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Journal of Intellectual & Developmental Disability Volume 21, 1996 - Issue 3
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Original Article

Inclusion: Is it stressful for teachers?

Chris Forlin The University of Southern QueenslandCorrespondence[email protected]
,
John Hattie The University of North Carolina
&
Graham Douglas The University of Western Australia
Pages 199-217 | Published online: 10 Jul 2009

Citations (30)

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Read on this site (19)

Joanna Nijakowska. (2019) Foreign language teachers’ preparedness to cater for special educational needs of learners with dyslexia: a conceptual framework. European Journal of Special Needs Education 34:2, pages 189-203.
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Rachel Sermier Dessemontet, Diane Morin & Anne G. Crocker. (2014) Exploring the Relations between In-service Training, Prior Contacts and Teachers’ Attitudes towards Persons with Intellectual Disability. International Journal of Disability, Development and Education 61:1, pages 16-26.
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Jackie Lambe. (2011) Pre-service education and attitudes towards inclusion: the role of the teacher educator within a permeated teaching model. International Journal of Inclusive Education 15:9, pages 975-999.
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Tiffany Jones. (2011) A Sexuality Education Discourses Framework: Conservative, Liberal, Critical, and Postmodern. American Journal of Sexuality Education 6:2, pages 133-175.
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NienkeM. Ruijs, Ineke Van der Veen & TheaT.D. Peetsma. (2010) Inclusive education and students without special educational needs. Educational Research 52:4, pages 351-390.
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A. Petriwskyj. (2010) Diversity and inclusion in the early years. International Journal of Inclusive Education 14:2, pages 195-212.
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Colette Gray. (2009) A qualitatively different experience: mainstreaming pupils with a visual impairment in Northern Ireland. European Journal of Special Needs Education 24:2, pages 169-182.
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Chris Forlin, Margaret Keen & Emma Barrett. (2008) The Concerns of Mainstream Teachers: Coping with inclusivity in an Australian context. International Journal of Disability, Development and Education 55:3, pages 251-264.
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Jackie Lambe & Robert Bones. (2007) The effect of school‐based practice on student teachers' attitudes towards inclusive education in Northern Ireland. Journal of Education for Teaching 33:1, pages 99-113.
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Samantha Wehbi. (2006) The challenges of inclusive education in Lebanon. Disability & Society 21:4, pages 331-343.
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Jackie Lambe & Robert Bones. (2006) Student teachers’ perceptions about inclusive classroom teaching in Northern Ireland prior to teaching practice experience. European Journal of Special Needs Education 21:2, pages 167-186.
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Anne Jobling & Karen B. Moni. (2004) ‘I never imagined I’d have to teach these children’: providing authentic learning experiences for secondary pre‐service teachers in teaching students with special needs. Asia-Pacific Journal of Teacher Education 32:1, pages 5-22.
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RebeccaS. Martínez. (2003) Impact of a graduate class on attitudes toward inclusion, perceived teaching efficacy and knowledge about adapting instruction for children with disabilities in inclusive settings. Teacher Development 7:3, pages 473-494.
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Suzanne Carrington & Joanne Brownlee. (2001) Preparing Teachers to Support Inclusion: The benefits of interaction between a group of preservice teachers and a teaching assistant who is disabled. Teaching Education 12:3, pages 347-357.
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JulieE. Dockrell & Geoff Lindsay. (2001) Children with Specific Speech and Language Difficulties—the teachers' perspective. Oxford Review of Education 27:3, pages 369-394.
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SUZANNE CARRINGTON. (1999) Inclusion needs a different school culture. International Journal of Inclusive Education 3:3, pages 257-268.
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Johann le Roux, Lorraine Graham & Suzanne Carrington. (1998) Effective teaching for students with Asperger's syndrome in the regular classroom. Australasian Journal of Special Education 22:2, pages 122-128.
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Peter Westwood. (1997) Moving toward inclusion: Proceed with caution. Australian Journal of Learning Disabilities 2:3, pages 18-20.
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Lorraine Graham & LeoneM. Prock. (1997) Support teachers & collaborative consultation. Australian Journal of Learning Disabilities 2:2, pages 6-12.
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Articles from other publishers (11)

Kas Mazurek & Margret Winzer. 2021. Third International Handbook of Globalisation, Education and Policy Research. Third International Handbook of Globalisation, Education and Policy Research 465 480 .
Judit Kormos & Joanna Nijakowska. (2017) Inclusive practices in teaching students with dyslexia: Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course. Teaching and Teacher Education 68, pages 30-41.
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Ayano Ikeda & Takao Ando. (2016) Awareness of Importance and Related Factors for Designing Individual Teaching Plans at Regular Elementary Schools in Japan. Journal of Special Education Research 4:2, pages 21-28.
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Kas Mazurek & Margret Winzer. 2015. Second International Handbook on Globalisation, Education and Policy Research. Second International Handbook on Globalisation, Education and Policy Research 649 665 .
Vladimíra LOVASOVÁ & Denis MAINZ. (2012) POSSIBILITIES OF EMOTIONAL DISORDERS REDUCTION BY PROJECTBASED LEARNING IN ICT CLASSES. Journal of Technology and Information 4:1, pages 56-61.
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Anne Petriwskyj. (2010) Who Has Rights to What? Inclusion in Australian Early Childhood Programs. Contemporary Issues in Early Childhood 11:4, pages 342-352.
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Margaret Winzer & Kas Mazurek. 2010. Globalization, Education and Social Justice. Globalization, Education and Social Justice 87 101 .
Soonyoung Hwang. (2008) Identifying Regular Class Teachers’ Stressors to integration for EBD Students. The Journal of Special Children Education 10:4, pages 247-263.
Crossref
Jackie Lambe & Robert Bones. (2008) RESEARCH SECTION: The impact of a special school placement on student teacher beliefs about inclusive education in Northern Ireland. British Journal of Special Education 35:2, pages 108-116.
Crossref
Gary N. Siperstein, Jennifer Norins & Amanda Mohler. 2007. Handbook of Intellectual and Developmental Disabilities. Handbook of Intellectual and Developmental Disabilities 133 154 .
Margaret Winzer & Kas Mazurek. 2005. International Handbook on Globalisation, Education and Policy Research. International Handbook on Globalisation, Education and Policy Research 643 658 .

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