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Articles

An analysis of research on inclusive education: a systematic search and meta review

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Pages 675-689 | Received 18 Sep 2017, Accepted 24 May 2018, Published online: 06 Jun 2018

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Susanne Schwab & Ghaleb Hamad Alnahdi. (2023) Does the same teacher’s attitude fit all students? Uncovering student-specific variance of teachers’ attitudes towards all of their students. International Journal of Inclusive Education 0:0, pages 1-16.
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Katharina-Theresa Lindner, Susanne Schwab, Mona Emara & Elias Avramidis. (2023) Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education. European Journal of Special Needs Education 0:0, pages 1-22.
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Andrea Kleeberg-Niepage, David Brehme, Lena-Marie Bendfeldt & Kathrin Jansen. (2022) What makes a good school? Perspectives of students at inclusive secondary schools in Germany. International Journal of Inclusive Education 0:0, pages 1-23.
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Serap Keles, Dieuwer ten Braak & Elaine Munthe. (2022) Inclusion of students with special education needs in Nordic countries: a systematic scoping review. Scandinavian Journal of Educational Research 0:0, pages 1-16.
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S. Meuser, M. Borgestig, H. Lidström, P. Hennissen, D. Dolmans & B. Piskur. (2022) Experiences of Dutch and Swedish Occupational Therapists and Teachers of Their Context-Based Collaboration in Elementary Education. Journal of Occupational Therapy, Schools, & Early Intervention 0:0, pages 1-17.
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Andrés Morales & Sara Calvo. (2022) Indigenous worldviews and inclusive education: insights into participatory video and the practice of Buen Vivir of the Misak community. International Journal of Inclusive Education 0:0, pages 1-20.
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Lucia Donata Nepi, Simona Pecorini, Marta Pellegrini & Andrea Peru. (2022) Guess Who’s Coming to Dinner (part II): further insights from primary school pupils’ social attitudes. International Journal of Inclusive Education 0:0, pages 1-10.
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Hannu Savolainen, Olli-Pekka Malinen & Susanne Schwab. (2022) Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis. International Journal of Inclusive Education 26:9, pages 958-972.
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Daniel Hernández-Torrano, Michelle Somerton & Janet Helmer. (2022) Mapping research on inclusive education since Salamanca Statement: a bibliometric review of the literature over 25 years. International Journal of Inclusive Education 26:9, pages 893-912.
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Alison G. Boardman & Jessica B. Hovland. (2022) Student perceptions of project-based learning in inclusive high school language arts. International Journal of Inclusive Education 0:0, pages 1-16.
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Susanne Schwab & Michael Arthur-Kelly. (2022) Special issue: inclusive teaching practices in heterogeneous classrooms. International Journal of Inclusive Education 0:0, pages 1-4.
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Willetta Waisath, Michael McCormack, Pam Stek & Jody Heymann. (2022) Dismantling barriers and advancing disability-inclusive education: an examination of national laws and policies across 193 countries. International Journal of Inclusive Education 0:0, pages 1-16.
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Ronen Kasperski & Eliezer Yariv. (2022) Gut reaction or rational problem-solving? Teachers’ considerations when coping with classroom disruptions. Emotional and Behavioural Difficulties 27:2, pages 152-162.
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Rinchen Dorji, Jeff Bailey, Judith Miller, Lorraine Graham & David Paterson. (2022) School leaders’ attitudes to the implementation of inclusive education in Bhutan. Asia Pacific Journal of Education 0:0, pages 1-15.
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Aster Van Mieghem, Elke Struyf & Karine Verschueren. (2022) The relevance of sources of support for teachers’ self-efficacy beliefs towards students with special educational needs. European Journal of Special Needs Education 37:1, pages 28-42.
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Ellen Vandervieren & Elke Struyf. (2021) Facing social reality together: investigating a pre-service teacher preparation programme on inclusive education. International Journal of Inclusive Education 25:13, pages 1524-1539.
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Orly Crispel & Ronen Kasperski. (2021) The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms. International Journal of Inclusive Education 25:9, pages 1079-1090.
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Silvia Dell’Anna, Marta Pellegrini & Dario Ianes. (2021) Experiences and learning outcomes of students without special educational needs in inclusive settings: a systematic review. International Journal of Inclusive Education 25:8, pages 944-959.
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Anna Cecilia Rapp & Anabel Corral-Granados. (2021) Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective. International Journal of Inclusive Education 0:0, pages 1-17.
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Olga María Alegre de la Rosa & Luis Miguel Villar Angulo. (2021) Teachers’ and hearing and speech specialists’ attitudes towards and knowledge of sustainable inclusive education for students using hearing devices. International Journal of Inclusive Education 0:0, pages 1-16.
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Susanne Prediger & Raffaele Buró. (2021) Fifty ways to work with students’ diverse abilities? A video study on inclusive teaching practices in secondary mathematics classrooms. International Journal of Inclusive Education 0:0, pages 1-20.
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Susanne Schwab. (2021) Preventing bullying and promoting inclusion. Educational Psychology 41:3, pages 261-263.
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Robin van Kessel, Rok Hrzic, Sarah Cassidy, Carol Brayne, Simon Baron-Cohen, Katarzyna Czabanowska & Andres Roman-Urrestarazu. (2021) Inclusive education in the European Union: A fuzzy-set qualitative comparative analysis of education policy for autism. Social Work in Public Health 36:2, pages 286-299.
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Laura Dörrenbächer-Ulrich, Lisa Stark & Franziska Perels. (2020) Profiles of teachers’ concerns about heterogeneity in classrooms. Educational Research and Evaluation 26:7-8, pages 433-459.
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Michael Gaffney. (2020) Peer reciprocity and friendship in the classroom: a disabled student's experience. Ethnography and Education 15:4, pages 462-478.
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Milena Peperkorn, Katharina Müller, Kerstin Mertz & Peter Paulus. (2020) Dealing with inclusion – teachers’ assessment of internal and external resources. International Journal of Inclusive Education 0:0, pages 1-17.
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Raquel Batista de Oliveira, Graça Bidarra, Piedade Vaz Rebelo & Valentim Alferes. Attitudes and perceptions of teacher self-efficacy and collaborative practices in the context of inclusive education for students with special educational needs in Portuguese schools. European Journal of Special Needs Education 0:0, pages 1-16.
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