The purpose of this paper is to describe the development of a scale for the evaluation of the perceived quality of services provided to students with disabilities by Special Vocational Education (SVE) institutions in Greece.,SVE service quality was approached on the basis of the performance-only model. The participatory research paradigm was followed, engaging students with disability and specifically with intellectual disability in several stages of the instrument development. The methodological design included two phases for the establishment and testing of the reliability and validity of the scale.,The findings of the study support a multifactorial construct of SVE service quality consisting of five factors: responsiveness, surroundings, personalization, training and facilities adequacy.,Generalization of results should be attempted with concern. The type and severity of disability should be considered in future use of the scale. The construct of training for students with disability needs to be further investigated.,SVE-Service-Quality Scale may be used in SVE settings highlighting areas of improvement or as an instrument for the assessment of implemented interventions.,Participatory research may serve as an empowerment opportunity for students with disability, whose active engagement in the research design allows for a small-scale yet valuable social impact, promoting emancipation for people with disability.,The study draws attention on the field of SVE service quality where research is scarce, introducing SVE in the discussion about educational service quality assessment.

中文翻译：

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制定“特殊职业教育服务质量量表”

本文的目的是描述评估希腊特殊职业教育（SVE）机构向残疾学生提供的感知服务质量的量表的制定。根据绩效评估了SVE服务质量仅限模型。遵循参与式研究范式，在仪器开发的多个阶段中，让残疾学生（特别是智力残疾学生）参与进来。方法设计包括两个阶段，以建立和测试量表的信度和效度。研究结果支持SVE服务质量的多因素构建，包括五个因素：响应度，环境，个性化，培训和设施充分性。 ，结果的一般化应引起关注。在将来使用该量表时应考虑残疾的类型和严重程度。有待进一步研究针对残疾学生的培训结构。SVE服务质量量表可用于SVE设置中，以突出改进领域或作为评估已实施干预措施的工具。参与性研究可作为赋权残疾学生的机会，他们积极参与研究设计可以产生小规模但有价值的社会影响，促进残疾人的解放。该研究将注意力集中在缺乏研究的SVE服务质量领域，介绍了SVE在有关教育服务质量评估的讨论中。在将来使用该量表时应考虑残疾的类型和严重程度。有待进一步研究针对残疾学生的培训结构。SVE服务质量量表可用于SVE设置中，以突出改进领域或作为评估已实施干预措施的工具。参与性研究可作为赋权残疾学生的机会，他们积极参与研究设计可以产生小规模但有价值的社会影响，促进残疾人的解放。该研究将注意力集中在缺乏研究的SVE服务质量领域，介绍了SVE在有关教育服务质量评估的讨论中。在将来使用该量表时应考虑残疾的类型和严重程度。有待进一步研究针对残疾学生的培训结构。SVE服务质量量表可用于SVE设置中，以突出改进领域或作为评估已实施干预措施的工具。参与性研究可作为赋权残疾学生的机会，他们积极参与研究设计可以产生小规模但有价值的社会影响，促进残疾人的解放。该研究将注意力集中在缺乏研究的SVE服务质量领域，介绍了SVE在有关教育服务质量评估的讨论中。