Citations (30)
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M. Tamara Polo Sánchez & Marta Aparicio Puerta. (2023) Perceptions of university students with disabilities in Spain: ideas and beliefs about attitudes towards their inclusion. Disability & Society 38:8, pages 1435-1450.
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Eleni Didaskalou, Amy M. Briesch, Robert J. Volpe & Christina Roussi-Vergou. (2023) A preliminary investigation of the psychometric properties of the Integrated Teacher Rating Form (ITRF) in Greek school children. International Journal of School & Educational Psychology 0:0, pages 1-11.
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Wing Sze Emily Chow, Kate de Bruin & Umesh Sharma. (2023) A scoping review of perceived support needs of teachers for implementing inclusive education. International Journal of Inclusive Education 0:0, pages 1-20.
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Umesh Sharma, Tim Loreman, Fiona May, Alessandra Romano, Caroline Sahli Lozano, Elias Avramidis, Stuart Woodcock, Pearl Subban & Harry Kullmann. (2023) Measuring collective efficacy for inclusion in a global context. European Journal of Special Needs Education 0:0, pages 1-17.
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Timo Saloviita. (2022) Teachers’ Changing Attitudes and Preferences around Inclusive Education. International Journal of Disability, Development and Education 69:6, pages 1841-1858.
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Zhengli Xie & Li-Fang Zhang. (2022) Attitudes towards inclusive education and organizational commitment: comparing three types of teachers in Chinese inclusive education schools. Asia Pacific Journal of Education 0:0, pages 1-14.
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Eleni Didaskalou, Amy M. Briesch, Robert J. Volpe & Christina Roussi-Vergou. (2022) Psychometric properties of the classroom observation of engagement, disruptive, and disrespectful behavior (COEDD) in Greek school children. International Journal of School & Educational Psychology 10:3, pages 303-315.
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Panayiota Stavroussi, Eleni Didaskalou & Jennifer Greif Green. (2021) Are Teachers’ Democratic Beliefs about Classroom Life Associated with Their Perceptions of Inclusive Education?. International Journal of Disability, Development and Education 68:5, pages 627-642.
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Ben Simmons. (2021) From living to lived and being-with: exploring the interaction styles of children and staff towards a child with profound and multiple learning disabilities. International Journal of Inclusive Education 25:6, pages 657-670.
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Stuart Woodcock & Garry Jones. (2020) Examining the interrelationship between teachers’ self-efficacy and their beliefs towards inclusive education for all. Teacher Development 24:4, pages 583-602.
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Dimitra Tsakalou, Lorna Hamilton & Jane Brown. (2020) Institutional narratives and the struggle for inclusive communities in the Greek context. International Journal of Inclusive Education 24:4, pages 395-413.
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Sarah L. Schlessinger. (2018) Reclaiming teacher intellectualism through and for inclusive education. International Journal of Inclusive Education 22:3, pages 268-284.
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Annet De Vroey, Elke Struyf & Katja Petry. (2016) Secondary schools included: a literature review. International Journal of Inclusive Education 20:2, pages 109-135.
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Anastasia Vlachou, Panayiota Stavroussi & Eleni Didaskalou. (2016) Special Teachers’ Educational Responses in Supporting Students with Special Educational Needs (SEN) in the Domain of Social Skills Development. International Journal of Disability, Development and Education 63:1, pages 79-97.
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Anastasia Vlachou, Eleni Didaskalou & Maria Kontofryou. (2015) Roles, duties and challenges of special/support teachers at secondary education: implications for promoting inclusive practices. European Journal of Special Needs Education 30:4, pages 551-564.
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Anastasia Vlachou, Dimitra Eleftheriadou & Panayiota Metallidou. (2014) Do learning difficulties differentiate elementary teachers’ attributional patterns for students’ academic failure? A comparison between Greek regular and special education teachers. European Journal of Special Needs Education 29:1, pages 1-15.
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Esther Chiner & Maria
Cristina Cardona. (2013) Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers’ perceptions of inclusion?. International Journal of Inclusive Education 17:5, pages 526-541.
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Articles from other publishers (13)
Anastasia Vlachou, Aristea Fyssa, Filippos Papazis, Anastasia Toulia, Theodora Papazoglou, Lia Tsermidou & Stavroula Kalaitzi. (2023) The educational and psychosocial needs of students with additional provisions during COVID-19 in Greece: Parents’ perspectives against schools’ crisis management. Research in Developmental Disabilities 143, pages 104638.
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Tryfon MAVROPALİAS, Angeliki LİTHOXOİDOU & Niki TSEKA. (2023) Exploring General Education Teachers’ Perceptions of Pupils with Learning Difficulties: A Qualitative Approach. Participatory Educational Research 10:4, pages 202-217.
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Mubarak S. Aldosari. (2022) Perceptions of Saudi Arabian school teachers in private general education schools toward the inclusion of students with disabilities. Research in Developmental Disabilities 130, pages 104342.
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Maria Reraki. (2022) Inclusive practices for dyslexic language learners: an intervention study in the Greek EFL setting. Support for Learning 37:3, pages 480-494.
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Muiread Murphy, Stephanie Thompson, David M. Doyle & Delia Ferri. (2022) Inclusive education and the law in Ireland. International Journal of Law in Context, pages 1-21.
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Merve ÇETİN & Hasan Hüseyin ŞAHAN. (2020) Öğretmen Adaylarının Kaynaştırma Eğitimi Uygulamalarına Yönelik Yeterlik Düzeyleri ve Görüşlerinin Belirlenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 14:2, pages 988-1039.
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Elias Avramidis, Anastasia Toulia, Charilaos Tsihouridis & Vasilis Strogilos. (2019) Teachers’ attitudes towards inclusion and their self‐efficacy for inclusive practices as predictors of willingness to implement peer tutoring. Journal of Research in Special Educational Needs 19:S1, pages 49-59.
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Timo Saloviita. (2019) Explaining classroom teachers’ attitudes towards inclusive education. Support for Learning 34:4, pages 433-442.
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Stuart Woodcock, Elizabeth Hitches & Garry Jones. (2019) It’s not you, it’s me: Teachers’ self-efficacy and attributional beliefs towards students with specific learning difficulties. International Journal of Educational Research 97, pages 107-118.
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T. F. Krasnopevtsev. (2018) METHODOLOGICAL AND INCLUSIVE COMPETENCE OF A VOCATIONAL EDUCATION TEACHER OF AS A GOAL OF PROFESSIONAL DEVELOPMENT. Vestnik of Minin University 6:2, pages 4.
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Marios Pappas, Chara Papoutsi & Athanasios Drigas. (2018) Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece. Social Sciences 7:6, pages 90.
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Masud Ahmmed. (2013) Measuring perceived school support for inclusive education in Bangladesh: the development of a context-specific scale. Asia Pacific Education Review 14:3, pages 337-344.
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Maria Rontou. (2012)
Contradictions around differentiation for pupils with dyslexia learning
E
nglish as a
F
oreign
L
anguage at secondary school
. Support for Learning 27:4, pages 140-149.
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