Table 1 EFA results of the three-factor model

1

Including students like ‘Mark’ is NOT a desirable practice for educating typically developing students

.30

.17

− .13

2

I feel upset when I see a student like ‘Mark’

.62

.11

3

I would approve inviting ‘Mark’ to my child’s birthday party

.22

.26

.30

4

I would not like it if ‘Mark’ would be my child’s best friend

.58

.14

5

I believe students like ‘Mark’ should be given the opportunity to be included in regular schools

.65

6

I would allow my child to go to a handicapped child’s house to play

.08

.39

.31

7

I would mind having a child like ‘Mark’ living next door to us

.63

.22

8

Children like ‘Mark’ can do many things for themselves

.35

9

I would worry if ‘Mark’ sat next to my child in class

.71

.11

10

I would worry if a child with a disability would play at our house

.62

11

Students like ‘Mark’ have the right to be educated in the same classroom as typically developing students

.67

.10

12

Children with disabilities are able to make new friends

.44

.30

13

Having a child like ‘Mark’ around our house would be too much responsibility

− .23

.46

14

I wouldn’t know what to say to ‘Mark’

.51

− .12

15

Children like ‘Mark’ behave properly in a regular class

.63

− .15

16

I would try to stay away from ‘Mark’

.67

.11

17

Children like ‘Mark’ are a burden to their families

.50

.12

− .11

18

I would not mind if ‘Mark’ invited my son/daughter to his/her house

.23

.27

19

Regular education teachers cannot meet the individual needs of students like ‘Mark’

− .33

− .16

.45

20

Children like ‘Mark’ are often sad

− .26

.40

21

I would help ‘Mark’if he was being teased

.27

.58

22

Children like ‘Mark’ are interested in as many things as my children

.31

.62

23

Children like ‘Mark’ know what people expect from them in a regular class

− .08

.56

.28

24

Children like ‘Mark’ can be educated in the same school as regular students

− .11

.84