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International Journal of Disability, Development and Education Volume 66, 2019 - Issue 4
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Article

Assessing Teacher Opinion on the Inclusion of Children with Social, Emotional and Behavioural Difficulties into Mainstream School Classes

Kristie HindDepartment of Psychology, Nottingham Trent University, Nottingham, UK
,
Rebecca LarkinDepartment of Psychology, Nottingham Trent University, Nottingham, UKCorrespondence[email protected]
&
Andrew K. DunnDepartment of Psychology, Nottingham Trent University, Nottingham, UK
Pages 424-437 | Published online: 09 May 2018

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Read on this site (4)

Michael Jopling & David Zimmermann. (2023) Exploring vulnerability from teachers’ and young people’s perspectives in school contexts in England and Germany. Research Papers in Education 38:5, pages 828-845.
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Kera B. Ackerman, Todd Whitney & Mark D. Samudre. (2023) The effectiveness of a peer coaching intervention on co-teachers’ use of high leverage practices. Preventing School Failure: Alternative Education for Children and Youth 67:1, pages 27-38.
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Kristian Øen & Rune Johan Krumsvik. (2022) Teachers’ attitudes to inclusion regarding challenging behaviour. European Journal of Special Needs Education 37:3, pages 417-431.
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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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Articles from other publishers (10)

Lars Dietrich, Susanne Jurkowski, Nicola-Hans Schwarzer & David Zimmermann. (2023) The role of teachers in the bullying involvement of students with emotional and behavioral difficulties. Teaching and Teacher Education 135, pages 104311.
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Kristian Øen, Rune Johan Krumsvik & Øystein Olav Skaar. (2023) Inclusion in the heat of the moment: Balancing participation and mastery. Frontiers in Education 8.
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Jérôme Clerc, Kamilla Khamzina & Caroline Desombre. (2023) To identify and limit the risks of neglect in orphaned students: Can France manage it?. New Ideas in Psychology 68, pages 100981.
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Jaroslava Simonová, Jan Vyhnálek, Dominik Dvořák & Jana Straková. (2021) Implicit Sense of Academic Futility: An Unexpected Burden From Lower Secondary Education. Education and Urban Society 54:9, pages 1120-1142.
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Fátima Rosado-Castellano, Susana Sánchez-Herrera, Lucía Pérez-Vera & María Jesús Fernández-Sánchez. (2022) Inclusive Education as a Tool of Promoting Quality in Education: Teachers’ Perception of the Educational Inclusion of Students with Disabilities. Education Sciences 12:7, pages 471.
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Kamilla Khamzina, Mickaël Jury, Edwige Ducreux & Caroline Desombre. (2021) The conflict between inclusive education and the selection function of schools in the minds of French teachers. Teaching and Teacher Education 106, pages 103454.
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Mickaël Jury, Anne-Laure Perrin, Odile Rohmer & Caroline Desombre. (2021) Attitudes Toward Inclusive Education: An Exploration of the Interaction Between Teachers’ Status and Students’ Type of Disability Within the French Context. Frontiers in Education 6.
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Mhairi C. Beaton, Stephanie Thomson, Sarah Cornelius, Rachel Lofthouse, Quinta Kools & Susanne Huber. (2021) Conceptualising Teacher Education for Inclusion: Lessons for the Professional Learning of Educators from Transnational and Cross-Sector Perspectives. Sustainability 13:4, pages 2167.
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Line Massé, Marie-France Nadeau, Claudia Verret, Nancy Gaudreau & Jeanne Lagacé-Leblanc. (2020) Facteurs influençant les attitudes des enseignant·e·s québécois·es envers l’intégration des élèves présentant des difficultés comportementales. Revue des sciences de l’éducation 46:1, pages 41-63.
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Ciara Brady, Ainsley McLarty & Rebecca Rankin. (2020) A systematic review of practitioners’ perceptions of supporting inclusion in a UK mainstream primary context. Educational Psychology in Scotland 20:1, pages 76-83.
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