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International Journal of Inclusive Education Volume 18, 2014 - Issue 12
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Articles

Assessing Thai early childhood teachers' knowledge of inclusive education

Joseph S AgbenyegaFaculty of Education, Monash University, Melbourne, Australia
&
Sunanta KlibthongFaculty of Education, Monash University, Melbourne, AustraliaCorrespondence[email protected]
[email protected]
Pages 1247-1261 | Received 17 Dec 2012, Accepted 14 Jan 2014, Published online: 24 Apr 2014

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Watinee Amornpaisarnloet & Michael Arthur-Kelly. (2023) Perceived competencies and concerns of Thai general and special education teachers towards the behaviour problems of their students. International Journal of Inclusive Education 0:0, pages 1-16.
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Naser Zabeli & Majlinda Gjelaj. (2020) Preschool teacher’s awareness, attitudes and challenges towards inclusive early childhood education: A qualitative study. Cogent Education 7:1.
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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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Sérgio Gaitas & Margarida Alves Martins. (2017) Teacher perceived difficulty in implementing differentiated instructional strategies in primary school. International Journal of Inclusive Education 21:5, pages 544-556.
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Articles from other publishers (13)

Sokunrith Pov, Norimune Kawai & Saovorak Nov. (2024) Preparing pre-service teachers to work in Cambodian inclusive classrooms: Knowledge, experience, and attitudes toward inclusion. Teaching and Teacher Education 137, pages 104402.
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Lucybel Mendez & Patricia K. Kerig. (2023) Newcomers to Unwelcoming Lands: A Conceptual Review of the Dimensions of Discrimination Experienced by Refugee Youth and the Processes Imparting Risk and Resilience. Journal of Child & Adolescent Trauma 16:4, pages 903-915.
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Dinda Kurnianingrum & Darsinah Darsinah. (2023) Pengaruh BIMTEK Guru Pembimbing Khusus terhadap Kinerja Guru Pembimbing Khusus TK Inklusi. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 7:4, pages 3935-3945.
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Khusnul Khotimah Alawiyah Ismail & Suparno Suparno. (2023) Pengembangan Buku Panduan Guru Pembimbing Khusus Berbasis Asesmen di TK Inklusif. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 7:3, pages 2862-2874.
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Dejana Bouillet & Sandra Antulić Majcen. (2022) Potential for preventing the risk of social exclusion of children in Early Childhood Education and Care in Croatia. Journal of Pedagogy 13:2, pages 5-27.
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Dana Rad, Adela Redeş, Alina Roman, Sonia Ignat, Raul Lile, Edgar Demeter, Anca Egerău, Tiberiu Dughi, Evelina Balaş, Roxana Maier, Csaba Kiss, Henrietta Torkos & Gavril Rad. (2022) Pathways to inclusive and equitable quality early childhood education for achieving SDG4 goal—a scoping review. Frontiers in Psychology 13.
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Stuart Woodcock & Ian Hardy. 2020. Nancy Fraser, Social Justice and Education. Nancy Fraser, Social Justice and Education 71 90 .
Princess Zarla, Li Yan, Fadlee Duereh & Ruby Leah. (2020) Inclusive Practices of In-Service Teachers: A Quantitative Exploration of a Southeast Asian Context. European Journal of Educational Research 9:2, pages 787-797.
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H. Hosshan, R. J. Stancliffe, M. Villeneuve & M. L. Bonati. (2019) Inclusive schooling in Southeast Asian countries: a scoping review of the literature. Asia Pacific Education Review 21:1, pages 99-119.
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Ka Wai Lee, Rebecca Y. M. Cheung & Ming Chen. (2019) Preservice teachers’ self‐efficacy in managing students with symptoms of attention deficit/hyperactivity disorder: The roles of diagnostic label and students’ gender. Psychology in the Schools 56:4, pages 595-607.
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Latif Arishi, Christopher Boyle & Fraser Lauchlan. (2017) Inclusive education and the politics of difference: Considering the effectiveness of labelling in special education. Educational and Child Psychology 34:4, pages 9-19.
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Stuart Woodcock & Ian Hardy. (2017) Probing and problematizing teacher professional development for inclusion. International Journal of Educational Research 83, pages 43-54.
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Joseph Seyram Agbenyega & Sunanta Klibthong. 2015. Foundations of Inclusive Education Research. Foundations of Inclusive Education Research 149 167 .

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