Validation of perception scale of teacher inclusion of migrant children (PID)

Abstract

Migrant students share some aspects and the migration process affects them in a variety of ways, for example psychosocial effects when reaching a new school context. All children, and especially migrants, need to be included in programs that provide the support they need for academic regularization and attention to their special educational needs. The objective of this article is to validate the Teacher Inclusion Perception Scale (PID) that was design for elementary school level with migrant populations (Monzalvo, in press). It includes a confirmatory factor analysis and the calculation of the reliability of the scale, which was reliable (α = .90). The resulting scale includes 26 items grouped into three factors. For the validation, the questionnaire was applied to migrant and regular children of the second and third cycle (upper elementary school) in public and private schools, including those in the city of Hermosillo, that comprehends Miguel Aleman and communal lands located in Hermosillo-Bahía Kino highway in the state of Sonora, Mexico (n = 328). Our results contribute to a better understanding of the inclusion needs of migrant children, as well as to a future review of public policies to achieve a protocol for the integration of migrant students into the Mexican educational system.