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Ediyanto & Norimune Kawai. (2023) The measurement of teachers’ attitudes toward inclusive education: An empirical study in East Java, Indonesia. Cogent Education 10:2.
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Donnie Adams, Ahmed Mohamed, Visal Moosa & Mariyam Shareefa. (2023) Teachers’ readiness for inclusive education in a developing country: fantasy or possibility?. Educational Studies 49:6, pages 896-913.
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Christina Mechler, David Scheer & Vera Heyl. (2023) Reliability of a shortened single-target implicit association Test (ST-IAT) as an implicit measure of attitudes towards inclusion. Replication and extension of “implicitly measuring attitudes towards inclusive Education: a new attitude Test based on single-target implicit associations” (Lüke and Grosche, 2018, European journal of special needs Education). European Journal of Special Needs Education 0:0, pages 1-15.
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Paola Aiello, Erika Marie Pace & Maurizio Sibilio. (2023) A simplex approach in Italian teacher education programmes to promote inclusive practices. International Journal of Inclusive Education 27:10, pages 1163-1176.
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Gertraud Kremsner. (2023) Becoming an inclusive teacher: reducing gaps in theory and practice through inclusive research. International Journal of Inclusive Education 27:10, pages 1148-1162.
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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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Elizabeth Walton. (2023) Why inclusive education falters: a Bernsteinian analysis. International Journal of Inclusive Education 0:0, pages 1-15.
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Aeshah Alsarawi & Rumpasri Sukonthaman. (2023) Preservice Teachers’ Attitudes, Knowledge, and Self-Efficacy of Inclusive Teaching Practices. International Journal of Disability, Development and Education 70:5, pages 705-721.
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Gunita Mudhar, Sigrun K. Ertesvåg & Eija Pakarinen. (2023) Patterns of teachers’ self-efficacy and attitudes toward inclusive education associated with teacher emotional support, collective teacher efficacy, and collegial collaboration. European Journal of Special Needs Education 0:0, pages 1-17.
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Wangqian Fu, Xiaohan He, Ying Sun, Chonggao Wang, Jingyi Wang & Yuhan Dong. (2023) The relationship between school climate and general teachers’ attitude toward inclusion in China: the mediation effect of teachers’ efficacy. International Journal of Developmental Disabilities 69:4, pages 602-610.
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Mohaned G. Abed & Todd K. Shackelford. (2023) Saudi public primary school teachers’ perspectives on inclusive education. Educational Studies 49:4, pages 614-627.
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Sonja Krämer & Friederike Zimmermann. (2023) Students with Emotional and Behavioral Disorder and Teachers’ Stereotypes – Effects on Teacher Judgments. The Journal of Experimental Education 91:3, pages 450-471.
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Salih Rakap. (2023) Pathways to Inclusion: Exploring Early Childhood School Administrators’ Attitudes towards Including Children with Disabilities in Türkiye. European Journal of Special Needs Education 0:0, pages 1-15.
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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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Susanne Schwab & Ghaleb Hamad Alnahdi. (2023) Does the same teacher’s attitude fit all students? Uncovering student-specific variance of teachers’ attitudes towards all of their students. International Journal of Inclusive Education 0:0, pages 1-16.
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Lisa McGarrigle, Wendi Beamish & Stephen Hay. (2023) Measuring teacher efficacy to build capacity for implementing inclusive practices in an Australian primary school. International Journal of Inclusive Education 27:7, pages 771-784.
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Aster Van Mieghem, Karine Verschueren & Elke Struyf. (2023) Professional development initiatives as a lever for inclusive education: a multiple case study using qualitative comparative analysis (QCA). Professional Development in Education 49:3, pages 551-564.
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Simone Schaub & Matthias Lütolf. (2023) Attitudes and self-efficacy of early childhood educators towards the inclusion of children with disability in day-care. European Journal of Special Needs Education 0:0, pages 1-16.
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Peter Karlsudd. (2023) Agree or disagree? A comparison of the staff’s and parents’ perceptions of important factors and goal fulfilment for an inclusive preschool in Sweden.. Early Child Development and Care 193:4, pages 559-573.
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Irene Lacruz-Pérez, Gemma Pastor-Cerezuela, Raúl Tárraga-Mínguez & Timo Lüke. (2023) Implicit and explicit measurement of pre-service teachers’ attitudes toward autism spectrum disorder. European Journal of Special Needs Education 0:0, pages 1-18.
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Caroline Breyer & Barbara Gasteiger-Klicpera. (2023) The relative significance of contextual, process and individual factors in the impact of learning and support assistants on the inclusion of students with SEN. International Journal of Inclusive Education 0:0, pages 1-17.
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M. I. Vidal-Esteve & L. Kossyvaki. (2023) The pillars of inclusive education for students with ASD: a scoping review based on the case of Spain. International Journal of Developmental Disabilities 0:0, pages 1-10.
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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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Julia Kast & Susanne Schwab. (2023) Teachers’ and parents’ attitudes towards inclusion of pupils with a first language other than the language of instruction. International Journal of Inclusive Education 27:2, pages 221-240.
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Zhengli Xie, Meng Deng & Ying Ma. (2023) Measuring social support perceived by inclusive education teachers in China. Asia Pacific Journal of Education 43:1, pages 219-235.
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Tobias Tempel. (2022) Asking about inclusion: question order and social desirability influence measures of attitudes towards inclusive education. European Journal of Special Needs Education 0:0, pages 1-7.
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Cuiwei Lu, Deyang Li, Jie Ren, Huanmin Liu & Xueqin Zhang. (2022) Analysis of mapping knowledge domains of special education research: a comparison of CSSCI and SSCI indexes. International Journal of Developmental Disabilities 68:6, pages 809-823.
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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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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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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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Denisa Denglerová, Jan Kalenda, Radim Šíp & Markéta Košatková. (2022) Dancing between money and ideas: inclusion in primary education in the Czech Republic from 2005 to 2020. International Journal of Inclusive Education 0:0, pages 1-18.
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Miroslav Bielik, Lenka Ďulíková, Olha Rotko & Nataliia Voronska. (2022) Pre-Service Primary School Teacher University Training for Inclusive Education in the Czech Republic and Ukraine: An Exploratory Study. European Education 54:3-4, pages 83-101.
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Annika Ohle-Peters, Mohamed A. Shahat & Abdullah K. Ambusaidi. (2022) Text-Picture-Material in science education: A comparison of Omani and German teachers’ attitudes, motivational orientations and self-regulatory skills. Educational Studies 0:0, pages 1-20.
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Zhengli Xie & Li-Fang Zhang. (2022) Attitudes towards inclusive education and organizational commitment: comparing three types of teachers in Chinese inclusive education schools. Asia Pacific Journal of Education 0:0, pages 1-14.
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Susanne Schwab, Katharina-Theresa Lindner & Hannu Savolainen. (2022) Investigating teachers’ dyadic self-efficacy and its correlations to students’ perceptions of teacher efficacy and student well-being. Educational Psychology 42:7, pages 820-837.
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Hannu Savolainen, Olli-Pekka Malinen & Susanne Schwab. (2022) Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis. International Journal of Inclusive Education 26:9, pages 958-972.
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Yun-Ju Hsiao. (2022) The Impact of Interaction with Adults with Disabilities on Preservice General Education Students’ Attitudes towards Disability and Inclusion. International Journal of Disability, Development and Education 69:4, pages 1373-1388.
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Stanisława Byra & Ewa Domagała-Zyśk. (2022) Multidimensional assessment of student teachers’ self-esteem and attitudes towards inclusive education and people with disabilities. Teaching Education 33:3, pages 237-253.
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Odile Rohmer, Emilie-Anne Palomares & Maria Popa-Roch. (2022) Attitudes Towards Disability and Burnout among Teachers in Inclusive Schools in France. International Journal of Disability, Development and Education 0:0, pages 1-18.
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Noelle M. Leonard & Sinéad Smyth. (2022) Does training matter? Exploring teachers’ attitudes towards the inclusion of children with autism spectrum disorder in mainstream education in Ireland. International Journal of Inclusive Education 26:7, pages 737-751.
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Stella Laletas, Christine Grove, Umesh Sharma, Thomas OToole & Mervi Kaukko. (2022) Breaking down the walls of the ‘Ivory Tower’: critical reflections on how co-teaching partnerships can bridge the gap between inclusive education theory and practice. Teachers and Teaching 28:4, pages 475-495.
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Kristian Øen & Rune Johan Krumsvik. (2022) Teachers’ attitudes to inclusion regarding challenging behaviour. European Journal of Special Needs Education 37:3, pages 417-431.
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Iris Roose, Wendelien Vantieghem, Ruben Vanderlinde & Piet Van Avermaet. (2022) Professional vision as a mediator for inclusive education? Unravelling the interplay between teachers’ beliefs, professional vision and reported practice of differentiated instruction. Educational Review 0:0, pages 1-23.
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Birgit Paju, Anu Kajamaa, Raija Pirttimaa & Elina Kontu. (2022) Collaboration for Inclusive Practices: Teaching Staff Perspectives from Finland. Scandinavian Journal of Educational Research 66:3, pages 427-440.
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Fatma Kesik & Kadir Beycioglu. (2022) Turkish education policies and practices: inclusive or exclusionary?. International Journal of Inclusive Education 0:0, pages 1-18.
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Phyllis Robertson, Karen N. McCaleb & Laura A. McFarland. (2022) Preparing All Educators to Serve Students with Extensive Support Needs: An Interdisciplinary Approach. The New Educator 18:1-2, pages 87-109.
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Rinchen Dorji, Jeff Bailey, Judith Miller, Lorraine Graham & David Paterson. (2022) School leaders’ attitudes to the implementation of inclusive education in Bhutan. Asia Pacific Journal of Education 0:0, pages 1-15.
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Talya Drescher & Ya-Chih Chang. (2022) Benefits of collaborative teaching models in teacher education programs: Sharing disability knowledge and promoting inclusion. Teacher Development 26:2, pages 151-165.
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Maxwell Opoku, Monica Cuskelly, Christopher Rayner & Scott Pedersen. (2022) The Impact of Teacher Attributes on Intentions to Practice Inclusive Education in Secondary Schools in Ghana. International Journal of Disability, Development and Education 69:2, pages 382-398.
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Janja Rihter & Robert Potočnik. (2022) Preservice teachers’ beliefs about teaching pupils with special educational needs in visual art education. European Journal of Special Needs Education 37:2, pages 235-248.
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Aoife Brennan & Fiona King. (2022) Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice. Cambridge Journal of Education 52:2, pages 175-193.
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Carrie Ballantyne, Claire Wilson, Martin K. Toye & Karri Gillespie-Smith. (2022) Knowledge and barriers to inclusion of ASC pupils in Scottish mainstream schools: a mixed methods approach. International Journal of Inclusive Education 0:0, pages 1-20.
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Asare Kotor, Phillip Boateng, Frank Owusu Sekyere, Michael Osei Aboagye, Georgina Martin & Afua Ntoaduro. (2022) Teachers’ Levels of Knowledge and Attitudes towards the Inclusion of Children with Special Educational Needs in Regular Classrooms. Africa Education Review 19:1, pages 76-102.
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Carla Bohndick, Natalie Ehrhardt-Madapathi, Susanne Weis, Tanja Lischetzke & Manfred Schmitt. (2022) Pre-service teachers’ attitudes towards inclusion and their relationships to personality traits and learning opportunities. European Journal of Special Needs Education 37:1, pages 146-155.
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Raul Reina, María Carmen Íñiguez-Santiago, Roberto Ferriz-Morell, Celestina Martínez-Galindo, Marta Cebrián-Sánchez & Alba Roldan. (2022) The effects of modifying contact, duration, and teaching strategies in awareness interventions on attitudes towards inclusion in physical education. European Journal of Special Needs Education 37:1, pages 57-73.
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Aster Van Mieghem, Elke Struyf & Karine Verschueren. (2022) The relevance of sources of support for teachers’ self-efficacy beliefs towards students with special educational needs. European Journal of Special Needs Education 37:1, pages 28-42.
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Michelle L. Damiani, Brent C. Elder & Benson O. Oswago. (2021) Tracing the lineage of international inclusive education practices in Kenya. International Journal of Inclusive Education 0:0, pages 1-16.
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Susanne Schwab, Andrea Kulmhofer-Bommer, Lisa Hoffmann & Janka Goldan. (2021) Maths, German, and English teachers’ student specific self-efficacy – is it a matter of students’ characteristics?. Educational Psychology 41:10, pages 1224-1240.
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Ellen Vandervieren & Elke Struyf. (2021) Facing social reality together: investigating a pre-service teacher preparation programme on inclusive education. International Journal of Inclusive Education 25:13, pages 1524-1539.
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Maria-Luise Braunsteiner & Susan Mariano-Lapidus. (2021) Using the Index for Inclusion to measure attitudes and perceptions of inclusion in teacher and school building leader candidates in the USA and Austria. International Journal of Inclusive Education 25:13, pages 1443-1462.
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Haris Memisevic, Alma Dizdarevic, Amila Mujezinovic & Mirjana Djordjevic. (2021) Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina. International Journal of Inclusive Education 0:0, pages 1-17.
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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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Mickaël Jury, Kamilla Khamzina, Anne-Laure Perrin, Natacha Serour & Emmanuel Guichardaz. (2021) What does the French public think about inclusive education?. Journal of Intellectual & Developmental Disability 46:4, pages 362-369.
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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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Akie Yada & Ghaleb H. Alnahdi. (2021) A comparative study on Saudi and Japanese in-service teachers’ attitudes towards inclusive education and self-efficacy in inclusive practices. Educational Studies 0:0, pages 1-19.
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Anke de Boer & Sanne Kuijper. (2021) Students’ voices about the extra educational support they receive in regular education. European Journal of Special Needs Education 36:4, pages 625-641.
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Maxwell Peprah Opoku, Monica Cuskelly, Scott J. Pedersen & Christopher S. Rayner. (2021) Applying the theory of planned behaviour in assessments of teachers’ intentions towards practicing inclusive education: a scoping review. European Journal of Special Needs Education 36:4, pages 577-592.
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Jozef Miškolci, Gunnlaugur Magnússon & Claes Nilholm. (2021) Complexities of preparing teachers for inclusive education: case-study of a university in Sweden. European Journal of Special Needs Education 36:4, pages 562-576.
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Antonio Rodríguez Fuentes, María Jesús Caurcel Cara, José Luis Gallego Ortega & Antonia Navarro Rincón. (2021) Comparative study about inclusive education among working and trainee teachers. International Journal of Inclusive Education 0:0, pages 1-21.
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Maxwell Peprah Opoku. (2021) The Intentions of Teachers towards Practicing Inclusive Education in Secondary Schools in Ghana: A Qualitative Study. Africa Education Review 18:3-4, pages 93-111.
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Eunjoo Kim & Sharon M. Pratt. (2021) The Impact on Pre-service Teachers’ Perceptions toward Co-Teaching from Being a Learner in Co-taught College Courses. Action in Teacher Education 43:3, pages 301-320.
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Susanne Schwab, Katharina Resch & Ghaleb Alnahdi. (2021) Inclusion does not solely apply to students with disabilities: pre-service teachers’ attitudes towards inclusive schooling of all students. International Journal of Inclusive Education 0:0, pages 1-17.
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Erica Danniels & Angela Pyle. (2021) Promoting inclusion in play for students with developmental disabilities: kindergarten teachers’ perspectives. International Journal of Inclusive Education 0:0, pages 1-18.
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Claes Nilholm. (2021) Research about inclusive education in 2020 – How can we improve our theories in order to change practice?. European Journal of Special Needs Education 36:3, pages 358-370.
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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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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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Farida Kurniawati. (2021) Exploring teachers’ inclusive education strategies in rural Indonesian primary schools. Educational Research 63:2, pages 198-211.
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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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Mohammed Alzyoudi, Samira Al Nuaimi & Karima Almazroui. (2021) Inclusive Education Practices for Children with Disabilities in the United Arab Emirates. Africa Education Review 18:1-2, pages 1-15.
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Carrie Ballantyne, Karri Gillespie-Smith & Claire Wilson. (2021) A Comparison of Knowledge and Experience of Autism Spectrum Disorder among Teachers in the United Kingdom and China. International Journal of Disability, Development and Education 68:2, pages 160-171.
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Ahmed Bawa Kuyini, Hughlett Omris Powell & Satish Krishnan Nair. (2021) Social work students’ attitudes, self-efficacy, and concerns about clients with developmental and psychiatric disabilities in the UAE. Social Work Education 40:2, pages 244-262.
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Naser Zabeli, Fjolla Kaçaniku & Donika Koliqi. (2021) Towards the inclusion of students with special needs in higher education: Challenges and prospects in Kosovo. Cogent Education 8:1.
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Alba Yela Aránega, Rafael Castaño Sánchez & Carmelo García Pérez. (2021) Labour integration of young people at risk of social exclusion through the development of key competencies. Economic Research-Ekonomska Istraživanja 34:1, pages 2651-2668.
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Julia Kast, Katharina-Theresa Lindner, Alexandra Gutschik & Susanne Schwab. (2021) Austrian teachers’ attitudes and self-efficacy beliefs regarding at-risk students during home learning due to COVID-19. European Journal of Special Needs Education 36:1, pages 114-126.
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Michael Schurig, Sabine Weiß, Ewald Kiel, Ulrich Heimlich & Markus Gebhardt. (2020) Assessment of the quality of inclusive schools A short form of the quality scale of inclusive school development (QU!S-S) – reliability, factorial structure and measurement invariance. International Journal of Inclusive Education 0:0, pages 1-16.
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Irene Vanderpuye, Gideon Kwesi Obosu & Mikako Nishimuko. (2020) Sustainability of inclusive education in Ghana: teachers’ attitude, perception of resources needed and perception of possible impact on pupils. International Journal of Inclusive Education 24:14, pages 1527-1539.
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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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Laura Dörrenbächer-Ulrich, Lisa Stark & Franziska Perels. (2020) Profiles of teachers’ concerns about heterogeneity in classrooms. Educational Research and Evaluation 26:7-8, pages 433-459.
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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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Elisabeth Moser Opitz, Susanne Schnepel, Helena Krähenmann, Sarah Jandl, Franziska Felder & Rachel Sermier Dessemontet. (2020) The impact of special education resources and the general and the special education teacher’s competence on pupil mathematical achievement gain in inclusive classrooms. International Journal of Inclusive Education 0:0, pages 1-17.
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Renske Ria de Leeuw, Anke de Boer & Alexander Minnaert. (2020) What do Dutch general education teachers do to facilitate the social participation of students with SEBD?. International Journal of Inclusive Education 24:11, pages 1194-1217.
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Paul Kwame Butakor, Ernest Ampadu & Saratu Jenepha Suleiman. (2020) Analysis of Ghanaian teachers’ attitudes toward inclusive education. International Journal of Inclusive Education 24:11, pages 1237-1252.
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Philip Garner, Jane Murray, David Preece, Richard Rose & Yu Zhao. (2020) Knowledge, attitudes and practices to children with disabilities in Bhutan: a contextualized literature review. Early Child Development and Care 190:12, pages 1887-1903.
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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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Ingrid Olsson, My Lindmark Sand & Gunilla Stenberg. (2020) Teachers’ perception of inclusion in elementary school: the importance of imitation. European Journal of Special Needs Education 35:4, pages 567-575.
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Sven Nilsen. (2020) Inside but still on the outside? Teachers’ experiences with the inclusion of pupils with special educational needs in general education. International Journal of Inclusive Education 24:9, pages 980-996.
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Ewald Kiel, Annika Braun, Magdalena Muckenthaler, Ulrich Heimlich & Sabine Weiss. (2020) Self-efficacy of teachers in inclusive classes. How do teachers with different self-efficacy beliefs differ in implementing inclusion?. European Journal of Special Needs Education 35:3, pages 333-349.
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Aster Van Mieghem, Karine Verschueren, Katja Petry & Elke Struyf. (2020) An analysis of research on inclusive education: a systematic search and meta review. International Journal of Inclusive Education 24:6, pages 675-689.
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Lotte Hedegaard-Soerensen & Sine Penthin Grumloese. (2020) Exclusion: the downside of neoliberal education policy. International Journal of Inclusive Education 24:6, pages 631-644.
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Mireille Krischler & Ineke M. Pit-ten Cate. (2020) Inclusive education in Luxembourg: implicit and explicit attitudes toward inclusion and students with special educational needs. International Journal of Inclusive Education 24:6, pages 597-615.
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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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Edvina Bešić, Lisa Paleczek, Peter Rossmann, Mathias Krammer & Barbara Gasteiger-Klicpera. (2020) Attitudes towards inclusion of refugee girls with and without disabilities in Austrian primary schools. International Journal of Inclusive Education 24:5, pages 463-478.
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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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Hajara Bentum, Alhassan Abdullah, Enoch Boafo Amponsah & Ebenezer Cudjoe. (2020) Becoming Professionals in Inclusive Education Settings: Perspectives from Ghanaian Social Work Students on Their Motivations. Practice 32:2, pages 129-143.
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Angelika Paseka & Susanne Schwab. (2020) Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education 35:2, pages 254-272.
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Kathleen Mortier. (2020) Communities of Practice: a Conceptual Framework for Inclusion of Students with Significant Disabilities. International Journal of Inclusive Education 24:3, pages 329-340.
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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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Claire Wilson, Lisa Marks Woolfson & Kevin Durkin. (2020) School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching. International Journal of Inclusive Education 24:2, pages 218-234.
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Edvina Bešić, Lisa Paleczek & Barbara Gasteiger-Klicpera. (2020) Don’t forget about us: attitudes towards the inclusion of refugee children with(out) disabilities. International Journal of Inclusive Education 24:2, pages 202-217.
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Lotte Hedegaard-Soerensen & Sine Penthin Grumloese. (2020) Student-teacher dialogue for lesson planning: inclusion in the context of national policy and local culture. Nordic Journal of Studies in Educational Policy 6:1, pages 25-36.
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Sakari Moberg, Etsuko Muta, Kanako Korenaga, Matti Kuorelahti & Hannu Savolainen. (2020) Struggling for inclusive education in Japan and Finland: teachers’ attitudes towards inclusive education. European Journal of Special Needs Education 35:1, pages 100-114.
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Yi-Chen Wu, Pei-Yu Chen, Shin-Ping Tsai, Shu-Fei Tsai, Yu-Chi Chou & Chun-Yu Chiu. (2019) The effects of the class-wide function-related intervention teams on behaviors of an elementary student with autism spectrum disorder in an inclusive classroom in Taiwan. International Journal of Developmental Disabilities 65:5, pages 368-377.
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Mireille Krischler, Justin J. W. Powell & Ineke M. Pit-Ten Cate. (2019) What is meant by inclusion? On the effects of different definitions on attitudes toward inclusive education. European Journal of Special Needs Education 34:5, pages 632-648.
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Tanja Sturm. (2019) Constructing and addressing differences in inclusive schooling – comparing cases from Germany, Norway and the United States. International Journal of Inclusive Education 23:6, pages 656-669.
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Laura Lübke, Martin Pinquart & Malte Schwinger. (2019) How to measure teachers’ attitudes towards inclusion: evaluation and validation of the Differentiated Attitudes Towards Inclusion Scale (DATIS). European Journal of Special Needs Education 34:3, pages 297-311.
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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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Tingrui Yan & Meng Deng. (2019) Regular education teachers’ concerns on inclusive education in China from the perspective of concerns-based adoption model. International Journal of Inclusive Education 23:4, pages 384-404.
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Sonja Laine, Risto Hotulainen & Kirsi Tirri. (2019) Finnish Elementary School Teachers’ Attitudes Toward Gifted Education. Roeper Review 41:2, pages 76-87.
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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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Mark T. Carew, Marcella Deluca, Nora Groce & Maria Kett. (2019) The impact of an inclusive education intervention on teacher preparedness to educate children with disabilities within the Lakes Region of Kenya. International Journal of Inclusive Education 23:3, pages 229-244.
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Inna Stepaniuk. (2019) Inclusive education in Eastern European countries: a current state and future directions. International Journal of Inclusive Education 23:3, pages 328-352.
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Anna J. Egalite. (2019) Peers with special educational needs and students’ absences. Educational Studies 45:2, pages 182-208.
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Halvor Bjørnsrud & Sven Nilsen. (2019) Joint reflection on action – a prerequisite for inclusive education? A qualitative study in one local primary/lower secondary school in Norway. International Journal of Inclusive Education 23:2, pages 158-173.
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Susanne Schwab. (2019) Teachers’ student-specific self-efficacy in relation to teacher and student variables. Educational Psychology 39:1, pages 4-18.
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Caroline Desombre, Mathilde Lamotte & Mickaël Jury. (2019) French teachers’ general attitude toward inclusion: the indirect effect of teacher efficacy. Educational Psychology 39:1, pages 38-50.
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Margareta Sandström, Nina Klang & Gunilla Lindqvist. (2019) Bureaucracies in Schools—Approaches to Support Measures in Swedish Schools Seen in the Light of Skrtic’s Theories. Scandinavian Journal of Educational Research 63:1, pages 89-104.
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Toyin Mary Adewumi & Cina Mosito. (2019) Experiences of teachers in implementing inclusion of learners with special education needs in selected Fort Beaufort District primary schools, South Africa. Cogent Education 6:1.
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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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Albert W. Wienen, Laura Batstra, Ernst Thoutenhoofd, Elisabeth H. Bos & Peter de Jonge. (2019) Do troublesome pupils impact teacher perception of the behaviour of their classmates?. European Journal of Special Needs Education 34:1, pages 114-123.
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Mette Molbaek. (2018) Inclusive teaching strategies – dimensions and agendas. International Journal of Inclusive Education 22:10, pages 1048-1061.
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R. R. de Leeuw, A. A. de Boer, J. Bijstra & A. E. M. G. Minnaert. (2018) Teacher strategies to support the social participation of students with SEBD in the regular classroom. European Journal of Special Needs Education 33:3, pages 412-426.
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Ibis Marlene Álvarez Valdivia & Iosbel González Montoto. (2018) Teachers’ intercultural competence: a requirement or an option in a culturally diverse classroom?. International Journal of Inclusive Education 22:5, pages 510-526.
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Heather Miller Kuhaneck & Jacqueline Kelleher. (2018) The classroom sensory environment assessment as an educational tool for teachers. Journal of Occupational Therapy, Schools, & Early Intervention 11:2, pages 161-171.
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Ulrika Gidlund. (2018) Why teachers find it difficult to include students with EBD in mainstream classes. International Journal of Inclusive Education 22:4, pages 441-455.
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Sarah L. Schlessinger. (2018) Reclaiming teacher intellectualism through and for inclusive education. International Journal of Inclusive Education 22:3, pages 268-284.
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Hui Min Low, Lay Wah Lee & Aznan Che Ahmad. (2018) Pre-service teachers’ attitude towards inclusive education for students with Autism Spectrum Disorder in Malaysia. International Journal of Inclusive Education 22:3, pages 235-251.
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Timo Lüke & Michael Grosche. (2018) What do I think about inclusive education? It depends on who is asking. Experimental evidence for a social desirability bias in attitudes towards inclusion. International Journal of Inclusive Education 22:1, pages 38-53.
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Tina Štemberger & Vanja Riccarda Kiswarday. (2018) Attitude towards inclusive education: the perspective of Slovenian preschool and primary school teachers. European Journal of Special Needs Education 33:1, pages 47-58.
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David Lansing Cameron. (2017) Teacher preparation for inclusion in Norway: a study of beliefs, skills, and intended practices. International Journal of Inclusive Education 21:10, pages 1028-1044.
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Alicia Broderick & Priya Lalvani. (2017) Dysconscious ableism: toward a liberatory praxis in teacher education. International Journal of Inclusive Education 21:9, pages 894-905.
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Meenakshi Srivastava, Anke A. de Boer & Sip Jan Pijl. (2017) Preparing for the inclusive classroom: changing teachers’ attitudes and knowledge. Teacher Development 21:4, pages 561-579.
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Edvina Bešić, Lisa Paleczek, Mathias Krammer & Barbara Gasteiger-Klicpera. (2017) Inclusive practices at the teacher and class level: the experts’ view. European Journal of Special Needs Education 32:3, pages 329-345.
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Stuart Woodcock & Ian Hardy. (2017) Beyond the binary: rethinking teachers’ understandings of and engagement with inclusion. International Journal of Inclusive Education 21:6, pages 667-686.
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Christa S. Bialka. (2017) Understanding the factors that shape dispositions toward students with disabilities: a case study of three general education pre-service teachers. International Journal of Inclusive Education 21:6, pages 616-636.
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Robyn Bentley-Williams, Christine Grima-Farrell, Janette Long & Cath Laws. (2017) Collaborative Partnership: Developing Pre-service Teachers as Inclusive Practitioners to Support Students with Disabilities. International Journal of Disability, Development and Education 64:3, pages 270-282.
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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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Rona M. Novick & Laya Salomon. (2017) Inclusive Attitudes: Considering Student Discussion Board Responses as Indicators of Attitudes. Journal of Jewish Education 83:1, pages 49-68.
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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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Susie Russak. (2016) Do inclusion practices for pupils with special educational needs in the English as a foreign language class in Israel reflect inclusion laws and language policy requirements?. International Journal of Inclusive Education 20:11, pages 1188-1203.
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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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Nelly Tournaki & W. Ellery Samuels. (2016) Do Graduate Teacher Education Programs Change Teachers’ Attitudes Toward Inclusion and Efficacy Beliefs?. Action in Teacher Education 38:4, pages 384-398.
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Birgit Paju, Lauri Räty, Raija Pirttimaa & Elina Kontu. (2016) The school staff's perception of their ability to teach special educational needs pupils in inclusive settings in Finland. International Journal of Inclusive Education 20:8, pages 801-815.
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Johan Botha & Elias Kourkoutas. (2016) A community of practice as an inclusive model to support children with social, emotional and behavioural difficulties in school contexts. International Journal of Inclusive Education 20:7, pages 784-799.
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Maria Markova, Ineke Pit-Ten Cate, Sabine Krolak-Schwerdt & Sabine Glock. (2016) Preservice Teachers' Attitudes Toward Inclusion and Toward Students with Special Educational Needs from Different Ethnic Backgrounds. The Journal of Experimental Education 84:3, pages 554-578.
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M. Bruggink, S.L. Goei & H.M. Koot. (2016) Teachers’ capacities to meet students’ additional support needs in mainstream primary education. Teachers and Teaching 22:4, pages 448-460.
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Sylvia Söderström. (2016) Socio-material practices in classrooms that lead to the social participation or social isolation of disabled pupils. Scandinavian Journal of Disability Research 18:2, pages 95-105.
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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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Laura S. Clarke, Todd Haydon, Anne Bauer & Anna C. Epperly. (2016) Inclusion of Students With an Intellectual Disability in the General Education Classroom With the Use of Response Cards. Preventing School Failure: Alternative Education for Children and Youth 60:1, pages 35-42.
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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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Elisabeth Hesjedal, Hilde Hetland, Anette Christine Iversen & Terje Manger. (2015) Interprofessional collaboration as a means of including children at risk: an analysis of Norwegian educational policy documents. International Journal of Inclusive Education 19:12, pages 1280-1293.
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Christina Yuknis. (2015) Attitudes of Pre-service Teachers Toward Inclusion for Students Who Are Deaf. Deafness & Education International 17:4, pages 183-193.
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Cadeyrn J Gaskin. (2015) On the Potential for Psychological Researchers and Psychologists to Promote the Social Inclusion of People with Disability: A Review. Australian Psychologist 50:6, pages 445-454.
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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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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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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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Meenakshi Srivastava, Anke A. de Boer & Sip Jan Pijl. (2015) Know How to Teach Me… Evaluating the Effects of an In-Service Training Program for Regular School Teachers Toward Inclusive Education. International Journal of School & Educational Psychology 3:4, pages 219-230.
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Per Egil Mjaavatn, Per Frostad & Sip Jan Pijl. (2015) Measuring the causes for the growth in special needs education. A validation of a questionnaire with possible factors explaining the growing demand for special provisions in education. European Journal of Special Needs Education 30:4, pages 565-574.
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Siri Wormnæs, Kitila Mkumbo, Bjørn Skaar & Yngve Refseth. (2015) Using concept maps to elicit and study student teachers’ perceptions about inclusive education: a Tanzanian experience. Journal of Education for Teaching 41:4, pages 369-384.
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Lucy Bailey, Alefiya Nomanbhoy & Tida Tubpun. (2015) Inclusive education: teacher perspectives from Malaysia. International Journal of Inclusive Education 19:5, pages 547-559.
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Jozef Miškolci. (2015) Dream interpretation as a component of researcher's reflexivity within an ethnographic research. Ethnography and Education 10:1, pages 76-91.
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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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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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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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C. M. Mateusi & M. N. Naong. (2014) Giving Voice to the Voiceless: A Case Study of Learners with Impairments in Lesotho Schools. Journal of Social Sciences 39:3, pages 337-349.
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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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Rachel Sermier Dessemontet, Diane Morin & Anne G. Crocker. (2014) Exploring the Relations between In-service Training, Prior Contacts and Teachers’ Attitudes towards Persons with Intellectual Disability. International Journal of Disability, Development and Education 61:1, pages 16-26.
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M. Bruggink, S.L. Goei & H.M. Koot. (2013) Characteristics of teacher-identified students with special educational needs in Dutch mainstream primary education. Educational Research 55:4, pages 361-375.
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Uzi Levi, Michal Einav, Ilana Raskind, Orit Ziv & Malka Margalit. (2013) Helping students with LD to succeed: the role of teachers’ hope, sense of coherence and specific self-efficacy. European Journal of Special Needs Education 28:4, pages 427-439.
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Christopher Boyle, Keith Topping & Divya Jindal-Snape. (2013) Teachers’ attitudes towards inclusion in high schools. Teachers and Teaching 19:5, pages 527-542.
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Patrick Ojok & Siri Wormnæs. (2013) Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in Uganda. International Journal of Inclusive Education 17:9, pages 1003-1021.
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Ton Mooij. (2013) Designing instruction and learning for cognitively gifted pupils in preschool and primary school. International Journal of Inclusive Education 17:6, pages 597-613.
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Robyn Bentley-Williams & Jennifer Morgan. (2013) Inclusive education: pre-service teachers' reflexive learning on diversity and their challenging role. Asia-Pacific Journal of Teacher Education 41:2, pages 173-185.
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Anke de Boer, Sip Jan Pijl & Alexander Minnaert. (2012) Students’ Attitudes towards Peers with Disabilities: A review of the literature. International Journal of Disability, Development and Education 59:4, pages 379-392.
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Anke de Boer, Sip Jan Pijl, Wendy Post & Alexander Minnaert. (2012) Which variables relate to the attitudes of teachers, parents and peers towards students with special educational needs in regular education?. Educational Studies 38:4, pages 433-448.
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Susanne Schwab, Markus Gebhardt, Elfriede M. Ederer-Fick & Barbara Gasteiger Klicpera. (2012) An examination of public opinion in Austria towards inclusion. Development of the ‘Attitudes Towards Inclusion Scale’ – ATIS. European Journal of Special Needs Education 27:3, pages 355-371.
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Annamari Ylonen & Brahm Norwich. (2012) Using Lesson Study to develop teaching approaches for secondary school pupils with moderate learning difficulties: teachers’ concepts, attitudes and pedagogic strategies. European Journal of Special Needs Education 27:3, pages 301-317.
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Mojca Peček & Sunčica Macura-Milovanović. (2012) Who is responsible for vulnerable pupils? The attitudes of teacher candidates in Serbia and Slovenia. European Journal of Teacher Education 35:3, pages 327-346.
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