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International Journal of Inclusive Education Volume 26, 2022 - Issue 12
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Articles

Teachers with disabilities: a literature review

Patrícia Necaa Instituto Superior de Ciências Sociais e Políticas, Universidade de Lisboa (ISCSP-ULisboa), Lisboa, PortugalCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-6815-5602View further author information
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Maria Leonor Borgesb Universidade do Algarve, Faro, PortugalORCID Iconhttps://orcid.org/0000-0002-2763-2433View further author information
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Paula Campos Pintoa Instituto Superior de Ciências Sociais e Políticas, Universidade de Lisboa (ISCSP-ULisboa), Lisboa, PortugalORCID Iconhttps://orcid.org/0000-0003-4040-1688View further author information
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Pages 1192-1210 | Received 17 Apr 2020, Accepted 27 May 2020, Published online: 15 Jun 2020

Citations (19)

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Read on this site (7)

Deborah Hanuscin & Spencer Green. (2023) (Re)learning to Teach Science with a Hearing Impairment: An Auto-ethnographic Study. Journal of Science Teacher Education 34:4, pages 352-368.
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Elaine Keane. (2023) Chameleoning to fit in? Working class student teachers in Ireland performing differential social class identities in their placement schools. Educational Review 0:0, pages 1-20.
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Rebecca Wood & Francesca Happé. (2023) What are the views and experiences of autistic teachers? Findings from an online survey in the UK. Disability & Society 38:1, pages 47-72.
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Hannah Ware, Nidhi Singal & Nora Groce. (2022) The work lives of disabled teachers: revisiting inclusive education in English schools. Disability & Society 37:9, pages 1417-1438.
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Rebecca Wood, Laura Crane, Francesca Happé & Ruth Moyse. (2022) Learning from autistic teachers: lessons about change in an era of COVID-19. Educational Review 0:0, pages 1-23.
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Cat StEvens. (2022) The lived experience of autistic teachers: a review of the literature. International Journal of Inclusive Education 0:0, pages 1-15.
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Shirley Har-Zvi, Merav Salkovsky & Michal Feldman. (2021) “Between exclusion and inclusion”: emotional and professional aspects of how teachers with writing difficulties cope. Australian Journal of Learning Difficulties 26:2, pages 179-197.
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Articles from other publishers (12)

Morgan M. Strimel, Sarah A. Nagro, Pamela H. Baker & Colleen A. Thoma. (2023) The Experiences of Teacher Candidates With Disabilities: A Systematic Literature Review. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 46:3, pages 243-259.
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Lucy Barnard-Brak, Tara Stevens & Alison Kearley. (2023) Expelled Students in Need of Special Education Services Using Bayes’ Theorem: Implications for the Social Maladjustment Clause?. Behavioral Disorders 48:4, pages 227-242.
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Rebecca Wood. (2023) Happier on the outside? Discourses of exclusion, disempowerment and belonging from former autistic school staff. Journal of Research in Special Educational Needs.
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Claire O’Neill & Neil Kenny. (2023) “I Saw Things through a Different Lens…”: An Interpretative Phenomenological Study of the Experiences of Autistic Teachers in the Irish Education System. Education Sciences 13:7, pages 670.
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Sahem Nawafleh. (2023) Levels of discriminatory practices and behaviours towards employees with disabilities in the Jordanian public sector: an exploratory analytical study. International Journal of Organizational Analysis.
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Emily M. Lund. (2021) Addressing the Leaking Pipeline: Supporting Disabled Graduate Student Teachers in Psychology. Teaching of Psychology 50:2, pages 99-104.
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Mary F. Rice & Emily Smith. (2022) Special Education Teachers’ Entangled Agencies, Intersectional Identities, and Commitments to Equity and Inclusion. Journal of Special Education Technology 38:1, pages 37-49.
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Hailey R Love & Christine L Hancock. (2022) Tensions as opportunities for transformation: Applying DisCrit Resistance to early childhood teacher education programs. Contemporary Issues in Early Childhood 23:4, pages 483-499.
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Margaret R. Beneke & Hailey R. Love. (2022) A DisCrit Analysis of Quality in Early Childhood: Toward Pedagogies of Wholeness, Access, and Interdependence. Teachers College Record: The Voice of Scholarship in Education 124:12, pages 192-219.
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Heidi Flavian & Eran Uziely. (2022) Determinants of teachers’ attitudes toward inclusion of pupils with attention deficit hyperactivity disorder: The role of teacher education. Frontiers in Education 7.
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Margaret R. Beneke, Molly Baustien Siuty & Tamara Handy. (2022) Emotional Geographies of Exclusion: Whiteness and Ability in Teacher Education Research. Teachers College Record: The Voice of Scholarship in Education 124:7, pages 105-130.
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Judith Pérez Castro. (2022) Dilemas de la inclusión y discapacidad en la educación superior. Perfiles Educativos 44:175, pages 132-149.
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