Inclusion and diversity are probably two of the most challenging issues faced by education systems and schools (UNESCO, 1994). Furthermore, attention to diversity is a fundamental principle that should govern the whole basic education in order to ensure equal opportunities for all pupils to education and avoid, as far as possible, school failure and consequent risk of dropout (Ainscow et al., 2006). An inclusive approach was adopted like theoretical framework which proposes that equal opportunities are guaranteed if education is equal for all and emphasizes that education must be comprehensive and holistic and should provide students the maximum social and personal development for them and, therefore, inclusion is considered a social value (Echeita, 2013). In addition, the inclusive approach promotes education in terms of equity which implies that not only every student but the whole population is welcome at school. School must help students develop their full potential from an educational and social point of view. To analyse the extent to which such principles are put into practice in schools, an "ad hoc" instrument has been designed with reference to the paper "Index for Inclusion" (Booth & Ainscow, 2000). The purpose of this paper is to describe how the questionnaire was designed and the subsequent identification of the metric properties of this tool to evaluate the construct "Attention to Diversity" in schools of Secondary Education of Asturias. Our interest is based on these teachers point of view because they are the main agents in implementing policies, strategies and measures to improve the attention diversity programs in school. So, the expected objective is to know the school counsellors´ opinions about how the state secondary schools articulate the attention to diversity. In order to achieve this, the instrument has been designed to help identify and collect information about whether or not the organisation of centres takes into account the attention to the diversity of the students; whether or not the implemented measures for diversity are adapted to the context; how decisions are made regarding the organization, coordination and leadership is exercised by management teams in school, and finally, how the attitudes and teacher training are in this area. The main reason to design a specific instrument aimed to counsellors is justified by the fact that counsellors can provide key information regarding the organization and implementation of inclusive programs at schools. The functions of the counsellors in secondary education include the responsibility to actively collaborate in planning, monitoring, implementing and evaluating measures of attention to diversity (Ferrandis, Grau & Fortes, 2010). Counsellors are also the only members in schools that have specific initial training in this area, so we estimate that their vision is particularly interesting about these processes and putting them into action.

Then, the main objectives to be achieved with this work can be summarised as:

1)      To know the counsellors' opinion about how the attention to diversity program is articulated in secondary education schools.

2)      To design a questionnaire in order to obtain information on this matter.

3)      To validate the questionnaire.

This paper focuses on the second and third objectives.

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