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International Journal of Inclusive Education Volume 24, 2020 - Issue 5
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Teacher knowledge and attitudes towards inclusion: a cross-cultural study in Ghana, Germany and Spain

Pablo MónicoDepartment of Psychology, University of Oviedo, Oviedo, SpainView further author information
,
Anthony Kofi MensahDepartment of Education, University of Education, Winneba, GhanaView further author information
,
Matthias GrünkeDepartment of Special Needs Education, University of Koln, Koln, GermanyView further author information
,
Trinidad GarciaDepartment of Psychology, University of Oviedo, Oviedo, Spain;Faculty Padre Ossó, University of Oviedo, Oviedo, SpainView further author information
,
Estrella FernándezDepartment of Psychology, University of Oviedo, Oviedo, SpainView further author information
&
Celestino RodríguezDepartment of Psychology, University of Oviedo, Oviedo, SpainCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-4137-4503View further author information
ORCID Icon
Pages 527-543 | Received 14 Feb 2018, Accepted 27 Apr 2018, Published online: 07 May 2018

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Donnie Adams, Ahmed Mohamed, Visal Moosa & Mariyam Shareefa. (2023) Teachers’ readiness for inclusive education in a developing country: fantasy or possibility?. Educational Studies 49:6, pages 896-913.
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Donika Koliqi & Naser Zabeli. (2022) Variables affecting the attitudes of teachers’ towards inclusive education in Kosovo. Cogent Education 9:1.
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Annika Ohle-Peters, Mohamed A. Shahat & Abdullah K. Ambusaidi. (2022) Text-Picture-Material in science education: A comparison of Omani and German teachers’ attitudes, motivational orientations and self-regulatory skills. Educational Studies 0:0, pages 1-20.
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Leila Ansari Ricci, Sarah Benis Scheier-Dolberg & Brian K. Perkins. (2022) Transforming triads for inclusion: understanding frames of reference of special educators, general educators, and administrators engaging in collaboration for inclusion of all learners. International Journal of Inclusive Education 26:5, pages 526-539.
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Articles from other publishers (10)

Katherine Andrea Dinamarca‐Aravena. (2023) The professional role and exercise of the role of educational assistance professionals in schools with School Integration Programs in Chile. Journal of Research in Special Educational Needs 23:4, pages 300-312.
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Melissa Washington-Nortey, Adote Anum, Zewelanji Serpell & Yaoying Xu. (2023) Expectations for Children with Autism Spectrum Disorders or Intellectual Disabilities in Ghana: A Comparison Between Service Providers and Parents. Journal of Autism and Developmental Disorders.
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Yueh Yea Lo & Juliana Othman. (2023) Lecturers’ readiness for EMI in Malaysia higher education. PLOS ONE 18:7, pages e0284491.
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Awudu Salaam Mohammed. 2023. Inclusion in Southern African Education. Inclusion in Southern African Education 27 40 .
Jun (AJ) Ai, Jihong Zhang, Eva Horn, Hao Liu, Jingjing Huang & Yanjuan Ma. (2022) Examination of Chinese Teachers' Attitudes Towards Inclusive Education. Journal of International Special Needs Education 25:2, pages 74-86.
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Hanin Bukamal. 2022. Global Perspectives on Teacher Performance Improvement. Global Perspectives on Teacher Performance Improvement 91 107 .
Jenny Lenkeit, Anne Hartmann, Antje Ehlert, Michel Knigge & Nadine Spörer. (2022) Effects of special educational needs and socioeconomic status on academic achievement. Separate or confounded?. International Journal of Educational Research 113, pages 101957.
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Simplice A. Asongu & Nicholas M. Odhiambo. (2020) Finance, governance and inclusive education in Sub-Saharan Africa. Social Responsibility Journal 17:8, pages 1044-1061.
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Tiina Kivirand, Äli Leijen, Liina Lepp & Tiiu Tammemäe. (2021) Designing and Implementing an In-Service Training Course for School Teams on Inclusive Education: Reflections from Participants. Education Sciences 11:4, pages 166.
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Simplice Asongu & Nicholas Odhiambo. (2020) Finance, Governance and Inclusive Education in Sub-Saharan Africa. SSRN Electronic Journal.
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