Citations (35)
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Marjatta Takala, Päivi Pihlaja & Elina Viljamaa. (2023) ‘Yes it’s good, but … ’ – student teachers’ inclusion narratives. Scandinavian Journal of Educational Research 67:7, pages 1056-1068.
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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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Tahlia McCracken, Sian Chapman & Ben Piggott. (2023) Inclusion illusion: a mixed-methods study of preservice teachers and their preparedness for inclusive schooling in Health and Physical Education. International Journal of Inclusive Education 27:4, pages 507-525.
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Jennifer M. Longley & Leslie Craigo. (2023) Exploration of Preservice Teacher Attitudes Towards Disability. Community College Journal of Research and Practice 47:1, pages 53-68.
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Jo Raphael, Edwin Creely & Julianne Moss. (2022) Developing a drama-based inclusive education workshop about disability for pre-service teachers: a narrative inquiry after Scheler and Levinas. Educational Review 74:5, pages 978-991.
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Ahmed Bawa Kuyini, Thenjiwe Emily Major, Boitumelo Mangope & Mohammed Alhassan. (2021) Botswana teachers: competencies perceived as important for inclusive education. International Journal of Inclusive Education 0:0, pages 1-16.
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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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Karolien Keppens, Els Consuegra, Sven De Maeyer & Ruben Vanderlinde. (2021) Teacher beliefs, self-efficacy and professional vision: disentangling their relationship in the context of inclusive teaching. Journal of Curriculum Studies 53:3, pages 314-332.
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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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Fabio Dovigo. (2020) Through the eyes of inclusion: an evaluation of video analysis as a reflective tool for student teachers within special education. European Journal of Teacher Education 43:1, pages 110-126.
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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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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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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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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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Jacqueline Specht, Donna McGhie-Richmond, Tim Loreman, Pat Mirenda, Sheila Bennett, Tiffany Gallagher, Gabrielle Young, Jamie Metsala, Lynn Aylward, Jennifer Katz, Wanda Lyons, Scott Thompson & Sarah Cloutier. (2016) Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers. International Journal of Inclusive Education 20:1, pages 1-15.
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Elizabeth Walton & Lee Rusznyak. (2014) Affordances and limitations of a special school practicum as a means to prepare pre-service teachers for inclusive education. International Journal of Inclusive Education 18:9, pages 957-974.
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Articles from other publishers (18)
Wendelien Vantieghem, Iris Roose, Karin Goosen, Wouter Schelfhout & Piet Van Avermaet. (2023) Education for all in action: Measuring teachers’ competences for inclusive education. PLOS ONE 18:11, pages e0291033.
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Esra Eret. (2022) The Review of International and National Efforts to Foster Inclusive Education: Implications for Preservice Teacher Education. Turkish Journal of Special Education Research and Practice 4:2022-V4-I2, pages 35-45.
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Mehmet İNCE, Hasan Hüseyin YILDIRIM & Seda KARAKAŞOĞLU. (2022) Okul Yöneticilerinin Bütünleştirme Uygulamalarına İlişkin Görüş ve Önerilerinin BelirlenmesiDetermining the Opinions and Suggestions of Administrators on Inclusive Education. Batı Anadolu Eğitim Bilimleri Dergisi 13:2, pages 1210-1227.
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Udeme Samuel Jacob & Jace Pillay. (2022) A comparative study of pre-service teachers’ knowledge and perceptions of, and attitudes toward, inclusive education. Frontiers in Education 7.
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Elke Grimminger-Seidensticker & Miriam Seyda. (2022) Enhancing attitudes and self-efficacy toward inclusive teaching in physical education pre-service teachers: Results of a quasi-experimental study in physical education teacher education. Frontiers in Education 7.
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Irene Gómez-Marí, Pilar Sanz-Cervera & Raúl Tárraga-Mínguez. (2022) Teachers’ Attitudes toward Autism Spectrum Disorder: A Systematic Review. Education Sciences 12:2, pages 138.
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Lily Birkett, Laura McGrath & Ian Tucker. (2022) Muting, filtering and transforming space: Autistic children's sensory ‘tactics’ for navigating mainstream school space following transition to secondary school. Emotion, Space and Society 42, pages 100872.
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Elsayed E.A. Hassanein, Yousef M. Alshaboul & Sayed Ibrahim. (2021) The impact of teacher preparation on preservice teachers' attitudes toward inclusive education in Qatar. Heliyon 7:9, pages e07925.
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Yasemin Kisbu-Sakarya & Ceymi Doenyas. (2021) Can school teachers’ willingness to teach ASD-inclusion classes be increased via special education training? Uncovering mediating mechanisms. Research in Developmental Disabilities 113, pages 103941.
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Merve ÇETİN & Hasan Hüseyin ŞAHAN. (2020) Öğretmen Adaylarının Kaynaştırma Eğitimi Uygulamalarına Yönelik Yeterlik Düzeyleri ve Görüşlerinin Belirlenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 14:2, pages 988-1039.
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Franziska Lautenbach, Johanna Korte, Aiko Möhwald, Anke Heyder & Elke Grimminger-Seidensticker. (2020) A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion. Frontiers in Education 5.
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Michele L. Stites, Christopher R. Rakes, Amy K. Noggle & Sabrina Shah. (2018) Preservice Teacher Perceptions of Preparedness to Teach in Inclusive Settings as an Indicator of Teacher Preparation Program Effectiveness. Discourse and Communication for Sustainable Education 9:2, pages 21-39.
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Norfishah Mat Rabi, Nor Hasnida Che Md Ghazali, , Nor Aizal Akmal Rohaizad & Mohd Yusof Zulkefli. (2018) Readiness of Pre-Service Teacher to teach Student with Special Needs through Inclusive Education Course. International Journal of Academic Research in Progressive Education and Development 7:4.
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Mustafa CANSIZ & Nurcan CANSIZ. (2018) Sentiments, Attitudes, and Concerns about Inclusion: Early Years in Teacher Education ProgramsKaynaştırma Eğitimine Yönelik Düşünce, Tutum ve Endişeler: Öğretmen Eğitimi Programlarında İlk Yıllar. Erzincan Üniversitesi Eğitim Fakültesi Dergisi 20:1, pages 167-183.
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Elizabeth A Nowicki, Jason D Brown & Lynn Dare. (2018) Educators’ evaluations of children's ideas on the social exclusion of classmates with intellectual and learning disabilities. Journal of Applied Research in Intellectual Disabilities 31:1, pages e154-e163.
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Nevin GÜNER YILDIZ. (2017) Classroom Management and Student Achievement: A Study on Five Elementary Classrooms. Anadolu Journal Of Educational Sciences International 7:1, pages 155-183.
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Umesh Sharma & Laura Sokal. (2015) Can Teachers’ Self-Reported Efficacy, Concerns, and Attitudes Toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?. Australasian Journal of Special Education 40:1, pages 21-38.
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Sarah G. Hansen, Allison W. Blakely, Jill K. Dolata, Tracy Raulston & Wendy Machalicek. (2014) Children with Autism in the Inclusive Preschool Classroom: A Systematic Review of Single-Subject Design Interventions on Social Communication Skills. Review Journal of Autism and Developmental Disorders 1:3, pages 192-206.
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