Citations (29)
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Nuria González Castellano, Eulogio Cordón Pozo & María-Jesús Colmenero Ruiz. (2022) University professors and the inclusion of students with special educational needs in higher education: proposal and validation of a measurement scale. International Journal of Inclusive Education 0:0, pages 1-23.
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Min-Chi Chiu, Gwo-Jen Hwang, Lu-Ho Hsia & Fong-Ming Shyu. (2022) Artificial intelligence-supported art education: a deep learning-based system for promoting university students’ artwork appreciation and painting outcomes. Interactive Learning Environments 0:0, pages 1-19.
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Macellina Ijadunola, Patrick Akinyemi, Oluwapelumi Olowookere, Oluwatosin Olotu, Olayinka Goodman, Abdurrahman Ogundiran & Kayode Ijadunola. (2022) Addressing Inclusiveness in Tertiary Co-education: Attitude of Undergraduate and Academic Staff Towards Students with Disabilities in a South-West Nigerian University. International Journal of Disability, Development and Education 69:1, pages 47-60.
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Nuria González & María-Jesús Colmenero. (2021) Snapshot of inclusion at the university from the perspective of academic staff (Visión global de la inclusión en la universidad desde la perspectiva del personal académico). Culture and Education 33:2, pages 345-372.
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Articles from other publishers (25)
Sokunrith Pov, Norimune Kawai & Saovorak Nov. (2024) Preparing pre-service teachers to work in Cambodian inclusive classrooms: Knowledge, experience, and attitudes toward inclusion. Teaching and Teacher Education 137, pages 104402.
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İpek Gülsün, Olli-Pekka Malinen, Akie Yada & Hannu Savolainen. (2023) Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour. Teaching and Teacher Education 132, pages 104228.
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Daniela Cebreros Valenzuela, Juan Pablo Durand Villalobos & Angel Alberto Valdés Cuervo. (2023) Diseño y validación de una escala para medir la percepción docente sobre autoeficacia para la inclusión de estudiantes con discapacidad (PDED) en educación superior. Psicumex 13, pages 1-29.
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Jefferson Mauricio Tello-Zuluaga, Efraín Darío Ochoa Londoño & Jhan Carlos Herrera Pérez. (2023) Procesos de educación inclusiva en una institución educativa oficial. Revista Virtual Universidad Católica del Norte:70, pages 55-88.
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Isidora Kourti, Garyfalia Charitaki & Maria Kypriotaki. (2023) The Critical Role of Personal and Professional Characteristics on Teachers’ Efficacy and Attitudes Towards Inclusion: a Comparative Study Between Greece and the UK. Trends in Psychology.
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Ernesto Colomo-Magaña, Alejandro Colomo-Magaña, Lauren Basgall & Andrea Cívico-Ariza. (2022) Pre-service teachers’ perceptions of the role of ICT in attending to students with functional diversity. Education and Information Technologies 28:8, pages 9379-9395.
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Ahmet GÜLAY & Taner ALTUN. (2023) Investigation of Teacher Candidates' Awareness towards Inclusive EducationÖğretmen Adaylarının Kapsayıcı Eğitime Yönelik Farkındalıklarının İncelenmesi. Kuramsal Eğitimbilim 16:2, pages 423-453.
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Majed M. Alhumaid, Bashaer A. Althikr Allah, Abeer A. Alhuwail, Maryam A. Alobaid, Naflah N. Abu Hamad, Zainab A. Alsalman, Sarah S. Alqahtani, Ayat M. Alherz, Walla M. Alwael, Aeshah K. Alhelal, Sheikh A. Alsubaie, Maryam S. Alwarthan, Fay O. Alnaeem, Shamma H. Aleid, Sara Y. Almuhaisen, Atheer A. Alobaydullah, Ameera R. Alzamami, Shuaa A. Alqadiri, Shoug H. Alsubhi, Abeer M. Alshikh, Khulud K. Almazrui, Madhawi A. Alamer, Afrah M. Alfadhel, Areej R. Al-Sari, Reamah S. Alqatari, Fatema A. Almaghrabi, Sara M. Alfahaid, Jailan A. Alhashim, Hawra A. Alsalman, Amnah A. Almatar, Najla M. Almutiri & Tânia Bastos. (2022) Physical education teachers’ attitudes toward inclusion of students with disabilities in Saudi Arabia. Frontiers in Psychology 13.
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Olga María Alegre de-la-Rosa & Luis Miguel Villar-Angulo. 2022. Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development. Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development
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Catherine Pellenq & Anna Mamelli. (2022) Défis et besoins des étudiants avec trouble du spectre de l’autisme à l’universitéChallenges and Needs of Students with Autism Spectrum Disorder in University. L’Orientation scolaire et professionnelle:51/2, pages 343365.
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Rahul Bodhi, Tripti Singh, Yatish Joshi & Deepak Sangroya. (2021) Impact of psychological factors, university environment and sustainable behaviour on teachers' intention to incorporate inclusive education in higher education. International Journal of Educational Management 36:4, pages 381-396.
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Mubarak S. Aldosari. (2022) Factors Affecting Middle School Teachers’ Attitudes Toward the Inclusion of Students With Disabilities. Frontiers in Psychology 13.
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Irene Gómez-Marí, Pilar Sanz-Cervera & Raúl Tárraga-Mínguez. (2022) Teachers’ Attitudes toward Autism Spectrum Disorder: A Systematic Review. Education Sciences 12:2, pages 138.
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Maria Papadakaki, Anastasia Maraki, Nikolaos Bitsakos & Joannes Chliaoutakis. (2022) Perceived Knowledge and Attitudes of Faculty Members towards Inclusive Education for Students with Disabilities: Evidence from a Greek University. International Journal of Environmental Research and Public Health 19:4, pages 2151.
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君华 董. (2022) Research on Improving Strategies of Self-Efficacy of Students with Disabilities in Integrated Sport Activities. Creative Education Studies 10:08, pages 1780-1786.
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Rosa-Eva Valle-Flórez, Ana María de Caso Fuertes, Roberto Baelo & Sheila García-Martín. (2021) Faculty of Education Professors’ Perception about the Inclusion of University Students with Disabilities. International Journal of Environmental Research and Public Health 18:21, pages 11667.
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Antonio Rodríguez Fuentes, María Jesús Caurcel Cara, Carmen del Pilar Gallardo-Montes & Emilio Crisol Moya. (2021) Psychometric Properties of the Questionnaire “Demands and Potentials of ICT and Apps for Assisting People with Autism” (DPTIC-AUT-Q). Education Sciences 11:10, pages 586.
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Amparo Pérez‐Carbonell, Genoveva Ramos‐Santana & María‐Jesús Martínez‐Usarralde. (2021) Comparative Inclusion: What Spanish Higher Education Teachers Assert. Social Inclusion 9:3, pages 94-105.
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Nuria González-Castellano, Eulogio Cordón-Pozo, Silvia Pueyo-Villa & María Jesús Colmenero-Ruiz. (2021) Higher Education Teachers’ Training in Attention to SEN Students: Testing a Mediation Model. Sustainability 13:9, pages 4908.
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João Lamego Lopes & Célia Regina Oliveira. (2021) Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy. Education Sciences 11:4, pages 169.
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Nuria González-Castellano, María Jesús Colmenero-Ruiz & Eulogio Cordón-Pozo. (2021) Factors that influence the university's inclusive educational processes: perceptions of university professors. Heliyon 7:4, pages e06853.
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V. Z. Kantor & Yu. L. Proekt. (2021) Inclusive educational process at the university: Theoretical and experimental model of teachers' psychological readiness. The Education and science journal 23:3, pages 156-182.
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Vimbi Petrus Mahlangu & Sithabile Ntombela. 2021. Building Integrated Collaborative Relationships for Inclusive Learning Settings. Building Integrated Collaborative Relationships for Inclusive Learning Settings
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Eddy PAZ-MALDONADO & Hazaria FLORES-GIRÓN. (2021) Actitud del Profesorado Universitario Hacia la Inclusión Educativa: una Revisión Sistemática. Revista Brasileira de Educação Especial 27.
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J. V. Selivanova & T. V. Sklyarova. (2020) Personal self-determination of students with disabilities: socio-psychological analysis of factors and mechanisms. Vestnik of Minin University 8:2, pages 8.
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