Citations (79)
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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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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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Karma Jigyel, Judith Miller, Sofia Mavropoulou & Jeanette Berman. (2023) Expectations of Parents of Children with Disabilities in Bhutan Inclusive Schools. International Journal of Disability, Development and Education 70:3, pages 273-290.
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Chunxiao Li, Ngai Kiu Wong, Duo Liu & Ying Hwa Kee. (2022) Effects of Brief Mindfulness Meditation on Pre-service Teachers’ Attitudes towards Including Students with Autism: The Role of Basic Psychological Need Satisfaction. International Journal of Disability, Development and Education 69:6, pages 1859-1872.
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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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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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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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Stuart Woodcock & Garry Jones. (2020) Examining the interrelationship between teachers’ self-efficacy and their beliefs towards inclusive education for all. Teacher Development 24:4, pages 583-602.
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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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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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Elizabeth Walton & Lee Rusznyak. (2017) Choices in the Design of Inclusive Education Courses for Pre-service Teachers: The Case of a South African University. International Journal of Disability, Development and Education 64:3, pages 231-248.
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Sally Wai-Yan Wan. (2017) Differentiated instruction: are Hong Kong in-service teachers ready?. Teachers and Teaching 23:3, pages 284-311.
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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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Salih Rakap, Asiye Parlak-Rakap & Burak Aydin. (2016) Investigation and comparison of Turkish and American preschool teacher candidates’ attitudes towards inclusion of young children with disabilities. International Journal of Inclusive Education 20:11, pages 1223-1237.
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Chih Nuo Grace Chao, Chris Forlin & Fuk Chuen Ho. (2016) Improving teaching self-efficacy for teachers in inclusive classrooms in Hong Kong. International Journal of Inclusive Education 20:11, pages 1142-1154.
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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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Sally Wai-Yan Wan. (2016) Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs. Teachers and Teaching 22:2, pages 148-176.
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Kenneth K. Poon, Zijia Ng, Meng Ee Wong & Sarinajit Kaur. (2016) Factors associated with staff perceptions towards inclusive education in Singapore. Asia Pacific Journal of Education 36:sup1, pages 84-97.
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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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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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Michal Shani & Cathie Koss. (2015) Role perceptions of School Administration Team Members concerning inclusion of children with disabilities in elementary general schools in Israel. International Journal of Inclusive Education 19:1, pages 71-85.
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Thana Thaver & Levan Lim. (2014) Attitudes of pre-service mainstream teachers in Singapore towards people with disabilities and inclusive education. International Journal of Inclusive Education 18:10, pages 1038-1052.
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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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Christopher Rayner & Andrew Fluck. (2014) Pre-service teachers’ perceptions of simSchool as preparation for inclusive education: a pilot study. Asia-Pacific Journal of Teacher Education 42:3, pages 212-227.
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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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Zi Yan & Kuen-fung Sin. (2014) Inclusive education: teachers' intentions and behaviour analysed from the viewpoint of the theory of planned behaviour. International Journal of Inclusive Education 18:1, pages 72-85.
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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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Karen
E. Broomhead. (2013) ‘You cannot learn this from a book’; pre-service teachers developing empathy towards parents of children with Special Educational Needs (SEN) via parent stories. European Journal of Special Needs Education 28:2, pages 173-186.
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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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M.
Tariq Ahsan, Umesh Sharma & JoanneM. Deppeler. (2012) Challenges to prepare pre-service teachers for inclusive education in Bangladesh: beliefs of higher educational institutional heads. Asia Pacific Journal of Education 32:2, pages 241-257.
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Ming-tak Hue. (2012) Inclusion practices with Special Educational Needs students in a Hong Kong secondary school: teachers’ narratives from a school guidance perspective. British Journal of Guidance & Counselling 40:2, pages 143-156.
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Marietjie Oswald & Estelle Swart. (2011) Addressing South African Pre-service Teachers’ Sentiments, Attitudes and Concerns Regarding Inclusive Education. International Journal of Disability, Development and Education 58:4, pages 389-403.
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Lay
See Yeo, Maureen Neihart, Hui
Nee Tang, Wan
Har Chong & Vivien
S. Huan. (2011) An inclusion initiative in Singapore for preschool children with special needs. Asia Pacific Journal of Education 31:2, pages 143-158.
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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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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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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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Articles from other publishers (42)
Devadrita Talapatra & Laurel A. Snider. 2023.
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Charlotte Dignath, Sara Rimm-Kaufman, Reyn van Ewijk & Mareike Kunter. (2022) Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study. Educational Psychology Review 34:4, pages 2609-2660.
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Mythili Hazarika & Sandamita Choudhury. 2022. Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society. Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society
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Manuel Ángel González Berruga. (2021) Percepción de los docentes de Educación Secundaria sobre la calidad de la enseñanza en la provincia de Albacete. ENSAYOS. Revista de la Facultad de Educación de Albacete 1:36, pages 87-103.
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İrem GİRGİN. (2021) Eğitimcilerin Kaynaştırmaya Yönelik Mesleki Gelişim İhtiyaçları. OPUS Uluslararası Toplum Araştırmaları Dergisi.
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Merve ÇETİN & Hasan Hüseyin ŞAHAN. (2020) Öğretmen Adaylarının Kaynaştırma Eğitimi Uygulamalarına Yönelik Yeterlik Düzeyleri ve Görüşlerinin Belirlenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 14:2, pages 988-1039.
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Mythili Hazarika & Sandamita Choudhury. 2020. Research Anthology on Rehabilitation Practices and Therapy. Research Anthology on Rehabilitation Practices and Therapy
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Mythili Hazarika & Sandamita Choudhury. 2020. Developmental Challenges and Societal Issues for Individuals With Intellectual Disabilities. Developmental Challenges and Societal Issues for Individuals With Intellectual Disabilities
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Elisa Monteiro & Chris Forlin. (2020) Validating the use of the 24-item long version and the 12-item short version of the Teachers’ Sense of Efficacy Scale (TSES) for measuring teachers’ self-efficacy in Macao (SAR) for inclusive education. Emerald Open Research 2, pages 36.
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Jia Song, Umesh Sharma & Hayoung Choi. (2019) Impact of teacher education on pre-service regular school teachers' attitudes, intentions, concerns and self-efficacy about inclusive education in South Korea. Teaching and Teacher Education 86, pages 102901.
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Konstantia Polyzopoulou & Helen Tsakiridou. (2019) Educators’ attitudes concerning teaching of students with special educational needs in the mainstream Greek school. International Journal for Innovation Education and Research 7:7, pages 317-337.
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Laura B. Liu, Lottie L. Baker & Natalie B. Milman. 2019. Pre-Service and In-Service Teacher Education. Pre-Service and In-Service Teacher Education
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Stuart Woodcock, Elizabeth Hitches & Garry Jones. (2019) It’s not you, it’s me: Teachers’ self-efficacy and attributional beliefs towards students with specific learning difficulties. International Journal of Educational Research 97, pages 107-118.
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Nigel O. M. Brissett. 2019. Achieving Inclusive Education in the Caribbean and Beyond. Achieving Inclusive Education in the Caribbean and Beyond
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Devadrita Talapatra, Andrew T. Roach, Kris Varjas, David E. Houchins & Daniel B. Crimmins. (2019) Transition services for students with intellectual disabilities: School psychologists’ perceptions. Psychology in the Schools 56:1, pages 56-78.
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Tanrıverdi Arzu & Özokçu Osman. (2018) The psychometric properties of the Turkish version of the teacher efficacy for Inclusive practices (TEIP) scale. Educational Research and Reviews 13:18, pages 654-663.
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Marie-Pierre Fortier, Isabelle Noël, Serge Ramel & Geneviève Bergeron. (2018) Intégration scolaire, éducation inclusive et représentations des enseignants : de la formation initiale à la communauté éducative. Revue des sciences de l’éducation 44:1, pages 12-39.
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Dake Zhang, Qiu Wang, Joanna Stegall, Mickey Losinki & Antonis Katsiyannis. (2017)
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salih akyıldız. (2017) Öğretmen Adaylarının Engellilere Yönelik Tutumlarının İncelenmesi. Sosyal Politika Çalışmaları Dergisi.
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Judit Kormos & Joanna Nijakowska. (2017) Inclusive practices in teaching students with dyslexia: Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course. Teaching and Teacher Education 68, pages 30-41.
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Laura B. Liu, Lottie L. Baker & Natalie B. Milman. 2016. Teacher Education. Teacher Education
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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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Michal Shani & Drorit Ram. (2015) Perceptions of School Administration Team Members concerning inclusion in Israel: are they in congruence with the ecological sustainable perspective?. British Journal of Special Education 42:3, pages 301-318.
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Frances Lai Mui Lee, Alexander Seeshing Yeung, Danielle Tracey & Katrina Barker. (2015) Inclusion of Children With Special Needs in Early Childhood Education. Topics in Early Childhood Special Education 35:2, pages 79-88.
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Marilyn Cochran-Smith, Ana Maria Villegas, Linda Abrams, Laura Chavez-Moreno, Tammy Mills & Rebecca Stern. (2015) Critiquing Teacher Preparation Research. Journal of Teacher Education 66:2, pages 109-121.
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Meaghan M. McCollow, Jordan Shurr & Andrea D. Jasper. 2015. Including Learners with Low-Incidence Disabilities. Including Learners with Low-Incidence Disabilities
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Laura B. Liu, Lottie L. Baker & Natalie B. Milman. 2015. Promoting Global Literacy Skills through Technology-Infused Teaching and Learning. Promoting Global Literacy Skills through Technology-Infused Teaching and Learning
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Sarah Copfer & Jacqueline Specht. 2014. Measuring Inclusive Education. Measuring Inclusive Education
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Christopher Rayner & Jeanne Maree Allen. (2013) Using Online Video-Recorded Interviews to Connect the Theory and Practice of Inclusive Education in a Course for Student Teachers. Australasian Journal of Special Education 37:2, pages 107-124.
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Chris Forlin & Paul Cooper. (2013) Student behaviour and emotional challenges for teachers and parents in Hong Kong. British Journal of Special Education 40:2, pages 58-64.
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Katerina Bezrukova, Karen A. Jehn & Chester S. Spell. (2012) Reviewing Diversity Training: Where We Have Been and Where We Should Go. Academy of Management Learning & Education 11:2, pages 207-227.
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Laura Sokal. (2013) What Are Schools Looking for in New, Inclusive Teachers?. McGill Journal of Education 47:3, pages 403-420.
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