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

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

	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

“Remember things” the most difficult item and “Go on field trips” the easiest item
The SSI four-step rating scale:
a) 1: Unfit when the student perceives that the school environment needs to be modified but has not received any adjustments
b) 2: Partial fit when the student perceives that the school environment needs to be modified although some adjustments have already been received
c) 3: Good fit when the student has received needed adjustments and is satisfied with them
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

ISSN: 1477-7525