Inclusive classrooms built from the diagnosis

<p>Nowadays it is common to speak of inclusive classrooms without providing evidence of the true meaning of the term. In this paper we propose to present the process of development and validation of the ACOGE scale whose objective is to evaluate the quality of school classrooms to address diversity from an inclusive approach. In the development process we have used quantitative and qualitative analysis procedures in the following phases: (1) construction of a pool of items based on the theoretical construct and previous research; (2) consultation with expert judges in inclusive education; (3) organization of discussion groups with education professionals: center directors, teachers of early childhood education, compensatory education and therapeutic pedagogy; and (4) pilot scale. The results allowed establishing a theoretical frame of reference from which to build the scale according to the postulates offered by the literature and the experience contributed by the professionals of the education. We provide evidence of content validity based on the Educational Inclusion construct through observable indicators associated with quality inclusion and provide guidance on the usefulness of the scale for teachers.</p>