Education for all in action: Measuring teachers’ competences for inclusive education

Table 2. Standardised CFA matrix for self-efficacy on handling diversity. To what extent are you able to. . .? Notice diversity High-quality student- interactions Stimulating learning environment collaborate with parents collaborate with colleagues C1.02 Make time for in-depth individual conversations with all of your students in order to provide more effective support. 0.763 C1.03 Gain insight into the learning needs of an individual student by consciously looking at how he/she responds to different tasks and works in different groupings. 0.686 C1.05 Gain insight into a student’s plans and dreams for the future. 0.674 C1.06 Start a conversation with a student who is not attentive or is having a difficult time outside of the classroom. 0.688 C1.07 Gain insight into social relationships among students. 0.775 C1.09 Gain insight into the students’ feelings about their family situation. 0.817 C3.03 Allow students with learning difficulties to be helped by other pupils. 0.657 C3.05 Give tasks where the students have to work together to complete the task successfully (for example, each having a different role). 0.619 C3.06 Provide feedback on how students work together. 0.765 C3.07 Create space in or outside the classroom to support students in the resolution of conflicts. 0.761 C3.10 In group work, ensure that all pupils get to work with others from all across the class? 0.678 C3.12 In the case of bullying, discuss a plan of action with the students involved. 0.710 C4.01 Ensure that teaching materials reflect diversity in society. 0.580

C4.04 Use a wide range of evaluation methods in order to evaluate students in a broad a way as possible. 0.697 C4.06 Specifically check that students with a language delay have understood a question. 0.693 C4.07 Enter into dialogue with students about their results. 0.547 C4.08 Occasionally use a short moment of evaluation (e.g., quiz) to tailor your lesson in a more nuanced way to the students’ needs. 0.693 C4.10 Give students opportunities beyond traditional tests and exams to demonstrate their knowledge and skills (e.g. through portfolios, writing tasks, oral presentations). 0.613 C4.11 Allow students to give input about content that they would like to cover in lessons. 0.685 C4.12 Have students evaluate your lessons. 0.537 C4.13 When managing the pace of your lessons, take account of students who work faster/slower than the others. 0.731 C4.14 Offer a variety of activities so that students can choose what to do themselves. 0.644 C4.16 Allow students to choose whether or not to use certain tools/ support. 0.719 C4.18 Use a variety of teaching materials and media which invite pupils to draw on different senses. 0.686 C4.19 When necessary, adapt your learning objectives (knowledge and skills) to take account of differences between students (e.g., by creating main and advanced learning goals). 0.678 C5.01 Make parents from different backgrounds feel comfortable about coming into school. 0.819 C5.02 Help parents to support their children to do well in school. 0.870 (Continued) PLOS ONE Measuring teachers’ competences for inclusive education

PLOS ONE | https://doi.org/10.1371/journal.pone.0291033 November 8, 2023 13 / 22