Development of the “special-vocational-education-service-quality scale”. Listening to the voices of students with intellectual disability
| Date | 28 February 2020 |
| DOI | https://doi.org/10.1108/QAE-07-2019-0067 |
| Published date | 28 February 2020 |
| Pages | 89-103 |
| Author | Ioanna Georgiadou,Anastasia Vlachou,Panayiota Stavroussi |
| Subject Matter | Education,Curriculum,instruction & assessment,Educational evaluation/assessment |
Development of the
“special-vocational-education-
service-quality scale”
Listening to the voices of students with
intellectual disability
Ioanna Georgiadou,Anastasia Vlachou and Panayiota Stavroussi
Department of Special Education, University of Thessaly, Volos, Greece
Abstract
Purpose –The purpose of this paper is to describe the development of a scale for the evaluation of the
perceived quality of services provided to students with disabilities by Special Vocational Education (SVE)
institutionsin Greece.
Design/methodology/approach –SVE servicequality was approached on the basis of the performance-
only model. The participatory research paradigm was followed, engaging students with disability and
specifically with intellectualdisability in several stages of the instrument development. The methodological
design includedtwo phases for the establishment andtesting of the reliability and validity of thescale.
Findings –The findings of the study supporta multifactorial construct of SVE service quality consistingof
five factors:responsiveness, surroundings, personalization,training and facilities adequacy.
Research limitations/implications –Generalization of resultsshould be attempted with concern. The
type and severity of disability should be considered in future use of the scale. The construct of trainingfor
studentswith disability needs to be further investigated.
Practical implications –SVE-Service-Quality Scalemay be used in SVE settings highlighting areas of
improvementor as an instrument for the assessment of implemented interventions.
Social implications –Participatory research may serve as an empowerment opportunity for students
with disability, whose active engagementin the research design allows for a small-scale yet valuable social
impact, promotingemancipation for people with disability.
Originality/value –The study draws attention on the field of SVE service quality where research is
scarce,introducing SVE in the discussion about educationalservice quality assessment.
Keywords Intellectual disability, Participatory research, Service quality, Vocational education,
Vocational training, Special education
Paper type Research paper
Introduction
The right to high-quality education remains a challenge for students with disability, two
decades after the Salamanca Conventionand one decade after the Convention on the Rights
of Persons with Disabilities (CRPD) came into force. Since 1994, Salamanca Convention
(UNESCO, 1994) has set guidelines for quality education for all students, and sought
independence for peoplewith disability through inclusive education andvocational training.
CRPD (UN General Assembly, 2007) attempted to develop a new human rights discourse
and empower people with disability. Articles 24 and 27 bound states-parties to ensure
Funding information: Alexander S. Onassis Public Benefit Foundation.
Voices of
students with
intellectual
disability
89
Received8 July 2019
Revised11 December 2019
Accepted22 January 2020
QualityAssurance in Education
Vol.28 No. 2, 2020
pp. 89-103
© Emerald Publishing Limited
0968-4883
DOI 10.1108/QAE-07-2019-0067
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