p-value is above 0.05 (≥ 0.05). This indicates that the model has a good fit, as the parameter fit p-value, Chi-Square, CFI, TLI, RMSEA, and SRMR values are in accordance with established criteria. The development results in a final model that has been tested for validity and reliability, yielding an evaluation scale instrument for multisectoral collaboration among teachers, therapists, and parents in inclusive schools. This instrument can be used to assess the effectiveness of collaboration between teachers, therapists, and parents in providing sustainable service programs tailored to the needs of students with disabilities in inclusive schools.
References
Azad, G., McClain, M. B., Haverkamp, C., Maxwell, B., & Shahidullah, J. D. (2021). Interagency collaboration for pediatric autism spectrum disorder: Perspectives of community-based providers. Journal of Interprofessional Education and Practice, 24. https://doi.org/10.1016/j.xjep.2021.100433
Azwar, S. (2017). Metode penelitian psikologi: Edisi II. Yogyakarta: Pustaka Pelajar.
Castro-Kemp, S., & Samuels, A. (2022). Working together: A review of cross-sector collaborative practices in provision for children with special educational needs and disabilities. In Research in Developmental Disabilities (Vol. 120). Elsevier Inc. https://doi.org/10.1016/j.ridd.2021.104127
Darmiany, D., Gunayasa, I. B. K., Asrin, A., & Maulyda, M. A. (2022). Collaboration of teachers, parents, and counselors in overcoming non-academic problems of elementary school students. Jurnal Ilmiah Sekolah Dasar, 6(2), 306–318. https://doi.org/10.23887/jisd.v6i2.44332
Garcia-Melgar, A., Hyett, N., Bagley, K., McKinstry, C., Spong, J., & Iacono, T. (2022). Collaborative team approaches to supporting inclusion of children with disability in mainstream schools: A co-design study. Research in developmental disabilities, 126, 104233. https://doi.org/10.1016/j.ridd.2022.104233
Grace, P., & Carlo, D.P. (2023). Exploring the collaboration between parents of children with learning difficulties and teachers in inclusive education. International Journal of Research and Innovation in Social Science (IJRISS), 7 (3), 1103–1117.
Ianni, L., Camden, C., Anaby, D. (2022). How can we evaluate collaborative practices in inclusive schools? Challenges and proposed solutions. Journal of Occupational Therapy, Schools & Early Intervention, 16: 346–367. https://doi.org/10.1080/19411243.2022.2054486
Ishartiwi, I., Azizah, N., Handoyo, R. R., & Suseno, A. (2024). Teachers and parents collaborate in special program learning for students with special needs. Proceedings of the International Conference on Special Education in the Southeast Asia Region, 1(1), 154–161. https://doi.org/10.57142/picsar.v1i1.41
Jeremy, J., Hinitt, J., & Spandagou, I. (2025). Interprofessional collaboration: Measuring occupational therapists and teachers' perceptions of collaborative practice in inclusive Australian primary schools. The British Journal of Occupational Therapy, 88(5), 302–313. https://doi.org/10.1177/03080226241295601
Kinnunen, A., Vesterinen, A., Kippola-Pääkkönen, A., & Karhula, M. (2023). Partnership working among families, therapists, and educationalists to enhance collaboration, enabling participation of children with intellectual disabilities. Disabilities, 3(3), 396-409. https://doi.org/10.3390/disabilities3030026 .
Klatte, I. S., Ketelaar, M., de Groot, A., Bloemen, M., & Gerrits, E. (2024). Collaboration: How does it work according to therapists and parents of young children? A systematic review. Child: care, health and development, 50(1), e13167. https://doi.org/10.1111/cch.13167
Maki, K. E., & Adams, S. R. (2022). Special Education Evaluation Practices and Procedures: Implications for Referral and Eligibility Decision-making. Contemporary School Psychology, 26(3), 350–358. https://doi.org/10.1007/s40688-020-00335-4
Qorib, F., Nurdiarti, R., Septiani, F., Setiawan, R. (2024). Teacher-parent collaboration: Enhancing education for children with intellectual disabilities. Health Education and Health Promotion, 12 (4):561-569
Styczen, L. M., Helseth, S., Groven, K. S., Hauge, M. I., & Dahl-Michelsen, T. (2024). Interprofessional collaboration for children with physical disabilities: A scoping review. In Journal of Interprofessional Care. Taylor and Francis Ltd. https://doi.org/10.1080/13561820.2023.2295922
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Interdisciplinary and Multidisciplinary Studies: Conference Series
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
