Citations (29)
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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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Zhenzhen Zhang, Weihao Xin, Lei Wang, Tingrui Yan & Chunling Liu. (2023) Teaching assistant support for students with intellectual and developmental disabilities in Chinese elementary schools: general education teachers’ perceptions. International Journal of Developmental Disabilities 0:0, pages 1-15.
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Weihao Xin, Chunling Liu, Zhenzhen Zhang & Xiaoxue Yao. (2023) A person-centred examination of inclusive teachers’ beliefs about teaching students with intellectual and developmental disabilities: profiles and relations to teacher efficacy. International Journal of Developmental Disabilities 0:0, pages 1-13.
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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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Jiaojiao Wang, Yan Wang, Nan Zhu & Jia Qiu. (2022) Special education teachers’ emotional intelligence and its relationships with social support, work engagement and job performance: a job demands-resources theory’s perspective. International Journal of Developmental Disabilities 0:0, pages 1-10.
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Run Tan, Michael Lichtblau, Carina Wehmeier & Rolf Werning. (2022) Preschool teachers’ attitudes towards inclusion: a comparison study between China and Germany. European Journal of Special Needs Education 37:6, pages 994-1008.
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Zhengli Xie, Li-Fang Zhang & Meng Deng. (2022) Self-efficacy and Work Motivation among Inclusive Education Teachers in China. International Journal of Disability, Development and Education 0:0, pages 1-15.
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Weihao Xin, Chunling Liu, Andrea L. Ruppar, Xiaoxue Yao & Chuan He. (2021) ‘Does the loss outweigh the gain?’: inclusive teachers’ belief systems about teaching students with intellectual disabilities in Chinese elementary classrooms. International Journal of Inclusive Education 0:0, pages 1-22.
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Zhengli Xie, Meng Deng & Zhiyong Zhu. (2021) From regular education teachers to special educators: the role transformation of resource room teachers in Chinese inclusive education schools. International Journal of Inclusive Education 0:0, pages 1-18.
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Olga María Alegre de la Rosa & Luis Miguel Villar Angulo. (2021) Teachers’ and hearing and speech specialists’ attitudes towards and knowledge of sustainable inclusive education for students using hearing devices. International Journal of Inclusive Education 0:0, pages 1-16.
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Janka Goldan & Susanne Schwab. (2020) Measuring students’ and teachers’ perceptions of resources in inclusive education – validation of a newly developed instrument. International Journal of Inclusive Education 24:12, pages 1326-1339.
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Xueyun Su, Jiajun Guo & Xiaohui Wang. (2020) Different stakeholders’ perspectives on inclusive education in China: parents of children with ASD, parents of typically developing children, and classroom teachers. International Journal of Inclusive Education 24:9, pages 948-963.
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Martin Kudláček, Ladislav Baloun & Ondřej Ješina. (2020) The development and validation of revised inclusive physical education self-efficacy questionnaire for Czech physical education majors. International Journal of Inclusive Education 24:1, pages 77-88.
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Articles from other publishers (16)
Tiantian Wang & Guoxiu Tian. (2023) Linking Distributed Leadership with Differentiated Instruction in Inclusive Schools: The Mediating Roles of Teacher Leadership and Professional Competence. Behavioral Sciences 13:12, pages 990.
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Tania Laspina-Olmedo & Delfín Montero. (2023) Competencia inclusiva en la práctica docente: análisis bibliográfico y propuesta de categorización. Alteridad 18:2, pages 177-186.
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Meng Deng (邓猛), Ying Ma (马滢) & Zhengli Xie (谢正立). (2023) To Separate or to Include: A Qualitative Study of Placement Decisions for Students With Special Education Needs in China. ECNU Review of Education.
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Dita Nimante & Maija Kokare. (2022) Perspective of Teachers on Their Competencies for Inclusive Education. Acta Paedagogica Vilnensia 49, pages 8-22.
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Dandan Li, Josep Maria Sanahuja Gavaldà & Mar Badia Martín. (2022) Listening to students’ voices on inclusive teaching strategies in Chinese primary schools. International Journal of Chinese Education 11:2, pages 2212585X2211209.
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Almira R. Bayanova, Alexey A. Chistyakov, Maria O. Timofeeva, Vladimir V. Nasonkin, Tatiana I. Shulga & Vitaly F. Vasyukov. (2022) Psychometric Properties of Smartphone Addiction Inventory (SPAI) in Russian Context. Contemporary Educational Technology 14:1, pages ep342.
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Ceyhun Memiş. (2021) Elementary School Teachers' Views Scale on the Using Zoom in Compulsory Distance Education During the Pandemic: Psychometric Properties. The European Educational Researcher 4:2, pages 267-282.
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Princess Zarla, Ruby Leah & Zhanina U.. (2021) Strategies for Parental Involvement during Emergency Remote Teaching Scale: Its Psychometric Properties. European Journal of Educational Research 10:1, pages 427-439.
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Ümit KAHRAMAN, Tamer SARI & Funda NAYİR. (2020) A Study on Inclusive Education in Turkey. Journal of Education and Future.
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Joseph Mintz, Peter Hick, Yvette Solomon, Aikaterini Matziari, Finn Ó’Murchú, Kathy Hall, Kevin Cahill, Catriona Curtin, Jake Anders & Despoina Margariti. (2020) The reality of reality shock for inclusion: How does teacher attitude, perceived knowledge and self-efficacy in relation to effective inclusion in the classroom change from the pre-service to novice teacher year?. Teaching and Teacher Education 91, pages 103042.
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Olga María Alegre de la Rosa & Luis Miguel Villar Angulo. (2019) Attitudes of Children with Hearing Loss towards Public Inclusive Education. Education Sciences 9:3, pages 244.
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Ahmed Alduais & Meng Deng. (2019) The Effect of the National Plan (2010–2020) on the Development of Special Education in China: Evidence from Before–After Design at a 7-Year Interval. Education Sciences 9:2, pages 95.
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Susanne Schwab, Umesh Sharma & Tim Loreman. (2018) Are we included? Secondary students' perception of inclusion climate in their schools. Teaching and Teacher Education 75, pages 31-39.
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