Citations (49)
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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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Judith McKenzie, Jane Kelly, Trevor Moodley & Sindiswa Stofile. (2023) Reconceptualising teacher education for teachers of learners with severe to profound disabilities. International Journal of Inclusive Education 27:2, pages 205-220.
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Elisabeth Kutscher & Bephyer Parey. (2022) A scoping review of mixed methods rigour in inclusive education: application of the Rigorous Mixed Methods Framework. International Journal of Inclusive Education 0:0, pages 1-16.
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Anel McDowell & Juan Bornman. (2022) Using key-word signing to support learners in South African schools: a study of teachers’ perceptions. Augmentative and Alternative Communication 38:2, pages 106-122.
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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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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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Michael A. Gottfried. (2018) Teacher's aides in kindergarten: Effects on achievement for students with disabilities. The Journal of Educational Research 111:5, pages 620-630.
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Emma Louise McKinney & Leslie Swartz. (2016) Life in Special Schools in South Africa: Voices of Former Students. International Journal of Disability, Development and Education 63:3, pages 309-321.
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John O'Rourke. (2015) Inclusive schooling: if it's so good – why is it so hard to sell?. International Journal of Inclusive Education 19:5, pages 530-546.
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Dana K. Donohue & Juan Bornman. (2015) South African Teachers’ Attitudes toward the Inclusion of Learners with Different Abilities in Mainstream Classrooms. International Journal of Disability, Development and Education 62:1, pages 42-59.
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Rachel Sermier Dessemontet, Diane Morin & Anne G. Crocker. (2014) Exploring the Relations between In-service Training, Prior Contacts and Teachers’ Attitudes towards Persons with Intellectual Disability. International Journal of Disability, Development and Education 61:1, pages 16-26.
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Juan Bornman & Dana
K. Donohue. (2013) South African Teachers’ Attitudes toward Learners with Barriers to Learning: Attention-deficit and hyperactivity disorder and little or no functional speech. International Journal of Disability, Development and Education 60:2, pages 85-104.
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Thelma de Jager. (2013) Guidelines to assist the implementation of differentiated learning activities in South African secondary schools. International Journal of Inclusive Education 17:1, pages 80-94.
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Zaakirah Mohamed & Sumaya Laher. (2012) Exploring foundation phase school teachers’ perceptions of learning difficulties in two Johannesburg schools. Journal of Child & Adolescent Mental Health 24:2, pages 133-147.
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Sulochini Pather. (2011) Evidence on inclusion and support for learners with disabilities in mainstream schools in South Africa: off the policy radar?. International Journal of Inclusive Education 15:10, pages 1103-1117.
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James Urwick & Julian Elliott. (2010) International orthodoxy versus national realities: inclusive schooling and the education of children with disabilities in Lesotho. Comparative Education 46:2, pages 137-150.
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Hsin‐Hui Huang & KarenE. Diamond. (2009) Early Childhood Teachers' Ideas about Including Children with Disabilities in Programmes Designed for Typically Developing Children. International Journal of Disability, Development and Education 56:2, pages 169-182.
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Estelle Swart & Marietjie Oswald. (2008) How teachers navigate their learning in developing inclusive learning communities. Education as Change 12:2, pages 91-108.
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Chris Forlin, Margaret Keen & Emma Barrett. (2008) The Concerns of Mainstream Teachers: Coping with inclusivity in an Australian context. International Journal of Disability, Development and Education 55:3, pages 251-264.
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Irma Eloff & L.K. Kgwete. (2007) South African Teachers' Voices on Support in Inclusive Education. Childhood Education 83:6, pages 351-355.
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Articles from other publishers (29)
Andrew Boyle, Sam Abdulla, Anna Odrowąż-Coates, Jude Tah, Julien Kiss, Rolf Magnus Grung, Margareta Ahlström & Lynne Marsh. (2023) Supporting the social inclusion of children and young adults with IDD and psychiatric comorbidities: Autobiographical narratives of practitioners and academics from Europe. Society Register 7:2, pages 33-48.
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Seliane Masana & Rantsie Kgothule. (2022) Teaching learners with learning disabilities in inclusive classrooms: Challenges and possible solutions. International Journal of Research in Business and Social Science (2147- 4478) 11:8, pages 367-375.
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Elisa Genovesi, Cecilia Jakobsson, Lena Nugent, Charlotte Hanlon & Rosa A Hoekstra. (2022) Stakeholder experiences, attitudes and perspectives on inclusive education for children with developmental disabilities in sub-Saharan Africa: A systematic review of qualitative studies. Autism 26:7, pages 1606-1625.
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D. Sh. Yussupova & M. M. Issabayev. (2022) ATTITUDES OF TEACHERS TOWARD INCLUSIVE EDUCATION IN KAZAKHSTAN: THE CASE OF MAINSTREAM SCHOOLS IN ALMATY. Central Asian Economic Review:5, pages 76-89.
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Ilaria Di Maggio, Maria Cristina Ginevra & Laura Nota. (2021) The Role of Psychological Capital in Human Service Professionals’ Work Experiences. European Journal of Investigation in Health, Psychology and Education 11:3, pages 639-648.
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Yasemin DOĞAN & Salih CAKMAK. (2021) EK DESTEĞE İHTİYACI OLAN ÇOCUKLARA ÖZ BAKIM BECERİLERİNİN ÖĞRETİMİNDE ÖĞRETMEN EĞİTİM PROGRAMININ ETKİLİLİĞİ. Milli Eğitim Dergisi 50:230, pages 95-118.
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İsmail KİNAY, Sedef SÜER & Özlem ALTINDAĞ KUMAŞ. (2021) INVESTIGATING RELATIONSHİP BETWEEN TEACHERS’ PSYCHOLOGICAL RESILIENCE AND STUDENT RELATED SOCIAL STRESSINVESTIGATING RELATIONSHİP BETWEEN TEACHERS’ PSYCHOLOGICAL RESILIENCE AND STUDENT RELATED SOCIAL STRESS. Elektronik Sosyal Bilimler Dergisi 20:77, pages 121-133.
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Timo Saloviita & Eija Pakarinen. (2021) Teacher burnout explained: Teacher-, student-, and organisation-level variables. Teaching and Teacher Education 97, pages 103221.
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Amarachi J. Yoro, Jean V. Fourie & Martyn van der Merwe. (2020) Learning support strategies for learners with neurodevelopmental disorders: Perspectives of recently qualified teachers. African Journal of Disability 9.
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Bonnie Brittle. (2020) Coping strategies and burnout in staff working with students with special educational needs and disabilities. Teaching and Teacher Education 87, pages 102937.
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Brianna Joseph, Kelly B. Kearney & Cynthia L. Wilson. (2019) The Role of Educational Leaders: A Case for Inclusion in Institutions of Higher Education. Journal of Cases in Educational Leadership 22:3, pages 3-15.
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Fiona Gorrie, Karen Goodall, Robert Rush & John Ravenscroft. (2019) Towards population screening for Cerebral Visual Impairment: Validity of the Five Questions and the CVI Questionnaire. PLOS ONE 14:3, pages e0214290.
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Michael A. Gottfried & Arya Ansari. (2019) Raising the bar: Teaching kindergartners with emotional and behavioral disabilities and teachers’ readiness expectations. Early Childhood Research Quarterly 48, pages 75-83.
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Susanna M. Boshoff, Johan C. Potgieter, Susanna M. Ellis, Kobus Mentz & Leoné Malan. (2018) Validation of the Teacher Stress Inventory (TSI) in a multicultural context: The SABPA study. South African Journal of Education 38:Supplement 2, pages 1-13.
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Charlotte Capri, Lameze Abrahams, Judith McKenzie, Ockert Coetzee, Siyabulela Mkabile, Manuel Saptouw, Andrew Hooper, Peter Smith, Colleen Adnams & Leslie Swartz. (2018) Intellectual disability rights and inclusive citizenship in South Africa: What can a scoping review tell us?. African Journal of Disability 7.
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Valérie Benoit & Marjorie Valls. (2019) Mesurer les attitudes des enseignants vis-à-vis de l’intégration scolaire : qualités psychométriques de la version française de l’échelle Opinions Relative to Integration of Students with Disabilities (ORI) : Opinions relatives à l’intégration d’élèves ayant des besoins éducatifs particuliers (ORI-f). Mesure et évaluation en éducation 41:3, pages 1-29.
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Petronella De Jager & Janet Condy. (2017) The influence of executive function challenges on the behavioural adaptation of one learner with autism spectrum disorder. South African Journal of Childhood Education 7:1, pages 11.
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Soonyoung Hwang. (2008) Identifying Regular Class Teachers’ Stressors to integration for EBD Students. The Journal of Special Children Education 10:4, pages 247-263.
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Simon Gibbs. (2007) Teachers’ perceptions of efficacy: Beliefs that may support inclusion or segregation. Educational and Child Psychology 24:3, pages 47-53.
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