Citations (45)
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Jordan Shurr, Alexandra Minuk, Mona Holmqvist, Daniel Östlund, Nehal Ghaith & Brenda Reed. (2023) Parent perspectives on inclusive education for students with intellectual disability: A scoping review of the literature. International Journal of Developmental Disabilities 69:5, pages 633-643.
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Minsun Shin & Victoria I. Puig. (2023) ‘Feeling a bit like a tsunami wave’: an exploratory study of early childhood professionals’ experiences during the COVID-19 crisis in the USA. Education 3-13 51:2, pages 247-261.
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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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Helen Hanley & Sheila Garrity. (2022) ECCE teachers’ attitudes in Ireland towards including children with special educational needs. Irish Educational Studies 0:0, pages 1-19.
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Angela Page, Sofia Mavropoulou & Ingrid Harrington. (2022) Culturally Responsive Inclusive Education: The Value of the Local Context. International Journal of Disability, Development and Education 69:4, pages 1313-1326.
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Maria Cristina Ginevra, Ilaria Di Maggio, Isabella Valbusa, Sara Santilli & Laura Nota. (2022) Teachers’ attitudes towards students with disabilities: the role of the type of information provided in the students’ profiles of children with disabilities. European Journal of Special Needs Education 37:3, pages 357-370.
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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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Sabine Weiss, Magdalena Muckenthaler, Ulrich Heimlich, Adina Kuechler & Ewald Kiel. (2021) Teaching in inclusive schools. Do the demands of inclusive schools cause stress?. International Journal of Inclusive Education 25:5, pages 588-604.
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Maxwell Peprah Opoku, William Nketsia, Mohammed Alzyoudi, Joslin Alexei Dogbe & Elvis Agyei-Okyere. (2021) Twin-track approach to teacher training in Ghana: exploring the moderation effect of demographic variables on pre-service teachers’ attitudes towards inclusive education. Educational Psychology 41:3, pages 358-377.
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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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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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Diego Navarro-Mateu, Jacqueline Franco-Ochoa & Vicente-Javier Prado-Gascó. (2020) Measuring attitudes towards inclusion among university students pursuing education degrees: descriptive study (Medición de actitudes de estudiantes universitarios de magisterio hacia la inclusión: estudio descriptivo). Culture and Education 32:1, pages 43-64.
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Naser Zabeli & Majlinda Gjelaj. (2020) Preschool teacher’s awareness, attitudes and challenges towards inclusive early childhood education: A qualitative study. Cogent Education 7:1.
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Sabine Weiss, Thomas Lerche, Magdalena Muckenthaler, Ulrich Heimlich & Ewald Kiel. (2019) Making inclusive instruction succeed: what matters (most) from teachers’ perspectives? The role of teachers’ personal characteristics, joint professional work, and school-related parameters. Educational Research and Evaluation 25:3-4, pages 145-162.
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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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Paulo C. Dias & Irene Cadime. (2016) Effects of personal and professional factors on teachers’ attitudes towards inclusion in preschool. European Journal of Special Needs Education 31:1, pages 111-123.
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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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Articles from other publishers (28)
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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Isidora Kourti, Garyfalia Charitaki & Maria Kypriotaki. (2023) The Critical Role of Personal and Professional Characteristics on Teachers’ Efficacy and Attitudes Towards Inclusion: a Comparative Study Between Greece and the UK. Trends in Psychology.
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Donika Koliqi, Kushtrim Koliqi & Naser Zabeli. (2023) Pre‐service teachers' attitudes and the factors influencing their formation regarding inclusive education in Kosovo. British Journal of Special Education.
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Stephan Kielblock & Stuart Woodcock. (2023) Who’s included and Who’s not? An analysis of instruments that measure teachers’ attitudes towards inclusive education. Teaching and Teacher Education 122, pages 103922.
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Lúcia Pereira-Leite, Sandra Martins, Anabel Moriña & Beatriz Morgado. (2023) Concepciones sobre la discapacidad de estudiantes universitarios españoles. Alteridad 18:1, pages 122-135.
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Monica Wong, Chrissy Monteleone, Miriam Tanti & Kelly-Mariee Lorusso. 2023. Work-Integrated Learning Case Studies in Teacher Education. Work-Integrated Learning Case Studies in Teacher Education
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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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Christopher Boyle, Kelly-Ann Allen & Christopher L. Barrell. 2023. Research for Inclusive Quality Education. Research for Inclusive Quality Education
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Mubarak S. Aldosari. (2022) Perceptions of Saudi Arabian school teachers in private general education schools toward the inclusion of students with disabilities. Research in Developmental Disabilities 130, pages 104342.
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Xiao Liang, Minghui Li, Yandan Wu, Xueping Wu, Xiaohui Hou & Cindy Hui-Ping Sit. (2022) A socio-ecological approach to inclusive physical education in China: A systematic review. Frontiers in Public Health 10.
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María Angeles Pascual, Susana Sánchez & María Luisa Sevillano. 2022. Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development. Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development
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Michael Braksiek. (2021) Pre-service physical education teachers’ attitudes toward inclusive physical educationEinstellungen von angehenden Sportlehrkräften zu inklusivem Sportunterricht. German Journal of Exercise and Sport Research 52:1, pages 1-10.
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Holly H. Pinter, Lisa A. Bloom, Charmion B. Rush & Cameron Sastre. 2022. Research Anthology on Inclusive Practices for Educators and Administrators in Special Education. Research Anthology on Inclusive Practices for Educators and Administrators in Special Education
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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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Maxwell Peprah Opoku, William Nketsia, Lois Odame & Elvis Agyei‐Okyere. (2021) Predictors of the Attitudes of Preservice Teachers Toward Teaching Students With Down Syndrome in Regular Schools in Ghana. Journal of Policy and Practice in Intellectual Disabilities 18:3, pages 229-239.
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José Luis Gallego-Ortega & Antonio Rodríguez-Fuentes. (2021) Teaching Attitudes towards Students with Disabilities. Mathematics 9:14, pages 1637.
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Angela Page, Jeanette Berman & Penelope Serow. (2020) Parent and Teacher Attitudes Towards Inclusive Education in Nauru. Australasian Journal of Special and Inclusive Education 44:2, pages 116-128.
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Franziska Greiner, Päivi Taskinen & Bärbel Kracke. (2020) Einstellungen und Selbstwirksamkeitsüberzeugungen von Lehramtsstudierenden bezüglich inklusiven Unterrichts: Zusammenhänge mit Kontakterfahrungen und Grundlagenkenntnissen über schulische InklusionAttitudes and self-efficacy beliefs of pre-service teachers towards inclusive education: Relationship with inclusive experiences and knowledge about inclusive education. Unterrichtswissenschaft 48:2, pages 273-295.
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Holly H. Pinter, Lisa A. Bloom, Charmion B. Rush & Cameron Sastre. 2020. Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education. Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education
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Diego Navarro-Mateu, Jacqueline Franco-Ochoa, Selene Valero-Moreno & Vicente Prado-Gascó. (2019) To be or not to be an inclusive teacher: Are empathy and social dominance relevant factors to positive attitudes towards inclusive education?. PLOS ONE 14:12, pages e0225993.
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Olivia Myles, Christopher Boyle & Andrew Richards. (2019) The social experiences and sense of belonging in adolescent females with autism in mainstream school. Educational and Child Psychology 36:4, pages 8-21.
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Osama AlMahdi & Hanin Bukamal. (2019) Pre-Service Teachers’ Attitudes Toward Inclusive Education During Their Studies in Bahrain Teachers College. SAGE Open 9:3, pages 215824401986577.
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Jan Michalík, Pavlína Baslerová & Michal Růžička. 2018. Postoje pedagogických pracovníků k vybraným aspektům společného vzdělávání. Postoje pedagogických pracovníků k vybraným aspektům společného vzdělávání.
Latif Arishi, Christopher Boyle & Fraser Lauchlan. (2017) Inclusive education and the politics of difference: Considering the effectiveness of labelling in special education. Educational and Child Psychology 34:4, pages 9-19.
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Hatim Algraigray & Christopher Boyle. (2017) The SEN label and its effect on special education. Educational and Child Psychology 34:4, pages 70-79.
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Orit Gilor & Michael Katz. (2017) Teaching Inclusive Classes: What Preservice Teachers in Israel Think About Their Training. Journal of Cognitive Education and Psychology 16:3, pages 293-303.
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Alicia R Chodkiewicz & Christopher Boyle. (2016) Promoting positive learning in Australian students aged 10- to 12-years-old using attribution retraining and cognitive behavioral therapy: A pilot study. School Psychology International 37:5, pages 519-535.
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Sauro Civitillo, Jan M.H. De Moor & Mathijs P.J. Vervloed. (2016) Pre-service teachers’ beliefs about inclusive education in the Netherlands: An exploratory study. Support for Learning 31:2, pages 104-121.
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