https://orcid.org/0000-0003-1054-4928
Citations (15)
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Read on this site (6)
Carles Monereo & Hubert Hermans. (2023) Education and dialogical self: state of art (Educación y yo dialógico: estado de la cuestión). Journal for the Study of Education and Development 46:3, pages 445-491.
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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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Christopher Boyle, Shane Costello, Joanna Anderson, Kim Collett, Angela Page & Kelly-Ann Allen. (2022) Further development of the Teacher Attitudes to Inclusion Scale: principal components and Rasch analysis. International Journal of Inclusive Education 0:0, pages 1-16.
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Carrie Ballantyne, Claire Wilson, Martin K. Toye & Karri Gillespie-Smith. (2022) Knowledge and barriers to inclusion of ASC pupils in Scottish mainstream schools: a mixed methods approach. International Journal of Inclusive Education 0:0, pages 1-20.
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Maxwell Peprah Opoku, Monica Cuskelly, Scott J. Pedersen & Christopher S. Rayner. (2021) Applying the theory of planned behaviour in assessments of teachers’ intentions towards practicing inclusive education: a scoping review. European Journal of Special Needs Education 36:4, pages 577-592.
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Elisabeth Moser Opitz, Susanne Schnepel, Helena Krähenmann, Sarah Jandl, Franziska Felder & Rachel Sermier Dessemontet. (2020) The impact of special education resources and the general and the special education teacher’s competence on pupil mathematical achievement gain in inclusive classrooms. International Journal of Inclusive Education 0:0, pages 1-17.
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Articles from other publishers (9)
Roberto Marcone & Antonietta Caputo. (2021) Covert-overt prejudices towards the intellectual disabilities at school: A study on teachers and non-teachers of southern Italy. Current Psychology 42:8, pages 6339-6346.
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Kevin Fuchs. (2022) Using an extended technology acceptance model to determine students’ behavioral intentions toward smartphone technology in the classroom. Frontiers in Education 7.
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Katharina-Theresa Lindner, Sepideh Hassani, Susanne Schwab, Cornelia Gerdenitsch, Silvia Kopp-Sixt & Andrea Holzinger. (2022) Promoting Factors of Social Inclusion of Students With Special Educational Needs: Perspectives of Parents, Teachers, and Students. Frontiers in Education 7.
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Jo Lunn Brownlee, Sue Walker, Lyra L’Estrange, Mary Ryan, Theresa Bourke, Leonie Rowan & Eva Johansson. 2022. Reconstructing the Work of Teacher Educators. Reconstructing the Work of Teacher Educators
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Ahmed Athif, Loraine McKay & Wendi Beamish. 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
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David Armstrong. (2021) Introduction to the Special Issue: exclusion, expulsion and suspension of students with disabilities: advancing knowledge, preventing educational exclusion. Journal of Research in Special Educational Needs 21:S1, pages 3-7.
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Ariana Garrote, Franziska Felder, Helena Krähenmann, Susanne Schnepel, Rachel Sermier Dessemontet & Elisabeth Moser Opitz. (2020) Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management. Frontiers in Education 5.
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Laura Arcangeli, Alice Bacherini, Cristina Gaggioli, Moira Sannipoli & Giulia Balboni. (2020) Attitudes of Mainstream and Special-Education Teachers toward Intellectual Disability in Italy:
The Relevance of Being Teachers. International Journal of Environmental Research and Public Health 17:19, pages 7325.
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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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