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Table 2 Individual Item-Fit of the SSI items (location order) and category response proportions

From: Validity of the school setting interview for students with special educational needs in regular high school – a Rasch analysis

  Item Location SE Residual n Score Category
       1a)
0
2b)
1
3c)
2
4d)
3
4 Remember things 1.209 0.052 −0.864 509 0.49 0.30 0.09 0.12
1 Write 1.053 0.050 1.081 509 0.44 0.32 0.11 0.13
6 Do homework 0.716 0.045 0.036 472 0.40 0.22 0.12 0.25
2 Read 0.661 0.042 2.828 509 0.40 0.23 0.08 0.29
7 Take exams 0.661 0.044 −0.322 482 0.37 0.17 0.18 0.28
5 Do mathematics 0.346 0.046 1.552 468 0.22 0.21 0.21 0.35
14 Get assistance 0.064 0.050 −0.497 449 0.13 0.19 0.24 0.44
10 Participate in the classroom −0.031 0.044 0.868 502 0.17 0.09 0.11 0.63
3 Speak −0.048 0.044 −0.892 508 0.17 0.07 0.11 0.65
8 Participate in sport activities −0.302 0.053 0.573 421 0.11 0.08 0.07 0.74
9 Participate in practical subjects −0.334 0.053 0.343 417 0.11 0.04 0.06 0.80
12 Participate in practical activities during breaks −0.496 0.055 −1.000 469 0.08 0.05 0.03 0.84
16 Interact with staff −0.578 0.055 −1.754 507 0.06 0.08 0.06 0.80
11 Participate in social activities during breaks −0.869 0.080 −1.580 506 0.03 0.00 0.02 0.95
15 Access the school −1.002 0.089 −1.363 490 0.02 0.01 0.02 0.95
13 Go on field trips −1.049 0.079 −1.431 368 0.02 0.07 0.05 0.86
  1. “Remember things” the most difficult item and “Go on field trips” the easiest item
  2. The SSI four-step rating scale:
  3. a) 1: Unfit when the student perceives that the school environment needs to be modified but has not received any adjustments
  4. b) 2: Partial fit when the student perceives that the school environment needs to be modified although some adjustments have already been received
  5. c) 3: Good fit when the student has received needed adjustments and is satisfied with them
  6. d) 4: Perfect fit when the student perceives that the school environment fit is ideal and the student does not need any adjustments at all