Citations (28)
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Umesh Sharma, Christine Grové, Stella Laletas, Rashmi Rangarajan & Simon Finkelstein. (2023) Bridging gaps between theory and practice of inclusion through an innovative partnership between university academics and school educators in Australia. International Journal of Inclusive Education 27:10, pages 1102-1117.
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Zhengli Xie, Meng Deng & Zhiyong Zhu. (2021) From regular education teachers to special educators: the role transformation of resource room teachers in Chinese inclusive education schools. International Journal of Inclusive Education 0:0, pages 1-18.
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Jozef Miškolci, Gunnlaugur Magnússon & Claes Nilholm. (2021) Complexities of preparing teachers for inclusive education: case-study of a university in Sweden. European Journal of Special Needs Education 36:4, pages 562-576.
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Yi Sun & Longhai Xiao. (2021) Research trends and hotspots of differentiated instruction over the past two decades (2000-2020): a bibliometric analysis. Educational Studies 0:0, pages 1-17.
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Julie Lancaster & Alan Bain. (2020) Teacher preparation and the inclusive practice of pre-service teachers: a comparative follow-up study. International Journal of Inclusive Education 24:12, pages 1311-1325.
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Anthony John Maher & Hayley Fitzgerald. (2020) Initial teacher education and continuing professional development: the perspectives of special school physical education teachers. Curriculum Studies in Health and Physical Education 11:1, pages 18-33.
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Sunčica Macura, Ivan Čuk & Mojca Peček. (2020) Beliefs of student teachers in Serbia and Slovenia about supporting vulnerable pupils in learning and social participation. European Journal of Special Needs Education 35:1, pages 55-69.
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Ann-Charlotte Linton, Per Germundsson, Mikael Heimann & Berth Danermark. (2015) The role of experience in teachers’ social representation of students with autism spectrum diagnosis (Asperger). Cogent Education 2:1.
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Siri Wormnæs, Kitila Mkumbo, Bjørn Skaar & Yngve Refseth. (2015) Using concept maps to elicit and study student teachers’ perceptions about inclusive education: a Tanzanian experience. Journal of Education for Teaching 41:4, pages 369-384.
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Kristine Black-Hawkins & Bettina Amrhein. (2014) Valuing student teachers' perspectives: researching inclusively in inclusive education?. International Journal of Research & Method in Education 37:4, pages 357-375.
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Farida Kurniawati, Anke A. De Boer, A.E.M.G. Minnaert & Frieda Mangunsong. (2014) Characteristics of primary teacher training programmes on inclusion: a literature focus. Educational Research 56:3, pages 310-326.
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Articles from other publishers (17)
Lyra L'Estrange, Sue Walker, Jo Lunn-Brownlee, Mary Ryan, Terri Bourke, Leonie Rowan & Eva Johansson. (2023) Capturing epistemic reflexivity for teacher educators teaching about/to/for diversity in teacher education. Heliyon 9:2, pages e13754.
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Jian LiJian Li. 2023. Pre-service Teacher Education Policy Development. Pre-service Teacher Education Policy Development
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Manuela Sanches-Ferreira, Joana L. Gonçalves, Sara Barros Araújo, Sílvia Alves & Sílvia Barros. (2022) Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?. Frontiers in Education 7.
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Stuart Woodcock & Sandy Nicoll. (2022) “It isn't you”: Teachers’ beliefs about inclusive education and their responses toward specific learning disabilities. Psychology in the Schools 59:4, pages 765-783.
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Wendi Beamish, Kathy Gibbs, Margaret Toomey & Lisa McGarrigle. 2022. The Inclusion for Students with Special Educational Needs across the Asia Pacific. The Inclusion for Students with Special Educational Needs across the Asia Pacific
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Michael Arthur-Kelly. 2022. Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder. Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder
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Sofia Mavropoulou, Glenys Mann & Suzanne Carrington. (2021) The Divide Between Inclusive Education Policy and Practice in Australia and the Way Forward. Journal of Policy and Practice in Intellectual Disabilities 18:1, pages 44-52.
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Beatrice Sichombe & Everard Weber. 2021. The Education Systems of Africa. The Education Systems of Africa
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Kerry Therese Aprile & Bruce Allen Knight. (2020) Preservice Teachers’ Perceptions of Inclusive Education: The Reality of Professional Experience Placements. Australasian Journal of Special and Inclusive Education 44:2, pages 88-101.
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Susanne Schwab & Ghaleb Alnahdi. (2020) Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers. Journal of Research in Special Educational Needs 20:4, pages 321-330.
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Anita Soni, Paul Lynch, Mike McLinden, Jenipher Mbukwa-Ngwira, Mika Mankhwazi, Emma Jolley, Bhavisha Virendrakumar, Juliet Bedford & Ingrid Gercama. (2020) Facilitating the Participation of Children with Disabilities in Early Childhood Development Centres in Malawi: Developing a Sustainable Staff Training Programme. Sustainability 12:5, pages 2104.
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Franziska Lautenbach, Johanna Korte, Aiko Möhwald, Anke Heyder & Elke Grimminger-Seidensticker. (2020) A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion. Frontiers in Education 5.
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Beatrice Sichombe & Everard Weber. 2020. The Education Systems of Africa. The Education Systems of Africa
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Joseph Mintz. (2018) A comparative study of the impact of enhanced input on inclusion at pre‐service and induction phases on the self‐efficacy of beginning teachers to work effectively with children with special educational needs. British Educational Research Journal 45:2, pages 254-274.
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Petra Engelbrecht & Alison Ekins. 2017. The Wiley Handbook of Diversity in Special Education. The Wiley Handbook of Diversity in Special Education
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Nurul ‘Ain Othman, Maslawati Mohamad, Harieza Hussin & Nor Azilawati Mat Isa. (2016) Fieldwork: What Do TESL Trainee Teachers Benefit?. Creative Education 07:11, pages 1676-1686.
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Gordon Lyons, Michael Arthur-Kelly & Margot Ford. (2015) The Lyford Model of Classroom Management: Authentication through Continuing “Reflections from the Field”. Creative Education 06:19, pages 2063-2076.
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