Citations (24)
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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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Sedat Turgut & Mahir Uğurlu. (2023) Adaptation of the Concerns About Inclusive Education Scale Short Form (CIES-SF) into Turkish. European Journal of Special Needs Education 0:0, pages 1-15.
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Katharina-Theresa Lindner, Susanne Schwab, Mona Emara & Elias Avramidis. (2023) Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education. European Journal of Special Needs Education 0:0, pages 1-22.
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Visal Moosa, Mariyam Shareefa, Donnie Adams & Ahmed Mohamed. (2022) Assessing Teacher Readiness for Inclusive Education in Maldives: Instrument Modification and Validation. International Journal of Disability, Development and Education 69:6, pages 1888-1904.
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Nan Zhu, Li Gao, Jiaojiao Wang, Yan Wang, Zhonghe Huang, Nannan Guo & Yajing Feng. (2021) Professional Qualities of Special Education Itinerant Teachers: A Qualitative Study from China. International Journal of Disability, Development and Education 68:6, pages 742-757.
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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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Tat Shing Yeung, Robert J. Volpe & Amy M. Briesch. (2020) Reliability and validity of a Chinese language universal behavioral screener. International Journal of School & Educational Psychology 8:sup1, pages 80-90.
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Cheri Chan & Margaret Lo. (2017) Exploring inclusive pedagogical practices in Hong Kong primary EFL classrooms. International Journal of Inclusive Education 21:7, pages 714-729.
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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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Limeng Liang & Xuesong Gao. (2016) Pre-service and In-service Secondary School Teachers’ Knowledge about Attention-deficit Hyperactivity Disorder (ADHD) and Attitudes toward Students with ADHD. International Journal of Disability, Development and Education 63:3, pages 369-383.
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Marina Wai-yee Wong & Maria Pik-yuk Chik. (2016) Inclusive education policy in the Hong Kong primary music classroom. Arts Education Policy Review 117:2, pages 130-140.
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Guanglun Michael Mu, Yan Wang, Zhiqiang Wang, Yajing Feng, Meng Deng & Songmei Liang. (2015) An Enquiry into the Professional Competence of Inclusive Education Teachers in Beijing: Attitudes, Knowledge, Skills, and Agency. International Journal of Disability, Development and Education 62:6, pages 571-589.
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Guanglun Michael Mu. (2015) Pedagogical Practices and Support Systems of Inclusion: Empirical Evidence from Chinese Societies. International Journal of Disability, Development and Education 62:6, pages 551-555.
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Karen Jacobs & Elke Struyf. (2015) A First Step Toward a Comprehensive Model of Integrated Socio-emotional Guidance: Investigating the Effect of Teachers’ Task Perception and a Supportive Network at School. The Journal of Educational Research 108:2, pages 95-111.
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Jens Ineland. (2015) Logics and ambivalence – professional dilemmas during implementation of an inclusive education practice. Education Inquiry 6:1.
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Sarah McGillicuddy & Grainne M. O'Donnell. (2014) Teaching students with autism spectrum disorder in mainstream post-primary schools in the Republic of Ireland. International Journal of Inclusive Education 18:4, pages 323-344.
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Michael Shevlin, Eileen Winter & Paula Flynn. (2013) Developing inclusive practice: teacher perceptions of opportunities and constraints in the Republic of Ireland. International Journal of Inclusive Education 17:10, pages 1119-1133.
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Articles from other publishers (7)
Mariyam Shareefa, Visal Moosa, Adhila Rushdhee & Shuhudha Rizwan. 2023. Building Inclusive Education in K-12 Classrooms and Higher Education. Building Inclusive Education in K-12 Classrooms and Higher Education
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Tsz-Chin Au & Ngar-Sze Lau. (2021) Private music teachers’ knowledge of and attitudes toward students with autism spectrum disorder. Journal of Autism and Developmental Disorders 51:12, pages 4551-4559.
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Camila Mugnai VIEIRA & Sadao OMOTE. (2021) Atitudes Sociais de Professores em Relação à Inclusão: Formação e Mudança. Revista Brasileira de Educação Especial 27.
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Barry Morrissey. (2020) Vehicle for inclusion or costly illusion? A critical policy analysis of the Special Needs Assistant scheme in Ireland. British Journal of Special Education 47:4, pages 467-488.
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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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Karen Jacobs & Elke Struyf. (2013) Integrated social and emotional guidance: what do secondary education teachers think?. European Journal of Psychology of Education 28:4, pages 1567-1586.
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Masud Ahmmed. (2013) Measuring perceived school support for inclusive education in Bangladesh: the development of a context-specific scale. Asia Pacific Education Review 14:3, pages 337-344.
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