Citations (141)
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Josef Slowík, Kateřina Kubíková, Aneta Boháčová, Michaela Pešková, Olga Shatunova & Albina Minakhmetova. (2023) Pupils with Special Educational Needs in Mainstream Schools from the Point of View of Their Peers: A Comparison of Experiences with Inclusive Education in Czech and Russian Primary Schools. International Journal of Disability, Development and Education 70:7, pages 1245-1263.
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Marta Aparicio Puerta & M. Tamara Polo Sánchez. (2023) Attitudes Toward Disability in Early Childhood Education: A Methodological Review. Exceptionality 31:4, pages 241-257.
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Özgür Sirem & Turgay Çatal. (2023) An analysis of classroom teachers’ awareness of inclusive education. European Journal of Special Needs Education 38:2, pages 203-217.
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Anwynne Kern. (2023) Who is in and who is out: parents’ views on barriers to learning. International Journal of Inclusive Education 27:3, pages 319-336.
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Tahsin Fırat, Ahmet Bildiren & Nagehan Demiral. (2022) The change in reactions of preschool children to physical disability: a parent-Supported intervention. European Journal of Special Needs Education 37:6, pages 1023-1039.
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Nirit Karni-Vizer. (2022) Inclusive education in state religious schools: the perceptions of the teachers on inclusion. International Journal of Inclusive Education 26:10, pages 1038-1052.
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Maxwell Peprah Opoku, William Nketsia, Elvis Agyei-Okyere, Oyewole Simon Oginni & Eric Lawer Torgbenu. (2022) Inclusive education in West Africa: predictors of parental attitudes, knowledge and perceived social norms influencing inclusive practices in Ghana and Nigeria. International Journal of Inclusive Education 26:2, pages 124-142.
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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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Mavropalias Tryfon, Alevriadou Anastasia & Rachanioti Eleni. (2021) Parental perspectives on inclusive education for children with intellectual disabilities in Greece. International Journal of Developmental Disabilities 67:6, pages 397-405.
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Mickaël Jury, Kamilla Khamzina, Anne-Laure Perrin, Natacha Serour & Emmanuel Guichardaz. (2021) What does the French public think about inclusive education?. Journal of Intellectual & Developmental Disability 46:4, pages 362-369.
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Maxwell Peprah Opoku, Christopher S. Rayner, Scott J. Pedersen & Monica Cuskelly. (2021) Mapping the evidence-based research on Ghana’s inclusive education to policy and practices: a scoping review. International Journal of Inclusive Education 25:10, pages 1157-1173.
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Lisa Hoffmann, Jürgen Wilbert, Mike Lehofer & Susanne Schwab. (2021) Are we good friends? – Friendship preferences and the quantity and quality of mutual friendships. European Journal of Special Needs Education 36:4, pages 502-516.
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Terese Wilhelmsen, M. S. Sørensen, Ø. Seippel & M. E. Block. (2021) Parental satisfaction with inclusion in physical education. International Journal of Inclusive Education 25:9, pages 1061-1078.
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Claes Nilholm. (2021) Research about inclusive education in 2020 – How can we improve our theories in order to change practice?. European Journal of Special Needs Education 36:3, pages 358-370.
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Eric Lawer Torgbenu, Oyewole Simon Oginni, Maxwell Peprah Opoku, William Nketsia & Elvis Agyei-Okyere. (2021) Inclusive education in Nigeria: exploring parental attitude, knowledge and perceived social norms influencing implementation. International Journal of Inclusive Education 25:3, pages 377-393.
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Michele L. Stites, Heather L. Walter & Jacqueline G. Krikorian. (2021) These aren’t the kids I signed up for: the lived experience of general education, early childhood preservice teachers in classrooms for children with special needs. Journal of Early Childhood Teacher Education 42:1, pages 1-19.
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Hui Min Low, Lay Wah Lee & Aznan Che Ahmad. (2020) Knowledge and Attitudes of Special Education Teachers Towards the Inclusion of Students with Autism Spectrum Disorder. International Journal of Disability, Development and Education 67:5, pages 497-514.
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Roberta L. Woodgate, Miriam Gonzalez, Lisa Demczuk, Wanda M. Snow, Sarah Barriage & Susan Kirk. (2020) How do peers promote social inclusion of children with disabilities?A mixed-methods systematic review. Disability and Rehabilitation 42:18, pages 2553-2579.
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Lena M. Olsson, Staffan Bengtsson, Mats Granlund, Karina Huus, Elisabeth Elgmark Andersson & Ingemar Kåreholt. (2020) Social service utilisation in relation to class setting - a longitudinal study among children with mild intellectual disability in Sweden. European Journal of Special Needs Education 35:4, pages 544-558.
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Xueyun Su, Jiajun Guo & Xiaohui Wang. (2020) Different stakeholders’ perspectives on inclusive education in China: parents of children with ASD, parents of typically developing children, and classroom teachers. International Journal of Inclusive Education 24:9, pages 948-963.
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Christoforos Mamas, Giovanna Hartmann Schaelli, Alan J. Daly, Henar R. Navarro & Lambri Trisokka. (2020) Employing Social Network Analysis to Examine the Social Participation of Students Identified as Having Special Educational Needs and Disabilities. International Journal of Disability, Development and Education 67:4, pages 393-408.
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Aster Van Mieghem, Karine Verschueren, Katja Petry & Elke Struyf. (2020) An analysis of research on inclusive education: a systematic search and meta review. International Journal of Inclusive Education 24:6, pages 675-689.
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Colton Brydges & Paul Mkandawire. (2020) Perceptions and experiences of inclusive education among parents of children with disabilities in Lagos, Nigeria. International Journal of Inclusive Education 24:6, pages 645-659.
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Mireille Krischler & Ineke M. Pit-ten Cate. (2020) Inclusive education in Luxembourg: implicit and explicit attitudes toward inclusion and students with special educational needs. International Journal of Inclusive Education 24:6, pages 597-615.
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Johnson Magumise & Maximus M. Sefotho. (2020) Parent and teacher perceptions of inclusive education in Zimbabwe. International Journal of Inclusive Education 24:5, pages 544-560.
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Edvina Bešić, Lisa Paleczek, Peter Rossmann, Mathias Krammer & Barbara Gasteiger-Klicpera. (2020) Attitudes towards inclusion of refugee girls with and without disabilities in Austrian primary schools. International Journal of Inclusive Education 24:5, pages 463-478.
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Lisa Stevens & Gerald Wurf. (2020) Perceptions of inclusive education: A mixed methods investigation of parental attitudes in three Australian primary schools. International Journal of Inclusive Education 24:4, pages 351-365.
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Angelika Paseka & Susanne Schwab. (2020) Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education 35:2, pages 254-272.
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Edvina Bešić, Lisa Paleczek & Barbara Gasteiger-Klicpera. (2020) Don’t forget about us: attitudes towards the inclusion of refugee children with(out) disabilities. International Journal of Inclusive Education 24:2, pages 202-217.
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Cristina P. Albuquerque, Inês G. Pinto & Lea Ferrari. (2019) Attitudes of parents of typically developing children towards school inclusion: the role of personality variables and positive descriptions. European Journal of Special Needs Education 34:3, pages 369-382.
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Albert W. Wienen, Laura Batstra, Ernst Thoutenhoofd, Elisabeth H. Bos & Peter de Jonge. (2019) Do troublesome pupils impact teacher perception of the behaviour of their classmates?. European Journal of Special Needs Education 34:1, pages 114-123.
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Marianne Nilsen Kvande, Jay Belsky & Lars Wichstrøm. (2018) Selection for special education services: the role of gender and socio-economic status. European Journal of Special Needs Education 33:4, pages 510-524.
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Natalia Sira, Erica Maine & Sarah McNeil. (2018) Building alliance for preschool inclusion: Parents of typically developing children, attitudes and perceptions. Journal of Early Childhood Teacher Education 39:1, pages 32-49.
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Edward M. Sosu & Ewelina Rydzewska. (2017) “Are all beliefs equal?” investigating the nature and determinants of parental attitudinal beliefs towards educational inclusion. Educational Studies 43:5, pages 516-532.
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Marc Willmann & Georg M. Seeliger. (2017) SEBD inclusion research synthesis: a content analysis of research themes and methods in empirical studies published in the journal Emotional and Behavioural Difficulties from 1996–2014. Emotional and Behavioural Difficulties 22:2, pages 142-161.
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Grace L. Francis, Martha Blue-Banning, Shana J. Haines, Ann P. Turnbull & Judith M. S. Gross. (2016) Building “Our School”: Parental Perspectives for Building Trusting Family–Professional Partnerships. Preventing School Failure: Alternative Education for Children and Youth 60:4, pages 329-336.
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Anastasia Vlachou, Stella Karadimou & Eleni Koutsogeorgou. (2016) Exploring the views and beliefs of parents of typically developing children about inclusion and inclusive education. Educational Research 58:4, pages 384-399.
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Glenys Mann, Karen Moni & Monica Cuskelly. (2016) Parents’ views of an optimal school life: using Social Role Valorization to explore differences in parental perspectives when children have intellectual disability. International Journal of Qualitative Studies in Education 29:7, pages 964-979.
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Sip Jan Pijl. (2016) Fighting segregation in special needs education in the Netherlands: the effects of different funding models. Discourse: Studies in the Cultural Politics of Education 37:4, pages 553-562.
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Paulo C. Dias & Irene Cadime. (2016) Effects of personal and professional factors on teachers’ attitudes towards inclusion in preschool. European Journal of Special Needs Education 31:1, pages 111-123.
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Glenys Mann, Monica Cuskelly & Karen Moni. (2015) Choosing a school: parental decision-making when special schools are an option. Disability & Society 30:9, pages 1413-1427.
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Ming Lui, Kuen-Fung Sin, Lan Yang, Chris Forlin & Fuk-Chuen Ho. (2015) Knowledge and perceived social norm predict parents’ attitudes towards inclusive education. International Journal of Inclusive Education 19:10, pages 1052-1067.
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Per Egil Mjaavatn, Per Frostad & Sip Jan Pijl. (2015) Measuring the causes for the growth in special needs education. A validation of a questionnaire with possible factors explaining the growing demand for special provisions in education. European Journal of Special Needs Education 30:4, pages 565-574.
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Tobias Buchner, Fiona Smyth, Gottfried Biewer, Michael Shevlin, Miguel A.V. Ferreira, Mario Toboso Martín, Susana Rodríguez Díaz, Jan Šiška, Camille Latimier & Šárka Káňová. (2015) Paving the way through mainstream education: the interplay of families, schools and disabled students. Research Papers in Education 30:4, pages 411-426.
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Sailajah Sukumaran, Judith Loveridge & Vanessa A. Green. (2015) Inclusion in Malaysian integrated preschools. International Journal of Inclusive Education 19:8, pages 821-844.
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Meng Ee Wong, Kenneth K. Poon, Sarinajit Kaur & Zi Jia Ng. (2015) Parental perspectives and challenges in inclusive education in Singapore. Asia Pacific Journal of Education 35:1, pages 85-97.
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Wayne Veck. (2014) Disability and inclusive education in times of austerity. British Journal of Sociology of Education 35:5, pages 777-799.
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José María Fernández-Batanero. (2014) Strategies for inclusion in the face of social exclusion. Case study in Andalusia (Spain). European Journal of Special Needs Education 29:3, pages 415-428.
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Bashir Abu-Hamour & Mohammad Muhaidat. (2014) Parents' attitudes towards inclusion of students with autism in Jordan. International Journal of Inclusive Education 18:6, pages 567-579.
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Risto Hotulainen & Marjatta Takala. (2014) Parents' views on the success of integration of students with special education needs. International Journal of Inclusive Education 18:2, pages 140-154.
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Barbara Gasteiger-Klicpera, Christian Klicpera, Markus Gebhardt & Susanne Schwab. (2013) Attitudes and experiences of parents regarding inclusive and special school education for children with learning and intellectual disabilities. International Journal of Inclusive Education 17:7, pages 663-681.
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Melinda
Jones Ault, BelvaC. Collins & ErikW. Carter. (2013) Factors Associated with Participation in Faith Communities for Individuals with Developmental Disabilities and Their Families. Journal of Religion, Disability & Health 17:2, pages 184-211.
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Anke de Boer, Sip Jan Pijl & Alexander Minnaert. (2012) Students’ Attitudes towards Peers with Disabilities: A review of the literature. International Journal of Disability, Development and Education 59:4, pages 379-392.
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Anke de Boer, Sip Jan Pijl, Wendy Post & Alexander Minnaert. (2012) Which variables relate to the attitudes of teachers, parents and peers towards students with special educational needs in regular education?. Educational Studies 38:4, pages 433-448.
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Susanne Schwab, Markus Gebhardt, Elfriede M. Ederer-Fick & Barbara Gasteiger Klicpera. (2012) An examination of public opinion in Austria towards inclusion. Development of the ‘Attitudes Towards Inclusion Scale’ – ATIS. European Journal of Special Needs Education 27:3, pages 355-371.
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O. Bopota, A. Loukovitis, V. Barkoukis & H. Tsorbatzoudis. (2020) Differences in attitudes towards inclusion between parents of children with and without disabilities. European Review of Applied Psychology 70:4, pages 100556.
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Michael Amponteng, Maxwell Peprah Opoku, Elvis Agyei‐Okyere, Sally Adwoa Afriyie & Richard Tawiah. (2018) Understanding of inclusive education practices among parents in Ghana. Journal of Research in Special Educational Needs 19:3, pages 207-219.
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Mark Minott. (2019) Reflective teaching, inclusive teaching and the teacher’s tasks in the inclusive classroom: a literary investigation. British Journal of Special Education 46:2, pages 226-238.
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