Table 1.

Dimensions and items in the instrument.

Dimension	Items
Conceptualization	1. I know what a rare disease is 2. I know the categories that the different types of rare diseases fall into 3. I know how prevalent the rare diseases I have dealt with in my school are at a national or international level. 4. When I have had a student with a rare disease in my class, I knew what their main characteristics were 5. I have maintained contact from the school with patient advocacy groups that deal with rare diseases
Legislation	6. I know the educational inclusion legislation in our region 7. I know the content of the most recent education legislation, especially about student educational needs 8. I have read and understand the article in the Spanish Constitution which describes the right to education for all 9. I understand the importance of there being a law aimed at educational inclusion 10. Within my teaching, I believe inclusive education to be important, and therefore the principles of inclusion must be applied in the classroom
Intervention	11. I have had, or still have, a student in my class with a rare disease 12. I have educated myself about the signs and symptoms students may exhibit if they suffer from a rare disease 13. I think the family-school relationship is essential for proper intervention for students with rare diseases 14. I know specific activities to do with these students15. I am able to advise and guide other teachers about activities with these students
Diagnosis	16. I know the warning signs a student with a possible rare disease may present 17. I educate myself and try to contact other diagnosed cases in order to improve the education I give to students with rare diseases that I might encounter as a teacher 18. I know how to clinically diagnose a rare disease 19. I think the relationship between the school and the families is essential in order to be able to properly detect and help an initial diagnosis 20. I am aware of the need for more research to help diagnosis and treatment