Citations (53)
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Mohaned G. Abed & Todd K. Shackelford. (2023) Classroom Inclusion of Saudi Arabian Students with Speech, Language, and Communication Needs Through Enhanced Communication. International Journal of Disability, Development and Education 70:4, pages 490-504.
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Samantha Noyek, Claire Davies, Maude Champagne, Beata Batorowicz & Nora Fayed. (2022) Emotional Well-Being of Children and Youth with Severe Motor and Communication Impairment: A Conceptual Understanding. Developmental Neurorehabilitation 25:8, pages 554-575.
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Elizabeth J. Done, Mandy J. Andrews & Clare Evenden. (2022) (C)old beginnings and technologies of rectification in early years education: the implications for teachers and children with special educational needs. International Journal of Early Years Education 30:2, pages 434-447.
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James Panico, Derek E. Daniels, Stephanie Hughes, Randall E. Smith & Jennie Zelenak. (2018) Comparing perceptions of student teachers and regular education teachers toward students who stutter: a mixed-method approach. Speech, Language and Hearing 21:4, pages 245-255.
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Cen Wang, Linda J. Harrison, Sharynne McLeod, Sue Walker & Jantine L. Spilt. (2018) Can teacher–child relationships support human rights to freedom of opinion and expression, education and participation?. International Journal of Speech-Language Pathology 20:1, pages 133-141.
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F. Kurniawati, A. A. de Boer, A. E. M. G. Minnaert & F. Mangunsong. (2017) Evaluating the effect of a teacher training programme on the primary teachers’ attitudes, knowledge and teaching strategies regarding special educational needs. Educational Psychology 37:3, pages 287-297.
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Sharynne McLeod, Kathryn Crowe, Sarah Masso, Elise Baker, Jane McCormack, Yvonne Wren, Susan Roulstone & Charlotte Howland. (2017) Profile of Australian preschool children with speech sound disorders at risk for literacy difficulties. Australian Journal of Learning Difficulties 22:1, pages 15-33.
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J. D. Adams & M. S. Mabusela. (2015) Pre-service Educators’ Attitude towards Inclusive Education: A Case Study. Journal of Social Sciences 43:1, pages 81-90.
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Dragana Galović, Branislav Brojčin & Nenad Glumbić. (2014) The attitudes of teachers towards inclusive education in Vojvodina. International Journal of Inclusive Education 18:12, pages 1262-1282.
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Catharina Gous-Kemp. (2014) The creative use of music in inclusive education: Bringing harmony to the classroom. Education as Change 18:1, pages 191-206.
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Ron Smith & Alan McCully. (2013) Organisational self-evaluation and teacher education for community relations in a transforming society?. European Journal of Teacher Education 36:3, pages 320-345.
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Vasilis Strogilos. (2012) The cultural understanding of inclusion and its development within a centralised system. International Journal of Inclusive Education 16:12, pages 1241-1258.
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Marjatta Takala, Rune
Sarromaa Haussttätter, Astrid Ahl & George Head. (2012) Inclusion seen by student teachers in special education: differences among Finnish, Norwegian and Swedish students. European Journal of Teacher Education 35:3, pages 305-325.
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Lani Florian & Kristine Black-Hawkins. (2011) Exploring inclusive pedagogy. British Educational Research Journal 37:5, pages 813-828.
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Lindy McAllister, Jane McCormack, Sharynne McLeod & Linda J. Harrison. (2011) Expectations and experiences of accessing and participating in services for childhood speech impairment. International Journal of Speech-Language Pathology 13:3, pages 251-267.
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Anke de Boer, Sip
Jan Pijl & Alexander Minnaert. (2011) Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature. International Journal of Inclusive Education 15:3, pages 331-353.
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Nicole Matthews. (2010) Anxiety and niceness: drawing disability studies into the art and design curriculum through a live brief. Discourse: Studies in the Cultural Politics of Education 31:4, pages 527-541.
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Helen Jenkins. (2010) Attitudes of teachers towards dysfluency training and resources. International Journal of Speech-Language Pathology 12:3, pages 253-258.
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Nicole Matthews. (2009) Teaching the ‘invisible’ disabled students in the classroom: disclosure, inclusion and the social model of disability. Teaching in Higher Education 14:3, pages 229-239.
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Jane Leatherman. (2009) Teachers’ voices concerning collaborative teams within an inclusive elementary school. Teaching Education 20:2, pages 189-202.
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Anne Moran. (2009) Can a competence or standards model facilitate an inclusive approach to teacher education?. International Journal of Inclusive Education 13:1, pages 45-61.
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Jane McCormack, Sharynne McLeod, Lindy McAllister & Linda J. Harrison. (2009) A systematic review of the association between childhood speech impairment and participation across the lifespan. International Journal of Speech-Language Pathology 11:2, pages 155-170.
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Olympia Palikara, Geoff Lindsay & Julie E. Dockrell. (2009) Voices of young people with a history of specific language impairment (SLI) in the first year of post‐16 education. International Journal of Language & Communication Disorders 44:1, pages 56-78.
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Belinda Jessup, Elizabeth Ward, Louise Cahill & Diane Keating. (2008) Teacher identification of speech and language impairment in kindergarten students using the Kindergarten Development Check. International Journal of Speech-Language Pathology 10:6, pages 449-459.
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Lesley Abbott. (2007) Northern Ireland Special Educational Needs Coordinators creating inclusive environments: an epic struggle. European Journal of Special Needs Education 22:4, pages 391-407.
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Erica Boling. (2007) “Yeah, but I still don't want to deal with it”. Changes in a Teacher Candidate's Conceptions of Inclusion. Teaching Education 18:3, pages 217-231.
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Lesley Abbott. (2006) Northern Ireland head teachers’ perceptions of inclusion. International Journal of Inclusive Education 10:6, pages 627-643.
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Jackie Lambe & Robert Bones. (2006) Student teachers’ perceptions about inclusive classroom teaching in Northern Ireland prior to teaching practice experience. European Journal of Special Needs Education 21:2, pages 167-186.
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Reidun Tangen
. (2005) Promoting inclusive education in secondary school in Norway: a national programme for teacher development. European Journal of Special Needs Education 20:1, pages 57-70.
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Bromley H. Kniveton
. (2004) A study of perceptions that significant others hold of the inclusion of children with difficulties in mainstream classes. Educational Studies 30:3, pages 331-343.
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Donna Kam Pun Wong
, Veronica Pearson & Eva Mei Kuen Lo. (2004) Competing philosophies in the classroom: a challenge to Hong Kong teachers. International Journal of Inclusive Education 8:3, pages 261-279.
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Articles from other publishers (22)
Jaedene Glasby, Linda J. Graham, Sonia L.J. White & Haley Tancredi. (2022) Do teachers know enough about the characteristics and educational impacts of Developmental Language Disorder (DLD) to successfully include students with DLD?. Teaching and Teacher Education 119, pages 103868.
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Asimina M. Ralli, Eleni Kalliontzi & Elena Kazali. (2022) Teachers’ Views of Children With Developmental Language Disorder in Greek Mainstream Schools. Frontiers in Education 7.
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Levan Lim & Thana Thaver. 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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Hyun Jung Lee & Eun Kyoung Lee. (2021) Perceptions of school-based service delivery in speech-language pathology among parents of children with and without language difficulties. Clinical Archives of Communication Disorders 6:3, pages 192-199.
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Jasmina Stošić. (2021) Inclusion from the Perspective of Pupils with Autism. Društvene i humanističke studije (Online) 6:4(17), pages 493-506.
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Ruth Falzon. 2021. Dyslexia. Dyslexia.
Edith Kouba Hreich, Camille Moitel Messarra, Trecy Martinez‐Perez, Sami Richa & Christelle Maillart. (2020) Supporting language development in Lebanese preschools: SLT and pre‐KT practice and perception of roles. International Journal of Language & Communication Disorders 55:6, pages 988-1004.
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Tyler T. Christopulos & Jacob Kean. (2020) General Education Teachers' Contribution to the Identification of Children With Language Disorders. Perspectives of the ASHA Special Interest Groups 5:4, pages 770-777.
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Élisabeth Issaieva & Rosette Scipion. (2020) Face à l’inclusion scolaire. Spirale - Revue de recherches en éducation N° 65-1:1, pages 69-85.
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Sabine Glock, Hannah Kleen, Mireille Krischler & Ineke Pit-ten Cate. 2020. Stereotype in der Schule. Stereotype in der Schule
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Bojana MastiloR.R. & Ivana ZečevićS.S.. (2019) Determinante stavova prosvetnih radnika prema inkluzivnom obrazovanju. Inovacije u nastavi 32:1, pages 89-104.
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Levan Lim & Thana Thaver. 2019. Global Perspectives on Inclusive Teacher Education. Global Perspectives on Inclusive Teacher Education
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Kathryn Crowe, Tamara Cumming, Jane McCormack, Elise Baker, Sharynne McLeod, Yvonne Wren, Sue Roulstone & Sarah Masso. (2017) Educators’ perspectives on facilitating computer-assisted speech intervention in early childhood settings. Child Language Teaching and Therapy 33:3, pages 267-285.
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Julie Elizabeth Dockrell, Peter Howell, Diane Leung & Andrew J. B. Fugard. (2017) Children with Speech Language and Communication Needs in England: Challenges for Practice. Frontiers in Education 2.
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Stuart Woodcock & Wilma Vialle. (2016) An examination of pre-service teachers' attributions for students with specific learning difficulties. Learning and Individual Differences 45, pages 252-259.
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Jane McCormack, Linda J. Harrison, Sharynne McLeod & Lindy McAllister. (2011) A Nationally Representative Study of the Association Between Communication Impairment at 4–5 Years and Children’s Life Activities at 7–9 Years. Journal of Speech, Language, and Hearing Research 54:5, pages 1328-1348.
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Jane McCormack, Sharynne McLeod, Lindy McAllister & Linda J. Harrison. (2010) My Speech Problem, Your Listening Problem, and My Frustration: The Experience of Living With Childhood Speech Impairment. Language, Speech, and Hearing Services in Schools 41:4, pages 379-392.
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Neil HumphreySarah Lewis. (2008) `Make me normal'. Autism 12:1, pages 23-46.
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Geoff Lindsay. (2007) Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology 77:1, pages 1-24.
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Jane Sadler. (2016) Knowledge, attitudes and beliefs of the mainstream teachers of children with a preschool diagnosis of speech/language impairment. Child Language Teaching and Therapy 21:2, pages 147-163.
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Dimitra Hartas. (2016) Teacher and speech-language therapist collaboration: being equal and achieving a common goal?. Child Language Teaching and Therapy 20:1, pages 33-54.
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Julie Marshall, Vesna Stojanovik & Sue Ralph. (2010) ‘I never even gave it a second thought’: PGCE students' attitudes towards the inclusion of children with speech and language impairments. International Journal of Language & Communication Disorders 37:4, pages 475-489.
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