<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382024000100419</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702024v30e0168</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[VALIDAÇÃO DE UM QUESTIONÁRIO SOBRE EDUCAÇÃO INCLUSIVA: VERSÃO PARA PROFESSORES E ALUNOS1,]]></article-title>
<article-title xml:lang="en"><![CDATA[VALIDATION OF A QUESTIONNAIRE ON INCLUSIVE EDUCATION: TEACHER AND STUDENT VERSION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SEMIÃO]]></surname>
<given-names><![CDATA[Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Sofia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FREIRE]]></surname>
<given-names><![CDATA[Sofia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TINOCA]]></surname>
<given-names><![CDATA[Luís]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MOGARRO]]></surname>
<given-names><![CDATA[Maria João]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa  Instituto de Educação]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa Faculdade de Motricidade Humana ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382024000100419&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382024000100419&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382024000100419&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Os atuais normativos no âmbito da educação inclusiva exigem metodologias de recolha de informação alinhadas com os mais recentes paradigmas. Assim, este estudo objetiva analisar as qualidades métricas (fiabilidade e validade) do Questionário sobre Educação Inclusiva, na dupla versão: professores e alunos. A partir da revisão de literatura e da consulta de instrumentos validados, estabeleceu-se uma versão inicial, avaliada por dez peritos, para a análise da validade de conteúdo (VC). Todos os itens foram considerados representativos, apresentando índices (IVC) superiores a .90 e acordos tendencialmente moderados (k&gt;.30). No pré-teste, com dez participantes (n professores=5, n alunos=5), foi confirmada a fiabilidade ao nível da consistência interna total (&#945; professores=.83; &#945; alunos =.95) e estabilidade temporal (r professores=.92; r alunos=.80). A validade de constructo foi analisada com a aplicação da versão final a 305 professores, entre os 27 e os 68 anos (M=51.41; DP=7.73) e a 82 alunos, entre os 6 e os 20 anos (M=12.96; DP=3.32). As correlações entre secções são moderadas, mas contribuem significativamente (.74&gt;r&lt;.85) para o total. A análise fatorial exploratória aponta uma solução trifatorial e unifatorial explicando 41.88% e 48% da variância total, para professores e alunos, respetivamente. O questionário apresenta-se como um instrumento fiável para estudar perceções, práticas e culturas inclusivas vivenciadas na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Current legislative framework in the field of inclusive education requires collection methodologies aligned with the latest paradigms. Thus, this study aims to present the metric qualities (reliabillity and validity) of the Questionnaire on Inclusive Education, in its dual version: teachers and students. Based on the literature review and the consultation of validated instruments, an initial version, assessed by ten experts, was established for content validity (CV) analysis. All items were considered representative, presenting indices (IVC) higher than .90 and moderate agreement (k&gt;.30). In the pre-test, with ten participants (n teachers=5, n students=5), reliability was confirmed at the level of total internal consistency (&#945; teachers =.83; &#945; students =.95) and temporal stability (r teachers=.92; r students=.80). The construct validity was analyzed by applying the final version to 305 teachers, aged 27 to 68 years (M=51.41; SD=7.73) and 82 students, aged 6 to 20 years (M=12.96; SD=3.32). The correlations between sections are moderate but contribute significantly (.74&gt;r&lt;.85) to the total. The exploratory factor analysis indicates a three-factor and a one-factor solution explaining 41.88% and 48% of the total variance, for teachers and students, respectively. The questionnaire is a reliable tool to study perceptions, practices and inclusive cultures experienced at school.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Validade]]></kwd>
<kwd lng="pt"><![CDATA[Fiabilidade]]></kwd>
<kwd lng="pt"><![CDATA[Educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Alunos]]></kwd>
<kwd lng="en"><![CDATA[Validity]]></kwd>
<kwd lng="en"><![CDATA[Reliability]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Campos Pinto]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Pinto]]></surname>
<given-names><![CDATA[T. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing inclusive education in Portugal: Evidence and challenges]]></article-title>
<source><![CDATA[PROSPECTS]]></source>
<year>2020</year>
<volume>49</volume>
<numero>3-4</numero>
<issue>3-4</issue>
<page-range>281-96</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Azorín]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Ainscow]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[P. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Goldrick]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A tool for teacher reflection on the response to diversity in schools]]></article-title>
<source><![CDATA[Profesorado, Revista de Currículum y Formación del Profesorado]]></source>
<year>2019</year>
<volume>23</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>11-36</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Booth]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Ainscow]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Index for Inclusion: a guide to school development led by inclusive values]]></source>
<year>2016</year>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Azevedo]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Fonseca]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Measuring inclusive education in Portuguese schools: adaptation and validation of a questionnaire]]></article-title>
<source><![CDATA[Frontiers in Education]]></source>
<year>2022</year>
<volume>7</volume>
<page-range>1-9</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[De Leeuw]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[de Boer]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Minnaert]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Student voices on social exclusion in general primary schools]]></article-title>
<source><![CDATA[European Journal of Special Needs Education]]></source>
<year>2018</year>
<volume>33</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>166-86</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<collab>Decreto Lei nº 54, de 6 de julho de 2018</collab>
<article-title xml:lang=""><![CDATA[Diário da República nº 129/2018, Série I, pp. 2918-2928]]></article-title>
<source><![CDATA[Estabelece o regime jurídico da educação inclusiva]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fernández-Archilla]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Álvarez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Aguilar-Parra]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Trigueros]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Alonso-López]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Echeita]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Validation of the Index for Inclusion Questionnaire for compulsory Secondary Education students]]></article-title>
<source><![CDATA[Sustainability]]></source>
<year>2020</year>
<volume>12</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>1-11</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Perfis de participação social: um estudo com alunos do ensino básico]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Inclusão como participação social: diferentes perspetivas em análise]]></source>
<year>2021</year>
<edition>1ª</edition>
<page-range>62-82</page-range><publisher-name><![CDATA[Instituto de Educação, Universidade de Lisboa]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<collab>International Test Commission</collab>
<source><![CDATA[The ITC Guidelines for Translating and Adapting Tests]]></source>
<year>2017</year>
<edition>Second</edition>
<publisher-name><![CDATA[ICT]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kaldi]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Govaris]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Filippatou]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; views about pupil diversity in the primary school classroom]]></article-title>
<source><![CDATA[Compare: A Journal of Comparative and International Education]]></source>
<year>2018</year>
<volume>48</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>2-20</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kielblock]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Inclusive education for all: development of an instrument to measure the teachers&#8217; attitudes]]></source>
<year>2018</year>
<publisher-name><![CDATA[Macquarie University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Knickenberg]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Zurbriggen]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Schwab]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Validation of the student version of the perceptions of inclusion questionnaire in Primary and Secondary Education settings]]></article-title>
<source><![CDATA[SAGE Open]]></source>
<year>2022</year>
<volume>12</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-10</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mangiaracina]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Kefallinou]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Kyriazopoulou]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Watkins]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learners&#8217; voices in inclusive education policy debates]]></article-title>
<source><![CDATA[Education Sciences]]></source>
<year>2021</year>
<volume>11</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>1-14</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Marôco]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Análise Estatística com o SPSS Statistics]]></source>
<year>2021</year>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Messiou]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The missing voices: students as a catalyst for promoting inclusive education]]></article-title>
<source><![CDATA[International Journal of Inclusive Education]]></source>
<year>2019</year>
<volume>23</volume>
<numero>7-8</numero>
<issue>7-8</issue>
<page-range>768-81</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mogarro]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O que dizem as escolas sobre a inclusão? Análise dos projetos educativos de agrupamentos de escolas]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Inclusão como participação social: diferentes perspetivas em análise]]></source>
<year>2021</year>
<edition>1ª</edition>
<page-range>113-26</page-range><publisher-name><![CDATA[Instituto de Educação, Universidade de Lisboa]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Noonan]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Miller]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[Noreau]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A review of instruments assessing participation in persons with spinal cord injury]]></article-title>
<source><![CDATA[Spinal Cord]]></source>
<year>2009</year>
<volume>47</volume>
<page-range>435-46</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<collab>Organisation for Economic Co-operation and Development</collab>
<source><![CDATA[Review of Inclusive Education in Portugal, Reviews of National Policies for Education]]></source>
<year>2022</year>
<publisher-name><![CDATA[OECD Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<collab>Organisation for Economic Co-operation and Development</collab>
<source><![CDATA[Equity and Inclusion in Education: Finding Strength through Diversity]]></source>
<year>2023</year>
<publisher-name><![CDATA[OECD Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<collab>Organização das Nações Unidas para a Educação, a Ciência e a Cultura</collab>
<source><![CDATA[Towards inclusion in education: Status, trends and challenges]]></source>
<year>2020</year>
<publisher-name><![CDATA[UNESCO]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pestana]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Gageiro]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Análise de dados para ciências sociais: A complementaridade do SPSS]]></source>
<year>2008</year>
<publisher-name><![CDATA[Edições Sílabo]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Polit]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Beck]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The content validity index: Are you sure you know what&#8217;s being reported? Critique and recommendations]]></article-title>
<source><![CDATA[Research in Nursing and Health]]></source>
<year>2006</year>
<volume>29</volume>
<page-range>489-97</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Diversidade e Educação Inclusiva: instrumentos validados]]></source>
<year>2022</year>
<publisher-name><![CDATA[Instituto de Educação, Universidade de Lisboa]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schwab]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Alnahdi]]></surname>
<given-names><![CDATA[G. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; judgments of students&#8217; school-wellbeing, Social inclusion, and academic self-concept: a multi-trait-multimethod analysis Using the perception of inclusion questionnaire]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2020</year>
<volume>11</volume>
<page-range>1-8</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Alexandre]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Guirardello]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Propriedades psicométricas na avaliação de instrumentos: avaliação da confiabilidade e da validade]]></article-title>
<source><![CDATA[Epidemiologia e Serviços de Saúde]]></source>
<year>2017</year>
<volume>26</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>649-59</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Venetz]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Zurbriggen]]></surname>
<given-names><![CDATA[C. L. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Eckhart]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Schwab]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Hessels]]></surname>
<given-names><![CDATA[M. G. P.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Perceptions of Inclusion Questionnaire (PIQ)]]></source>
<year>2015</year>
<publisher-name><![CDATA[Versão em português]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Viera]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Garrett]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Understanding interobserver agreement: the kappa statistic]]></article-title>
<source><![CDATA[Family Medicine]]></source>
<year>2005</year>
<volume>37</volume>
<page-range>360-3</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wynd]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Schmidt]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Schaefer]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Two quantitative approaches for estimating content validity]]></article-title>
<source><![CDATA[Western Journal of Nursing Research]]></source>
<year>2003</year>
<volume>25</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>508-18</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yaghmaie]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Content validity and its estimation]]></article-title>
<source><![CDATA[Journal of Medical Education Spring]]></source>
<year>2003</year>
<volume>3</volume>
<page-range>25-7</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zwierzchowska]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Kostorz]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Roso&#322;ek]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Tomi&#324;ska-Conte]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Validation of the perceptions of inclusion questionnaire including PE teachers&#8217; opinion as part of an innovative use of the tool]]></article-title>
<source><![CDATA[Sustainability]]></source>
<year>2022</year>
<volume>14</volume>
<page-range>1-12</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
