KJCKorea
Journal Central

<Abstract> The purpose of this study was to examine the factor structure of the Inclusive Classroom Assessment Scale, and the effect of inclusive classroom-related social support on the sense of alienation and self-determined behavior of undergraduates with disabilities and non-disabilities. Results were as follows. First, EFAs with principal components extraction and Varimax rotation were performed to derive the most optional structural representation of the data in each sample. Five factors were named family, teacher, classmates, alienation and self-determined behavior. Cronbach's α derived from this sample were .893 for 23 items(.809≦α≦.893). The measurement model was characterized by adequate convergent and discriminant validity. The goodness of fit of measurement model were favorable. Second, there were positive correlations between a sense of alienation with family and classmates. And, inclusive classroom-related social supports, which are family and classmates factors had significant effect on the sense of alienation. Third, there were positive correlations between self-determined behavior with family, teacher, and classmates. And, teacher and classmates factors had significant effect on self-determined behavior. Finally, recommendations for further study were suggested.

Inclusive classroom-related social support, a sense of alienation, self-determined behavior