Citations (19)
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Alma Dizdarevic, Haris Memisevic, Armin Osmanovic & Amila Mujezinovic. (2022) Family quality of life: perceptions of parents of children with developmental disabilities in Bosnia and Herzegovina. International Journal of Developmental Disabilities 68:3, pages 274-280.
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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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Maribel Cruz-Ortiz, M. Carmen Pérez-Rodríguez, Cristina Jenaro-Río, Dora-Esperanza Sevilla-Santo & Silvia Cruz-Ortiz. (2016) When differences do not matter: inclusion in a Mexican primary school / Cuando las diferencias no importan: la inclusión en una escuela primaria mexicana. Culture and Education 28:1, pages 72-98.
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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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Articles from other publishers (15)
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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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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Christopher Boyle, Kelly-Ann Allen & Christopher L. Barrell. 2023. Research for Inclusive Quality Education. Research for Inclusive Quality Education
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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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Shwetlena Sabarwal, Malek Abu-Jawdeh & Radhika Kapoor. (2022) Teacher Beliefs: Why They Matter and What They Are. The World Bank Research Observer 37:1, pages 73-106.
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Maxwell Peprah Opoku, Hala Elhoweris, Alex Nester Jiya, Nlem Anne-Paule Ngoh, William Nketsia, Emmanuel Opoku Kumi & Eric Lawer Torgbenu. (2021) Cross-national study of communal attitudes toward individuals with intellectual disabilities in sub-Saharan Africa: Cameroon vs. Ghana. PLOS ONE 16:9, pages e0257482.
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Stuart Woodcock. (2020) Teachers' beliefs in inclusive education and the attributional responses toward students with and without specific learning difficulties. Dyslexia 27:1, pages 110-125.
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Laura Arcangeli, Alice Bacherini, Cristina Gaggioli, Moira Sannipoli & Giulia Balboni. (2020) Attitudes of Mainstream and Special-Education Teachers toward Intellectual Disability in Italy:
The Relevance of Being Teachers. International Journal of Environmental Research and Public Health 17:19, pages 7325.
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Tommy van Steen & Claire Wilson. (2020) Individual and cultural factors in teachers’ attitudes towards inclusion: A meta-analysis. Teaching and Teacher Education 95, pages 103127.
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José María Fernández Batanero, Ana María Benítez Jaén, Marta Montenegro Rueda & Inmaculada García Martínez. (2019) Do Regular Schools in Spain Respond to the Educational Needs of Students with Down Syndrome?. Journal of Child and Family Studies 29:9, pages 2355-2363.
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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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Martin K. Toye, Claire Wilson & Georgina A. Wardle. (2018)
Education professionals’ attitudes towards the inclusion of children with
ADHD
: the role of knowledge and stigma
. Journal of Research in Special Educational Needs 19:3, pages 184-196.
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Margarida Maria de Moura VIEIRA-RODRIGUES & Maria Manuela Pires SANCHES-FERREIRA. (2017) A Inclusão de Crianças com Necessidades Educativas Especiais no Ensino Regular em Portugal: a Opinião de Educadores de Infância e de Professores do 1º Ciclo do Ensino Público e Privado. Revista Brasileira de Educação Especial 23:1, pages 37-52.
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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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Jean-René Lapointe & Jacinthe Dion. (2015) Description d’un processus de théorisation portant sur les conditions de réussite d’une expérience d’inclusion vécue par des élèves en troubles d’apprentissage : pratiques éducatives, attitudes parentales et éléments contextuels. Approches inductives 2:1, pages 68-91.
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