Actitud del alumnado hacia la educación física inclusiva en función del tipo de discapacidad: validación de dos cuestionarios

When it comes to inclusion in Physical Education (PE), the attitude of non-disabled students has an impact on the perception of students with disabilities about their own inclusion. This attitude is influenced by personal factors such as sex, age and previous experience, but there is no evidence on how it varies according to the type of disability. The aim of this study was to develop and validate two questionnaires to compare secondary school students' attitudes towards two different forms of disability, visual (CAIPE-Vi) and intellectual (CAIPE-In). Content validity was studied through expert judgement, while construct validity and reliability were obtained through factor analysis and Cronbach's alpha. In total, 209 participants responded to the CAIPE-Vi (n = 100, 47 males and 53 females, 14.30 [1.38] years old) and the CAIPE-In (n = 109, 53 males and 56 females, 14.40 [1.40] years old). Both questionnaires showed the same seven-item bifactor structure that explained 71.64% of the variance of CAIPE-Vi and 65.97% of CAIPE-In, and obtained an ordinal alpha above 0.70 for each factor. In conclusion, CAIPE-Vi and CAIPE-In have been shown to be two valid and reliable instruments for assessing student attitudes taking into account the type of disability. The use of these tests would allow more specific information to be obtained and appropriate interventions and resources to be developed to favour the inclusion of students with disabilities in PE classes. En materia de inclusión en Educación Física (EF), la actitud del alumnado sin discapacidad repercute en la percepción del alumnado con discapacidad sobre su propia inclusión. Esta actitud está influenciada por factores personales como el sexo, la edad y la experiencia previa, pero no existen instrumentos que valoren diferencias sobre cómo varía en función del tipo de discapacidad. El objetivo de este estudio fue elaborar y validar dos cuestionarios para comparar las actitudes del alumnado de secundaria hacia dos tipos diferentes de discapacidad, la visual (CAIPE-Vi) y la intelectual (CAIPE-In). La validez de contenido fue estudiada mediante el juicio de expertos, mientras que la validez de constructo y la fiabilidad se obtuvieron a través del análisis factorial y el alfa de Cronbach. En total, 209 participantes respondieron al CAIPE-Vi (n = 100, 47 chicos y 53 chicas, 14,30 [1,38] años) y al CAIPE-In (n = 109, 53 chicos y 56 chicas, 14,40 [1,40] años). Ambos cuestionarios mostraron una misma estructura bifact