Citations (242)
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Bephyer Parey. (2023) Exploring positive and negative teachers’ attitudes towards inclusion of children with disabilities in schools in Trinidad: implications for teacher education. International Journal of Inclusive Education 27:14, pages 1544-1558.
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Gertraud Kremsner. (2023) Becoming an inclusive teacher: reducing gaps in theory and practice through inclusive research. International Journal of Inclusive Education 27:10, pages 1148-1162.
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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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Sarah Hopkins, Richard O’Donovan, Pearl Subban & Penny Round. (2023) Preparing preservice teachers for working with students with intellectual disability: evaluating the impact of supplementary fieldwork experiences. International Journal of Inclusive Education 0:0, pages 1-15.
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Sedat Turgut & Mahir Uğurlu. (2023) Adaptation of the Concerns About Inclusive Education Scale Short Form (CIES-SF) into Turkish. European Journal of Special Needs Education 0:0, pages 1-15.
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Eileen Dombrowski, Yasmin Sitabkhan & Tabitha N. Kilonzo. (2023) Classroom environment for children with disabilities in Kenyan preschools. International Journal of Inclusive Education 27:2, pages 241-256.
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Kate B. Eastman & Anne McMaugh. (2022) Teacher understanding of trauma in the classroom and their professional learning experiences: every little bit counts. Professional Development in Education 0:0, pages 1-15.
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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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Yun-Ju Hsiao. (2022) The Impact of Interaction with Adults with Disabilities on Preservice General Education Students’ Attitudes towards Disability and Inclusion. International Journal of Disability, Development and Education 69:4, pages 1373-1388.
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L. Tristani, S. Sweet, J. Tomasone & R. Bassett-Gunter. (2022) Examining Theoretical Factors That Influence Teachers’ Intentions to Implement Inclusive Physical Education. Research Quarterly for Exercise and Sport 93:3, pages 564-577.
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Stella Laletas, Christine Grove, Umesh Sharma, Thomas OToole & Mervi Kaukko. (2022) Breaking down the walls of the ‘Ivory Tower’: critical reflections on how co-teaching partnerships can bridge the gap between inclusive education theory and practice. Teachers and Teaching 28:4, pages 475-495.
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Talya Drescher & Ya-Chih Chang. (2022) Benefits of collaborative teaching models in teacher education programs: Sharing disability knowledge and promoting inclusion. Teacher Development 26:2, pages 151-165.
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Aysegul Avsar Tuncay & Aydin Kizilaslan. (2022) Pre-service teachers’ sentiments, attitudes and concerns about inclusive education in Turkey. European Journal of Special Needs Education 37:2, pages 309-322.
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Vincent Bernier, Nancy Gaudreau & Line Massé. (2022) Teachers’ attitudes in classroom management as perceived by pupils with social, emotional and behavioural difficulties. Emotional and Behavioural Difficulties 27:1, pages 58-71.
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Carla Bohndick, Natalie Ehrhardt-Madapathi, Susanne Weis, Tanja Lischetzke & Manfred Schmitt. (2022) Pre-service teachers’ attitudes towards inclusion and their relationships to personality traits and learning opportunities. European Journal of Special Needs Education 37:1, pages 146-155.
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Elizabeth Walton, Suzanne Carrington, Beth Saggers, Chris Edwards & Wacango Kimani. (2022) What matters in learning communities for inclusive education: a cross-case analysis. Professional Development in Education 48:1, pages 134-148.
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David Pérez-Castejón & María Begoña Vigo-Arrazola. (2021) Investigating the education of preservice teachers for inclusive education: meta-ethnography. European Journal of Teacher Education 0:0, pages 1-18.
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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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Amanda Gutierrez & Sarah Nailer. (2021) Pre-service teachers’ professional becoming in an extended professional experience partnership programme. Asia-Pacific Journal of Teacher Education 49:5, pages 517-532.
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Caroline Sahli Lozano, Umesh Sharma & Sergej Wüthrich. (2021) A comparison of Australian and Swiss secondary school teachers’ attitudes, concerns, self-efficacy, and intentions to teach in inclusive classrooms: does the context matter?. International Journal of Inclusive Education 0:0, pages 1-19.
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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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Karolien Keppens, Els Consuegra & Ruben Vanderlinde. (2021) Exploring student teachers’ professional vision of inclusive classrooms in primary education. International Journal of Inclusive Education 25:9, pages 1091-1107.
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Rafael Carballo, Beatriz Morgado & M. Dolores Cortés-Vega. (2021) Transforming faculty conceptions of disability and inclusive education through a training programme. International Journal of Inclusive Education 25:7, pages 843-859.
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Christopher Lanterman, Adam B. Lockwood, Karen Sealander, Shannon Winans & Michelle Novelli. (2021) Expanding the gaze and moving the needle: Inclusion for students with EBD. Preventing School Failure: Alternative Education for Children and Youth 65:3, pages 185-193.
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Ka Man Li & Rebecca Y. M. Cheung. (2021) Pre-service Teachers’ Self-efficacy in Implementing Inclusive Education in Hong Kong: The Roles of Attitudes, Sentiments, and Concerns. International Journal of Disability, Development and Education 68:2, pages 259-269.
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Tsediso Michael Makoelle & Valeriya Burmistrova. (2021) Teacher education and inclusive education in Kazakhstan. International Journal of Inclusive Education 0:0, pages 1-17.
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Lauren Tristani, Jennifer Tomasone, Heather Gainforth & Rebecca Bassett-Gunter. (2021) Taking Steps to Inclusion: A Content Analysis of a Resource Aimed to Support Teachers in Delivering Inclusive Physical Education. International Journal of Disability, Development and Education 68:1, pages 116-135.
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Joshua D. Bittinger, Ryan S. Wells & Ezekiel W. Kimball. (2021) STEM Career Aspirations for High School Students with Individualized Education Programs. The Educational Forum 85:1, pages 49-62.
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Julia Gigante & Linda Gilmore. (2020) Australian preservice teachers’ attitudes and perceived efficacy for teaching in inclusive classrooms. International Journal of Inclusive Education 24:14, pages 1568-1577.
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Paul Kwame Butakor, Ernest Ampadu & Saratu Jenepha Suleiman. (2020) Analysis of Ghanaian teachers’ attitudes toward inclusive education. International Journal of Inclusive Education 24:11, pages 1237-1252.
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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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Pablo Mónico, Anthony Kofi Mensah, Matthias Grünke, Trinidad Garcia, Estrella Fernández & Celestino Rodríguez. (2020) Teacher knowledge and attitudes towards inclusion: a cross-cultural study in Ghana, Germany and Spain. International Journal of Inclusive Education 24:5, pages 527-543.
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Elke Emmers, Dieter Baeyens & Katja Petry. (2020) Attitudes and self-efficacy of teachers towards inclusion in higher education. European Journal of Special Needs Education 35:2, pages 139-153.
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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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María-Jesús Colmenero, María-Carmen Pegalajar & Antonio Pantoja. (2019) Teachers’ perception of inclusive teaching practices for students with severe permanent disabilities / Percepción del profesorado sobre prácticas docentes inclusivas en alumnado con discapacidades graves y permanentes. Culture and Education 31:3, pages 542-575.
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John Ravenscroft, John Davis, Mert Bilgin & Kerry Wazni. (2019) Factors that influence elementary school teachers’ attitudes towards inclusion of visually impaired children in Turkey. Disability & Society 34:4, pages 629-656.
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Franziska Lautenbach & Anke Heyder. (2019) Changing attitudes to inclusion in preservice teacher education: a systematic review. Educational Research 61:2, pages 231-253.
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Joanna Nijakowska. (2019) Foreign language teachers’ preparedness to cater for special educational needs of learners with dyslexia: a conceptual framework. European Journal of Special Needs Education 34:2, pages 189-203.
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Alex Owen. (2019) Diversity gain? An exploration of inclusive and exclusive perceptions in early years settings in England. Early Child Development and Care 189:3, pages 476-487.
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Maja Kuronja, Branka Čagran & Majda Schmidt Krajnc. (2019) Teachers’ sense of efficacy in their work with pupils with learning, emotional and behavioural difficulties. Emotional and Behavioural Difficulties 24:1, pages 36-49.
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Angela Page, Christopher Boyle, Kathy McKay & Sofia Mavropoulou. (2019) Teacher perceptions of inclusive education in the Cook Islands. Asia-Pacific Journal of Teacher Education 47:1, pages 81-94.
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Sarah Lisa Hopkins, Penny Norma Round & Karen Dawn Barley. (2018) Preparing beginning teachers for inclusion: designing and assessing supplementary fieldwork experiences. Teachers and Teaching 24:8, pages 915-930.
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Susanne Miesera & Markus Gebhardt. (2018) Inclusive vocational schools in Canada and Germany. A comparison of vocational pre-service teachers′ attitudes, self-efficacy and experiences towards inclusive education. European Journal of Special Needs Education 33:5, pages 707-722.
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Vitor Teixeira, Ana Correia, Elisa Monteiro, Angus C.H. Kuok & Chris Forlin. (2018) Placement, inclusion, law and teachers’ perceptions in Macao’s schools. International Journal of Inclusive Education 22:9, pages 1014-1032.
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Elizabeth Walton. (2018) Inclusive education in the academy: pedagogical and political imperatives in a master’s course. International Journal of Inclusive Education 22:8, pages 856-869.
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Umesh Sharma, Paola Aiello, Erika Marie Pace, Penny Round & Pearl Subban. (2018) In-service teachers’ attitudes, concerns, efficacy and intentions to teach in inclusive classrooms: an international comparison of Australian and Italian teachers. European Journal of Special Needs Education 33:3, pages 437-446.
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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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Hui Min Low, Lay Wah Lee & Aznan Che Ahmad. (2018) Pre-service teachers’ attitude towards inclusive education for students with Autism Spectrum Disorder in Malaysia. International Journal of Inclusive Education 22:3, pages 235-251.
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Florian Kiuppis. (2018) Inclusion in sport: disability and participation. Sport in Society 21:1, pages 4-21.
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Marianna Chrysostomou & Simoni Symeonidou. (2017) Education for disability equality through disabled people’s life stories and narratives: working and learning together in a school-based professional development programme for inclusion. European Journal of Special Needs Education 32:4, pages 572-585.
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Hannah Overton, Alison Wrench & Robyne Garrett. (2017) Pedagogies for inclusion of junior primary students with disabilities in PE. Physical Education and Sport Pedagogy 22:4, pages 414-426.
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Christa S. Bialka. (2017) Fortifying the Foundation: Tools for Addressing Disability Within the Multicultural Classroom. Multicultural Perspectives 19:3, pages 172-177.
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Claes Nilholm & Kerstin Göransson. (2017) What is meant by inclusion? An analysis of European and North American journal articles with high impact. European Journal of Special Needs Education 32:3, pages 437-451.
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Robyn Bentley-Williams, Christine Grima-Farrell, Janette Long & Cath Laws. (2017) Collaborative Partnership: Developing Pre-service Teachers as Inclusive Practitioners to Support Students with Disabilities. International Journal of Disability, Development and Education 64:3, pages 270-282.
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Pearl Subban & Dikeledi Mahlo. (2017) 'My attitude, my responsibility‘ Investigating the attitudes and intentions of pre-service teachers toward inclusive education between teacher preparation cohorts in Melbourne and Pretoria. International Journal of Inclusive Education 21:4, pages 441-461.
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Simoni Symeonidou. (2017) Initial teacher education for inclusion: a review of the literature. Disability & Society 32:3, pages 401-422.
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Bi Ying Hu, Hui Ping Wu, Xue Yun Su & Sherron Killingsworth Roberts. (2017) An examination of Chinese preservice and inservice early childhood teachers’ perspectives on the importance and feasibility of the implementation of key characteristics of quality inclusion. International Journal of Inclusive Education 21:2, pages 187-204.
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Tawanda Majoko. (2016) Inclusion in early childhood education: pre-service teachers voices. Early Child Development and Care 186:11, pages 1859-1872.
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Srikala Naraian. (2016) Inclusive education complexly defined for teacher preparation: the significance and uses of error. International Journal of Inclusive Education 20:9, pages 946-961.
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Barbara Ruben, Nicole Rigelman & Matthew McParker. (2016) Analysis of Stakeholder Perceptions of a Clinical Model Involving Co-Teaching and Extended-Field Experiences in an Inclusive Middle-Grades Setting. RMLE Online 39:6, pages 1-18.
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Maria Markova, Ineke Pit-Ten Cate, Sabine Krolak-Schwerdt & Sabine Glock. (2016) Preservice Teachers' Attitudes Toward Inclusion and Toward Students with Special Educational Needs from Different Ethnic Backgrounds. The Journal of Experimental Education 84:3, pages 554-578.
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Alison Ekins, Hannu Savolainen & Petra Engelbrecht. (2016) An analysis of English teachers’ self-efficacy in relation to SEN and disability and its implications in a changing SEN policy context. European Journal of Special Needs Education 31:2, pages 236-249.
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Umesh Sharma & Anthony Nuttal. (2016) The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion. Asia-Pacific Journal of Teacher Education 44:2, pages 142-155.
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Lay See Yeo, Wan Har Chong, Maureen F. Neihart & Vivien S. Huan. (2016) Teachers’ experience with inclusive education in Singapore. Asia Pacific Journal of Education 36:sup1, pages 69-83.
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Anastasia G. Stamou, Anastasia Alevriadou & Fenia Soufla. (2016) Representations of disability from the perspective of people with disabilities and their families: a critical discourse analysis of disability groups on Facebook. Scandinavian Journal of Disability Research 18:1, pages 1-16.
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Tim Loreman, Donna McGhie-Richmond, Alla Kolupayeva, Oksana Taranchenko, Dymtro Mazin, Cheryl Crocker & Roman Petryshyn. (2016) A Canada-Ukraine collaborative initiative for introducing inclusive education for children with disabilities in Ukraine: participant perspectives. School Effectiveness and School Improvement 27:1, pages 24-44.
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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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Christina Yuknis. (2015) Attitudes of Pre-service Teachers Toward Inclusion for Students Who Are Deaf. Deafness & Education International 17:4, pages 183-193.
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Jake Hoskin, Christopher Boyle & Joanna Anderson. (2015) Inclusive education in pre-schools: predictors of pre-service teacher attitudes in Australia. Teachers and Teaching 21:8, pages 974-989.
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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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Meenakshi Srivastava, Anke A. de Boer & Sip Jan Pijl. (2015) Know How to Teach Me… Evaluating the Effects of an In-Service Training Program for Regular School Teachers Toward Inclusive Education. International Journal of School & Educational Psychology 3:4, pages 219-230.
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Nimet Bülbin Sucuoğlu, Hatice Bakkaloğlu, Selma Akalin, Şeyda Demir & Fadime İşcen-Karasu. (2015) The Effects of the Preschool Inclusion Program on Teacher Outcomes in Turkey. Journal of Early Childhood Teacher Education 36:4, pages 324-341.
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Angela Genova. (2015) Barriers to inclusive education in Greece, Spain and Lithuania: results from emancipatory disability research. Disability & Society 30:7, pages 1042-1054.
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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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Mojca Peček & Sunčica Macura-Milovanović. (2015) Do admission criteria for teacher education institutions matter? A comparative study on beliefs of student teachers from Serbia and Slovenia about inclusive practices. Teachers and Teaching 21:3, pages 260-276.
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Dragana Galović, Branislav Brojčin & Nenad Glumbić. (2014) The attitudes of teachers towards inclusive education in Vojvodina. International Journal of Inclusive Education 18:12, pages 1262-1282.
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Elizabeth Walton & Lee Rusznyak. (2014) Affordances and limitations of a special school practicum as a means to prepare pre-service teachers for inclusive education. International Journal of Inclusive Education 18:9, pages 957-974.
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Chris Forlin, Umesh Sharma & Tim Loreman. (2014) Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong. International Journal of Inclusive Education 18:7, pages 718-730.
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Jake Kraska & Christopher Boyle. (2014) Attitudes of preschool and primary school pre-service teachers towards inclusive education. Asia-Pacific Journal of Teacher Education 42:3, pages 228-246.
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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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Linda Varcoe & Christopher Boyle. (2014) Pre-service primary teachers’ attitudes towards inclusive education. Educational Psychology 34:3, pages 323-337.
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Leah K. Moreau. (2014) Who’s Really Struggling?: Middle School Teachers’ Perceptions of Struggling Readers. RMLE Online 37:10, pages 1-17.
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Julie Lancaster & Greg Auhl. (2013) Encouraging Pattern Language Development in a Pre-service Inclusive Education Course: A Comparative Study. International Journal of Disability, Development and Education 60:4, pages 363-381.
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Silvia Romero-Contreras, Ismael Garcia-Cedillo, Chris Forlin & Karla Abril Lomelí-Hernández. (2013) Preparing teachers for inclusion in Mexico: how effective is this process?. Journal of Education for Teaching 39:5, pages 509-522.
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Michael Shevlin, Eileen Winter & Paula Flynn. (2013) Developing inclusive practice: teacher perceptions of opportunities and constraints in the Republic of Ireland. International Journal of Inclusive Education 17:10, pages 1119-1133.
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Kathy Cologon. (2012) Confidence in their own ability: postgraduate early childhood students examining their attitudes towards inclusive education. International Journal of Inclusive Education 16:11, pages 1155-1173.
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Kristine Black-Hawkins & Lani Florian. (2012) Classroom teachers’ craft knowledge of their inclusive practice. Teachers and Teaching 18:5, pages 567-584.
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Faridah
Serajul Haq & Lawrence Mundia. (2012) Comparison of Brunei Preservice Student Teachers’ Attitudes to Inclusive Education and Specific Disabilities: Implications for Teacher Education. The Journal of Educational Research 105:5, pages 366-374.
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KristineD. Swain, PhilipD. Nordness & ElizabethM. Leader-Janssen. (2012) Changes in Preservice Teacher Attitudes Toward Inclusion. Preventing School Failure: Alternative Education for Children and Youth 56:2, pages 75-81.
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Sascha Hein, Mandy Grumm & Michael Fingerle. (2011) Is contact with people with disabilities a guarantee for positive implicit and explicit attitudes?. European Journal of Special Needs Education 26:4, pages 509-522.
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Lani Florian & Kristine Black-Hawkins. (2011) Exploring inclusive pedagogy. British Educational Research Journal 37:5, pages 813-828.
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Chris Forlin & Dianne Chambers. (2011) Teacher preparation for inclusive education: increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education 39:1, pages 17-32.
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Julie Lancaster & Alan Bain. (2010) The design of pre-service inclusive education courses and their effects on self-efficacy: a comparative study. Asia-Pacific Journal of Teacher Education 38:2, pages 117-128.
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Katrina Arndt & Jeffrey Liles. (2010) Preservice Teachers' Perceptions of Coteaching: A Qualitative Study. Action in Teacher Education 32:1, pages 15-25.
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Kajsa Jerlinder, Berth Danermark & Peter Gill. (2010) Swedish primary‐school teachers’ attitudes to inclusion – the case of PE and pupils with physical disabilities. European Journal of Special Needs Education 25:1, pages 45-57.
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Marina Nikolaevna Kleimenova, Elena Viktorovna Timofeeva, Tatiana Alexandrovna Kosacheva, Evgeny Ivanovich Sheenko & Yulia Anatolyevna Bakhmutskaya. (2022) Structuring of Problematic Situations in Teachers’ Activities When Organising Physical Education in Inclusive Conditions. Pedagogy. Theory & Practice Педагогика. Вопросы теории и практики Pedagogy. Issues of Theory and Practice Pedagogy. Theory and Practice 7:3, pages 335-342.
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Anugamini Priya Srivastava, Sonal Shree & Sucheta Agarwal. (2022) Does authentic leadership develop inclusive classrooms: a model examination?. International Journal of Educational Management 36:4, pages 495-514.
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