Citations (109)
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Angela Page, Jo Anderson & Jennifer Charteris. (2023) Including students with disabilities in innovative learning environments: a model for inclusive practices. International Journal of Inclusive Education 27:14, pages 1696-1711.
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Giampiero Tarantino & Ross D. Neville. (2023) Inclusion of children with disabilities and special educational needs in physical education: an exploratory study of factors associated with Irish teachers’ attitudes, self-efficacy, and school context. Irish Educational Studies 42:4, pages 487-505.
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Hsin-Luen Tsai & Jia-Fen Wu. (2023) Bibliometric Analysis of Worldwide Trends in Inclusive Education Publications on the Web of Science (WoS) Database (1999 ~ 2018). International Journal of Disability, Development and Education 0:0, pages 1-24.
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Marta Aparicio Puerta & M. Tamara Polo Sánchez. (2023) Attitudes Toward Disability in Early Childhood Education: A Methodological Review. Exceptionality 31:4, pages 241-257.
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Angela Page, Joanna Anderson & Jennifer Charteris. (2023) Teachers working with students with high and very high needs and their perceptions of Innovative Learning Environments. Asia Pacific Journal of Education 43:3, pages 895-911.
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Donika Koliqi & Naser Zabeli. (2022) Variables affecting the attitudes of teachers’ towards inclusive education in Kosovo. Cogent Education 9:1.
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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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Wing Sze Emily Chow & Umesh Sharma. (2022) Are in-service teachers supported in Hong Kong? Teachers’ perceived support needs in the implementation of inclusive education. International Journal of Inclusive Education 0:0, pages 1-17.
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Christopher Boyle, Shane Costello, Joanna Anderson, Kim Collett, Angela Page & Kelly-Ann Allen. (2022) Further development of the Teacher Attitudes to Inclusion Scale: principal components and Rasch analysis. International Journal of Inclusive Education 0:0, pages 1-16.
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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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Laura Sokal & Umesh Sharma. (2022) How effective is online pre-service teacher education for inclusion when compared to face-to-face delivery?. International Journal of Inclusive Education 0:0, pages 1-15.
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Lidon Moliner & Francisco Alegre. (2022) Attitudes, beliefs and knowledge of mathematics teachers regarding peer tutoring. European Journal of Teacher Education 45:1, pages 93-112.
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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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Rinchen Dorji, Jeff Bailey, David Paterson, Lorraine Graham & Judith Miller. (2021) Bhutanese teachers’ attitudes towards inclusive education. International Journal of Inclusive Education 25:5, pages 545-564.
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Michele L. Stites, Heather L. Walter & Jacqueline G. Krikorian. (2021) These aren’t the kids I signed up for: the lived experience of general education, early childhood preservice teachers in classrooms for children with special needs. Journal of Early Childhood Teacher Education 42:1, pages 1-19.
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Ahmed Bawa Kuyini, Ishaverlal (Ishwar) Desai & Umesh Sharma. (2020) Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana. International Journal of Inclusive Education 24:14, pages 1509-1526.
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Deanna C. Friesen & Doris Cunning. (2020) Making explicit pre-service teachers’ implicit beliefs about inclusive education. International Journal of Inclusive Education 24:14, pages 1494-1508.
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Donald Maciver, Cathleen Hunter, Amanda Adamson, Zoe Grayson, Kirsty Forsyth & Iona McLeod. (2020) Development and Implementation of the CIRCLE Framework. International Journal of Disability, Development and Education 67:6, pages 608-629.
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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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Lisa Stevens & Gerald Wurf. (2020) Perceptions of inclusive education: A mixed methods investigation of parental attitudes in three Australian primary schools. International Journal of Inclusive Education 24:4, pages 351-365.
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Otilia Clipa, Liliana Mata & Iuliana Lazar. (2020) Measuring In-Service Teachers’ Attitudes Towards Inclusive Education. International Journal of Disability, Development and Education 67:2, pages 135-150.
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Timo Saloviita. (2020) Attitudes of Teachers Towards Inclusive Education in Finland. Scandinavian Journal of Educational Research 64:2, pages 270-282.
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Christiana Okyere, Heather Michelle Aldersey, Rosemary Lysaght & Surajo Kamilu Sulaiman. (2019) Implementation of inclusive education for children with intellectual and developmental disabilities in African countries: a scoping review. Disability and Rehabilitation 41:21, pages 2578-2595.
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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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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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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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Donald Maciver, Cathleen Hunter, Amanda Adamson, Zoe Grayson, Kirsty Forsyth & Iona McLeod. (2018) Supporting successful inclusive practices for learners with disabilities in high schools: a multisite, mixed method collective case study. Disability and Rehabilitation 40:14, pages 1708-1717.
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Han Jiang & Stuart Woodcock. (2018) Attributional patterns towards students with and without learning disabilities: a comparison of pre- and in-service teachers in China. Educational Psychology 38:3, pages 286-304.
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Leda Kamenopoulou & Dawa Dukpa. (2018) Karma and human rights: Bhutanese teachers’ perspectives on inclusion and disability. International Journal of Inclusive Education 22:3, pages 323-338.
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Laura Boynton Hauerwas & Jennifer Mahon. (2018) Secondary teachers’ experiences with students with disabilities: examining the global landscape. International Journal of Inclusive Education 22:3, pages 306-322.
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Anna Maria Murdaca, Patrizia Oliva & Sebastiano Costa. (2018) Evaluating the perception of disability and the inclusive education of teachers: the Italian validation of the Sacie-R (Sentiments, Attitudes, and Concerns about Inclusive Education – Revised Scale). European Journal of Special Needs Education 33:1, pages 148-156.
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Susan Main, Dianne J. Chambers & Paulette Sarah. (2016) Supporting the transition to inclusive education: teachers’ attitudes to inclusion in the Seychelles. International Journal of Inclusive Education 20:12, pages 1270-1285.
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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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Leda Kamenopoulou, Jorun Buli-Holmberg & Jan Siska. (2016) An exploration of student teachers’ perspectives at the start of a post-graduate master's programme on inclusive and special education. International Journal of Inclusive Education 20:7, pages 743-755.
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Penny N. Round, Pearl K. Subban & Umesh Sharma. (2016) ‘I don't have time to be this busy.’ Exploring the concerns of secondary school teachers towards inclusive education. International Journal of Inclusive Education 20:2, pages 185-198.
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Jacqueline Specht, Donna McGhie-Richmond, Tim Loreman, Pat Mirenda, Sheila Bennett, Tiffany Gallagher, Gabrielle Young, Jamie Metsala, Lynn Aylward, Jennifer Katz, Wanda Lyons, Scott Thompson & Sarah Cloutier. (2016) Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers. International Journal of Inclusive Education 20:1, pages 1-15.
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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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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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Wing Sze Emily Chow. (2023) Examining factors influencing teachers' intentions in implementing inclusive practices in Hong Kong classrooms. Journal of Research in Special Educational Needs.
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Christopher Boyle, Chris Barrell, Kelly-Ann Allen & Long She. (2023) Primary and secondary pre-service teachers’ attitudes towards inclusive education. Heliyon 9:11, pages e22328.
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Daysi Araceli Vargas Fernández & Yajaira Micaela Falcón Cruz. (2023) The attitude of teachers of English as a foreign language towards educational inclusion. Explorador Digital 7:3, pages 24-39.
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Christopher Boyle, Shane Costello & Kelly-Ann Allen. 2023. Research for Inclusive Quality Education. Research for Inclusive Quality Education
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Garyfalia Charitaki, Isidora Kourti, Jess L. Gregory, Mesut Ozturk, Zaleha Ismail, Anastasia Alevriadou, Spyridon-Georgios Soulis, Şehnaz Sakici & Can Demirel. (2022) Teachers’ Attitudes Towards Inclusive Education: a Cross-National Exploration. Trends in Psychology.
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Udeme Samuel Jacob & Jace Pillay. (2022) A comparative study of pre-service teachers’ knowledge and perceptions of, and attitudes toward, inclusive education. Frontiers in Education 7.
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Heidi Flavian & Eran Uziely. (2022) Determinants of teachers’ attitudes toward inclusion of pupils with attention deficit hyperactivity disorder: The role of teacher education. Frontiers in Education 7.
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Damene MatsanaDawit NegassaYilfashewa SeyoumAsmerom Tekle. (2022) Effects of Demographic Characteristics on Facilitators’ Attitude and Engagement in Advocacy towards Inclusion of Adults with Disabilities in the Literacy Training Program in Gedeo Zone, Ethiopia. Journal of Education, Society & Multiculturalism 3:1, pages 34-49.
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Jorge Rojo-Ramos, Alejandro Vega-Muñoz, Nicolás Contreras-Barraza & Sabina Barrios-Fernandez. (2022) Female and Rural School Students Show More Positive Attitudes toward Disability during Physical Education Lessons. International Journal of Environmental Research and Public Health 19:10, pages 5881.
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Natalia Triviño-Amigo, Sabina Barrios-Fernandez, Carlos Mañanas-Iglesias, Jorge Carlos-Vivas, María Mendoza-Muñoz, José Carmelo Adsuar, Ángel Acevedo-Duque & Jorge Rojo-Ramos. (2022) Spanish Teachers’ Perceptions of Their Preparation for Inclusive Education: The Relationship between Age and Years of Teaching Experience. International Journal of Environmental Research and Public Health 19:9, pages 5750.
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Eleni Dimitrellou & Dawn Male. (2022) Creating inclusive schools: a self‐review tool for educational practitioners. Support for Learning 37:2, pages 263-284.
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Geraldine Scanlon, Snezhana Radeva, Vasiliki Pitsia, Conor Maguire & Silvia Nikolaeva. (2022) Attitudes of teachers in Bulgarian kindergartens towards inclusive education. Teaching and Teacher Education 112, pages 103650.
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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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Claudia Menge, Thorsten Euler & Hildegard Schaeper. (2021) Überzeugungen und Selbstwirksamkeitserwartungen zum inklusiven Unterricht bei (angehenden) Lehrkräften: der Einfluss von LerngelegenheitenBeliefs and perceived self-efficacy of (prospective) teachers regarding inclusive education: the effect of learning opportunities. Zeitschrift für Erziehungswissenschaft 24:6, pages 1283-1308.
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Umesh Sharma, Laura Sokal, Mian Wang & Tim Loreman. (2021) Measuring the use of inclusive practices among pre-service educators: A multi-national study. Teaching and Teacher Education 107, pages 103506.
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Andre Rowan & Mokgadi Moletsane. (2021) Nature and Determinants of Educators’ Attitudes toward Teaching Special Needs Learners in a School of Skills. International Journal of Studies in Psychology 1:2, pages 21-32.
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Christopher Boyle & Joanna Anderson. (2020) The justification for inclusive education in Australia. PROSPECTS 49:3-4, pages 203-217.
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Amy Dympna Nolan & Elizabeth Fraser Selkirk Hannah. (2019) Impact of training in Autism on inclusive practices. Advances in Autism 5:2, pages 94-106.
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Lisa Woolfson. (2018) Beyond formal assessment in inclusive classrooms: The complex relationship between teacher beliefs and teaching. Psychology of Education Review 42:2, pages 28-32.
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Lisa Woolfson. (2018) Beyond formal assessment in inclusive classrooms: The complex relationship between teacher beliefs and teaching. Psychology of Education Review 42:1, pages 28-32.
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Keith Young, Patricia Mannix McNamara & Barry Coughlan. (2017) Authentic inclusion-utopian thinking? – Irish post-primary teachers' perspectives of inclusive education. Teaching and Teacher Education 68, pages 1-11.
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Stuart Woodcock & Elizabeth Hitches. (2017) Potential or problem? An investigation of secondary school teachers’ attributions of the educational outcomes of students with specific learning difficulties. Annals of Dyslexia 67:3, pages 299-317.
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Tawanda Majoko. (2017) Practices That Support the Inclusion of Children With Autism Spectrum Disorder in Mainstream Early Childhood Education in Zimbabwe. SAGE Open 7:3, pages 215824401773038.
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Laura Marks. (2016) Playing to Learn: an overview of the Montessori Approach with pre-school children with Autism Spectrum Condition. Support for Learning 31:4, pages 313-328.
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Dominic Griffiths. (2016) Harry Potter and the paradox of the ‘expert’. Support for Learning 31:3, pages 202-207.
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Umesh Sharma & Laura Sokal. (2015) Can Teachers’ Self-Reported Efficacy, Concerns, and Attitudes Toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?. Australasian Journal of Special Education 40:1, pages 21-38.
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Ashwini Tiwari, Ajay Das & Manisha Sharma. (2015) Inclusive education a “rhetoric” or “reality”? Teachers' perspectives and beliefs. Teaching and Teacher Education 52, pages 128-136.
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Hamid Hassan Ahmed Elhassan, EldoodYousifEldood Ahmed & Abdul-alaziz Alasmari. (2015) THE INFLUENCES OF SOME VARIABLES ON ATTITUDES OF SPECIAL EDUCATION TEACHERS TOWARDS EDUCATING PUPILS WITH AUTISM IN REGULAR SETTINGS. International Journal of Research -GRANTHAALAYAH 3:10, pages 30-37.
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Fraser Lauchlan & Susan Greig. (2015)
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Laura O’Laughlin & Jane Clark Lindle. (2014) Principals as Political Agents in The Implementation of IDEA’s Least Restrictive Environment Mandate. Educational Policy 29:1, pages 140-161.
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Marco Maia Ferreira, Susana Agudo Prado & Javier Fombona Cadavieco. (2015) La Educación Inclusiva en Portugal y España: naturaleza y fundamentos. Magister 27:1, pages 44-50.
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Jennifer KurthJean Ann Foley. (2014) Reframing Teacher Education: Preparing Teachers for Inclusive Education. Inclusion 2:4, pages 286-300.
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Sarah Copfer & Jacqueline Specht. 2014. Measuring Inclusive Education. Measuring Inclusive Education
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Christopher Boyle & Stephen Heimans. 2014. Equality in Education. Equality in Education
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Mengkun Li & James Hall. (2018) Inclusive Education in Rural China: Teachers' Attitudes Matter. SSRN Electronic Journal.
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