Citations (34)
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Bephyer Parey. (2023) Exploring positive and negative teachers’ attitudes towards inclusion of children with disabilities in schools in Trinidad: implications for teacher education. International Journal of Inclusive Education 27:14, pages 1544-1558.
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Ming Lu, Qianqian Pan, Qiang Guo, Chanjuan Jia & Chunling Liu. (2023) Instrument Validation: Chinese Version of Multidimensional Attitudes toward Preschool Inclusive Education Scale (MATPIES-C). International Journal of Disability, Development and Education 70:7, pages 1296-1311.
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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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Helen Hanley & Sheila Garrity. (2022) ECCE teachers’ attitudes in Ireland towards including children with special educational needs. Irish Educational Studies 0:0, pages 1-19.
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Carlos E. Lavin, Grace L. Francis, Linda H. Mason & Robert F. LeSueur. (2022) Perceptions of Inclusive Education in Mexico City: An Exploratory Study. International Journal of Disability, Development and Education 69:3, pages 1065-1079.
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Aysegul Avsar Tuncay & Aydin Kizilaslan. (2022) Pre-service teachers’ sentiments, attitudes and concerns about inclusive education in Turkey. European Journal of Special Needs Education 37:2, pages 309-322.
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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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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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Otilia Clipa, Liliana Mata & Iuliana Lazar. (2020) Measuring In-Service Teachers’ Attitudes Towards Inclusive Education. International Journal of Disability, Development and Education 67:2, pages 135-150.
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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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Patricia Solís, Ignacio Pedrosa & Luz-María Mateos-Fernández. (2019) Assessment and interpretation of teachers’ attitudes towards students with disabilities / Evaluación e interpretación de la actitud del profesorado hacia alumnos con discapacidad. Culture and Education 31:3, pages 576-608.
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Brent C. Elder & Bernard Kuja. (2019) Going to school for the first time: inclusion committee members increasing the number of students with disabilities in primary schools in Kenya. International Journal of Inclusive Education 23:3, pages 261-279.
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M. Tamara Polo Sánchez, Carolina Fernández-Jiménez & María Fernández Cabezas. (2018) The Attitudes of Different Partners Involved in Higher Education towards Students with Disabilities. International Journal of Disability, Development and Education 65:4, pages 442-458.
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Brent C. Elder & Kenneth O. Odoyo. (2018) Multiple methodologies: using community-based participatory research and decolonizing methodologies in Kenya. International Journal of Qualitative Studies in Education 31:4, pages 293-311.
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Bi Ying Hu, Hui Ping Wu, Xue Yun Su & Sherron Killingsworth Roberts. (2017) An examination of Chinese preservice and inservice early childhood teachers’ perspectives on the importance and feasibility of the implementation of key characteristics of quality inclusion. International Journal of Inclusive Education 21:2, pages 187-204.
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Articles from other publishers (19)
Filiz Polat, Mehmet Karakuş, Aigerim Mussabalinova, Kathy Malone, Janet Helmer, Peggy Gallagher, Zhaynal Zonteyeva & Aisha Mnazhatdinova. (2023) Factors affecting multi-stakeholders’ perspectives towards inclusive early childhood education (IECE) in Kazakhstan. Children and Youth Services Review, pages 107224.
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Ambra Gentile, Valerio Giustino, Olga Rodriguez-Ferrán, Alessandra La Marca, Giuseppa Compagno, Antonino Bianco, Giuseppe Battaglia & Marianna Alesi. (2023) Inclusive physical activity games at school: The role of teachers’ attitude toward inclusion. Frontiers in Psychology 14.
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Natalia Simón Medina, Sagrario Del Valle Díaz, Julio César De Cisneros De Britto & Javier Rodríguez Torres. (2023) Otra mirada docente hacia la discapacidad. Revista Española de Sociología 32:2, pages a159.
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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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Pazit Levi-Sudai & Gabriela Neagu. (2022) The Attitudes of Teachers towards Disadvantaged Young Students: Israel–Romania Comparative Analysis. Sustainability 14:19, pages 12468.
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Sowiyah Sowiyah & Ryzal Perdana. (2022) Inclusive Education in Indonesia: Teachers’ Perceptions. WSEAS TRANSACTIONS ON ENVIRONMENT AND DEVELOPMENT 18, pages 27-36.
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Françoise Guillemot, Florence Lacroix & Isabelle Nocus. (2022) Teachers' attitude towards inclusive education from 2000 to 2020: An extended meta-analysis. International Journal of Educational Research Open 3, pages 100175.
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Nenad Glumbić, Branislav Brojčin, Mirjana Đorđević & Vesna Žunić‐Pavlović. (2020) Characteristics of mobile phone use in adolescents identified with mild intellectual disability who attend special schools in Serbia and their non‐disabled peers in mainstream schools. British Journal of Learning Disabilities 49:2, pages 217-229.
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Aizhan Alzhanova. 2021. Inclusive Education in a Post-Soviet Context. Inclusive Education in a Post-Soviet Context
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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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Diego Navarro-Mateu, Jacqueline Franco-Ochoa, Selene Valero-Moreno & Vicente Prado-Gascó. (2020) Attitudes, Sentiments, and Concerns About Inclusive Education of Teachers and Teaching Students in Spain. Frontiers in Psychology 11.
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Seda SABAH, Mehmet Yalçın TAŞMEKTEPLİGİL, Taner TUNÇ, Aydan ERMİŞ & Gül ÇAVUŞOĞLU. (2020) KAYNAŞTIRMA ÖĞRENCİLERİNİN BEDEN EĞİTİMİ DERSİNE YÖNELİK GÖRÜŞ VE GEREKSİNİMLERİNİN İNCELENMESİ. Ankara Üniversitesi Beden Eğitimi ve Spor Yüksekokulu SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi 18:1, pages 81-95.
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Elias Avramidis, Anastasia Toulia, Charilaos Tsihouridis & Vasilis Strogilos. (2019) Teachers’ attitudes towards inclusion and their self‐efficacy for inclusive practices as predictors of willingness to implement peer tutoring. Journal of Research in Special Educational Needs 19:S1, pages 49-59.
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Christiana Okyere, Heather M. Aldersey & Rosemary Lysaght. (2019) The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana. African Journal of Disability 8.
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Mehmet Seckin GEZER & Veysel AKSOY. (2019) Perceptions of Turkish Preschool Teachers’ about Their Roles within the Context of Inclusive Education.. International Journal of Early Childhood Special Education, pages 31-42.
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Bojana MastiloR.R. & Ivana ZečevićS.S.. (2019) Determinante stavova prosvetnih radnika prema inkluzivnom obrazovanju. Inovacije u nastavi 32:1, pages 89-104.
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Olivera Knežević-FlorićČ.Č., Stefan NinkovićR.R. & Nataša TančićD.D.. (2018) Inclusive education from the teacher's perspective: Roles, competences and barriers. Nastava i vaspitanje 67:1, pages 7-22.
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Hamid Hassan Ahmed Elhassan, EldoodYousifEldood Ahmed & Abdul-alaziz Alasmari. (2015) THE INFLUENCES OF SOME VARIABLES ON ATTITUDES OF SPECIAL EDUCATION TEACHERS TOWARDS EDUCATING PUPILS WITH AUTISM IN REGULAR SETTINGS. International Journal of Research -GRANTHAALAYAH 3:10, pages 30-37.
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Helen Tajoda. (2015) Teaching Performance, Sense of Belongingness and Attitude of Thailand Adventist Missionary Teachers. SSRN Electronic Journal.
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