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International Journal of Inclusive Education Volume 25, 2021 - Issue 3
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Articles

‘I can because I think I can': an investigation into Victorian secondary school teacher’s self-efficacy beliefs regarding the inclusion of students with disabilities

Pearl SubbanFaculty of Education, Monash University, Melbourne, AustraliaCorrespondence[email protected]
,
Penny RoundFaculty of Education, Monash University, Melbourne, Australia
&
Umesh SharmaFaculty of Education, Monash University, Melbourne, AustraliaORCID Iconhttps://orcid.org/0000-0002-5198-9379
ORCID Icon
Pages 348-361 | Received 18 Sep 2018, Accepted 16 Nov 2018, Published online: 27 Nov 2018

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Umesh Sharma, Tim Loreman, Fiona May, Alessandra Romano, Caroline Sahli Lozano, Elias Avramidis, Stuart Woodcock, Pearl Subban & Harry Kullmann. (2023) Measuring collective efficacy for inclusion in a global context. European Journal of Special Needs Education 0:0, pages 1-17.
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Articles from other publishers (9)

Olufemi Timothy Adigun. (2023) Assessment of Pre-Service Teachers’ Sense of Efficacy for Inclusive Education Programs: A Comparative Study. Journal of Educational Studies 2023:si1, pages 155-174.
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İpek Gülsün, Olli-Pekka Malinen, Akie Yada & Hannu Savolainen. (2023) Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour. Teaching and Teacher Education 132, pages 104228.
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Stuart Woodcock, Kathy Gibbs, Elizabeth Hitches & Chloe Regan. (2023) Investigating Teachers’ Beliefs in Inclusive Education and Their Levels of Teacher Self-Efficacy: Are Teachers Constrained in Their Capacity to Implement Inclusive Teaching Practices?. Education Sciences 13:3, pages 280.
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RB Mabasa-Manganyi, JM Mamabolo, MD Sepadi, F Kgopa, SM Ndlhovu & M Themane. (2022) Enabling environments that South African teachers create to accommodate diversity in their classrooms: A case study on the Limpopo Province. South African Journal of Education 42:4, pages 1-10.
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Maxwell Peprah Opoku, William Nketsia & Ahmed H. Mohamed. (2022) The self-efficacy of private school teachers toward the implementation of inclusive education in Ghana: A mixed-methods study. Frontiers in Education 7.
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Emma Wray, Umesh Sharma & Pearl Subban. (2022) Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teaching and Teacher Education 117, pages 103800.
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Wendi Beamish, Kathy Gibbs, Margaret Toomey & Lisa McGarrigle. 2022. The Inclusion for Students with Special Educational Needs across the Asia Pacific. The Inclusion for Students with Special Educational Needs across the Asia Pacific 189 207 .
Nancy Gaudreau, Line Massé, Marie-France Nadeau, Claudia Verret, Vincent Bernier & Eric Frenette. (2020) Portrait comparatif d’enseignants québécois et tessinois de leur sentiment d’efficacité personnelle à gérer la classe. Spirale - Revue de recherches en éducation N° 65-2:2, pages 99-109.
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Cristina Nieto & Anabel Moriña. (2019) The dream school: Mind‐changing perspectives of people with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities 32:6, pages 1549-1557.
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