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

Table 1. Overview of decisions on all scale-items and factors throughout the analyses (Note that items relating to the factor “broad role of teachers” are indicated in grey for recognazibility). original scale-name Item Nr To what extent are you able to. . .? / Do you agree with . . .? Decision after step 1 Reason for decision Decision after step 2 Reason for decision Final scale-name Self-efficacy in Noticing diversity C1.01 Talk to colleagues to evaluate or adjust your image of a student delete low communality score Noticing diversity Self-efficacy in C1.02 Make time for in-depth individual conversations with all of your students in order to provide more effective support. 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. C1.04 Gain insight into a student’s skills and learning tempo by checking their independent work while they are working on it. delete high partial correlations with C1.03 C1.05 Gain insight into a student’s plans and dreams for the future. C1.06 Start a conversation with a student who is not attentive or is having a difficult time outside of the classroom. C1.07 Gain insight into social relationships among students. C1.08 Get a complete picture of a student during the first lessons (to a class group). delete negative correlations with all other items C1.09 Gain insight into the students’ feelings about their family situation. High-quality student- interactions

C3.01 Have students work together in heterogeneous groups. delete low communality score High-quality student- interactions C3.02 Rrespond to racist statements by students. delete skewed distribution / ceiling effect C3.03 Allow students with learning difficulties to be helped by other pupils. C3.04 Coach students to treat other opinions with respect. delete skewed distribution / ceiling effect C3.05 Give tasks where the students have to work together to complete the task successfully (for example, each having a different role). C3.06 Provide feedback on how students work together. C3.07 Create space in or outside the classroom to support students in the resolution of conflicts. C3.08 Respond to homophobic statements made by students. delete skewed distribution / ceiling effect C3.09 Coach students to give each other thorough and respectful feedback. delete suggested by modification indices C3.10 In group work, ensure that all pupils get to work with others from all across the class? C3.11 draw up clear rules for the classroom together with the pupils. delete suggested by modification indices C3.12 In the case of bullying, discuss a plan of action with the students involved. Creating stimulating learning environment C4.01 Ensure that teaching materials reflect diversity in society. Creating stimulating learning environment C4.02 Break stereotypes. delete high partial correlations with C4.01 C4.03 Address sensitive themes, such as discrimination, radicalization, gaybashing, cat-calling,. . . delete inadequate score on anti-image correlation

C4.04 Use a wide range of evaluation methods in order to evaluate students in a broad a way as possible. C4.05 Take into account how much progress students have made when I evaluate them. delete high partial correlations with C4.04 C4.06 Specifically check that students with a language delay have understood a question. C4.07 Enter into dialogue with students about their results. 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. C4.09 take the linguistic background of students into account during evaluation moments (e.g. by not counting language errors). delete low communality score C4.10 Give students opportunities beyond traditional tests and exams to demonstrate their knowledge and skills (e.g. through portfolios, writing tasks, oral presentations). C4.11 Allow students to give input about content that they would like to cover in lessons. C4.12 Have students evaluate your lessons. C4.13 When managing the pace of your lessons, take account of students who work faster/slower than the others. C4.14 Offer a variety of activities so that students can choose what to do themselves. C4.15 Provide a wide variety of assignments, according to the needs and skill level of students. delete high partial correlations with C4.14 C4.16 Allow students to choose whether or not to use certain tools/support. C4.17 Present content in different ways (eg text, audio material, visual material). delete high partial correlations with C4.18

C4.18 Use a variety of teaching materials and media which invite pupils to draw on different senses. 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). C4.20 Allow all students to ’show off’ sufficiently with what they are good at, including their extracurricular skills. delete inadequate score on anti-image correlation C4.21 Let all students ’show off’ sufficiently with what they have done during an exercise, homework, class assignment, role play. delete high partial correlations with C4.20 (Continued) PLOS ONE Measuring teachers’ competences for inclusive education PLOS ONE | https://doi.org/10.1371/journal.pone.0291033 November 8, 2023 8 / 22