Tests to Measure Attention to Diversity Revisited: A New Proposal for Present-Day Spanish Bilingual Schools

Introduction

Attention to diversity is a concept that recognises and respects the uniqueness and singularity of all individuals. This approach advocates for considering everyone's distinctive characteristics, needs, and potential, which may be influenced by factors such as race, gender, age, religion, disability, national origin, sexual orientation, and other forms of identity (Araque & Barrio de la Puente, 2010).

In educational settings, attention to diversity often entails implementing inclusive practices to meet the varied needs of all learners. This might involve adapting teaching methods for students with special educational needs, creating a culturally sensitive curriculum that respects all ethnic backgrounds, or ensuring equal opportunities regardless of gender or socio-economic status.

The present study focuses on attention to diversity regarding children with Special Education Needs (SEN) and their inclusion in ordinary classroom practice. SEN refers to a range of learning difficulties, disabilities, and conditions that make it harder for certain students to learn than most children of the same age. These children may need extra or different help from that given to other children. SEN includes (Gulliford & Upton, 2002) specific learning difficulties (i.e. difficulty with reading and writing, with maths or with movement and coordination); emotional and behavioural difficulties (i.e. Attention Deficit Hyperactivity Disorder); moderate to severe learning difficulties (typically includes children with a significant intellectual disability); physical and sensory difficulties (visual or hearing impairments, or physical disabilities that affect their ability to learn); communication and interaction difficulties (children with Autism Spectrum Disorder and other conditions that affect their ability to communicate or interact with others). A more recent categorisation of SEN students can be found in the Spanish current education law (Real Decreto 157/2022) where four main categories are established: special education needs, specific learning difficulties, late entry in school, and high intellectual ability (gifted students). The first two are in line with Gulliford and Upton’s (2002), classification; but two more are added, amplifying the scope.

This research aims to design an updated scale to measure foreign language teachers’ attitudes towards attention to diversity related to inclusion of SEN students with their normotypic peers. To achieve this aim, previous scales were investigated and compared to identify patterns to design a complete, multidimensional. After conducting bibliographic research about current reference scales that measure the attitudes of teachers, we found four main questionnaires that assess teachers’ attitudes towards inclusive education. These questionnaires were analysed and revised, and the results demonstrated that they are not as up-to-date as they should be, considering that schools, their reality and children’s needs are changing constantly.

After analysing the reference scales, a new proposal was devised, adapted to present-day Spanish schools. The proposal was subjected to a two-stage content validity process: instrument development and judgement by experts, resulting in a Foreign Language and Attention to Diversity Scale (FLADS) to measure foreign language teachers’ attitudes towards attention to diversity.