Citations (23)
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Sarah A. Nagro, Anna Macedonia, Alexandra Raines, Jamie Day, Audra Parker, Seth Parsons, Christian Coogle & Kristien Zenkov. (2023) A Systematic Review of Teacher Factors for Successfully Educating Students with Disabilities. The New Educator 19:2, pages 77-102.
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Timo Saloviita. (2022) Teachers’ Changing Attitudes and Preferences around Inclusive Education. International Journal of Disability, Development and Education 69:6, pages 1841-1858.
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Timo Saloviita. (2020) Attitudes of Teachers Towards Inclusive Education in Finland. Scandinavian Journal of Educational Research 64:2, pages 270-282.
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Sharon Thabo Mampane. (2017) Managing the Teaching of Diverse Learners in Inclusive Classes in a South African Context. International Journal of Educational Sciences 18:1-3, pages 181-190.
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Kenneth K. Poon, Zijia Ng, Meng Ee Wong & Sarinajit Kaur. (2016) Factors associated with staff perceptions towards inclusive education in Singapore. Asia Pacific Journal of Education 36:sup1, pages 84-97.
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Jacqueline Specht, Donna McGhie-Richmond, Tim Loreman, Pat Mirenda, Sheila Bennett, Tiffany Gallagher, Gabrielle Young, Jamie Metsala, Lynn Aylward, Jennifer Katz, Wanda Lyons, Scott Thompson & Sarah Cloutier. (2016) Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers. International Journal of Inclusive Education 20:1, pages 1-15.
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Marjatta Takala, Rune
Sarromaa Haussttätter, Astrid Ahl & George Head. (2012) Inclusion seen by student teachers in special education: differences among Finnish, Norwegian and Swedish students. European Journal of Teacher Education 35:3, pages 305-325.
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Faridah
Serajul Haq & Lawrence Mundia. (2012) Comparison of Brunei Preservice Student Teachers’ Attitudes to Inclusive Education and Specific Disabilities: Implications for Teacher Education. The Journal of Educational Research 105:5, pages 366-374.
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Articles from other publishers (15)
Osman AKTAN. (2023) Examining the Social Acceptance Levels of Teachers towards Individuals with Special NeedsÖğretmenlerin Özel Gereksinimli Bireylere Yönelik Sosyal Kabul Düzeylerinin İncelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 24:4, pages 455-483.
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Ivana Matić, Renata Škrbić, Jelena Kerkez, Ljiljana Simić & Isidora Jankelin. (2023) Teacher's experiences in working with children with developmental disabilities. Norma 28:1, pages 55-65.
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Mubarak S. Aldosari. (2022) Perceptions of Saudi Arabian school teachers in private general education schools toward the inclusion of students with disabilities. Research in Developmental Disabilities 130, pages 104342.
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Damene MatsanaDawit NegassaYilfashewa SeyoumAsmerom Tekle. (2022) Effects of Demographic Characteristics on Facilitators’ Attitude and Engagement in Advocacy towards Inclusion of Adults with Disabilities in the Literacy Training Program in Gedeo Zone, Ethiopia. Journal of Education, Society & Multiculturalism 3:1, pages 34-49.
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Mubarak S. Aldosari. (2022) Factors Affecting Middle School Teachers’ Attitudes Toward the Inclusion of Students With Disabilities. Frontiers in Psychology 13.
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Kingsley Chinaza Nwosu, W. P. Wahl, Ursula Ifeoma Oparaugo, Anthony Obinna Ezennaka, Daniel Balami Ibrahim, Ademola Oyeyemi Ahmed, Ngozi Christiana Ementa, Christopher Obinna Alaribe, Christiana Chioma Akuneme & Gloria Uzoamaka Nnaemeka. (2021) Teachers’ Sociodemographic Characteristics, Psychological Distress, Job Satisfaction, and Their Willingness to Include Children with Special Needs in Regular Classes. Education Research International 2021, pages 1-16.
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Ann DeVault. (2021) Iowa World Language teachers’ attitudes regarding inclusion. Foreign Language Annals 54:3, pages 671-689.
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Manuel Ángel González Berruga. (2021) Percepción de los docentes de Educación Secundaria sobre la calidad de la enseñanza en la provincia de Albacete. ENSAYOS. Revista de la Facultad de Educación de Albacete 1:36, pages 87-103.
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Line Massé, Marie-France Nadeau, Claudia Verret, Nancy Gaudreau & Jeanne Lagacé-Leblanc. (2020) Facteurs influençant les attitudes des enseignant·e·s québécois·es envers l’intégration des élèves présentant des difficultés comportementales. Revue des sciences de l’éducation 46:1, pages 41-63.
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Smiljana Đukičin Vučković, Anđelija Ivkov-Džigurski, Ljubica Ivanović Bibić, Jelena Milanković Jovanov & Ivan Stojšić. (2019) Teachers’ views of inclusive education in Serbian schools. South African Journal of Education 39:S2, pages 1-10.
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Line Massé, Caroline Couture, Jean-Yves Bégin, Michel Rousseau & Thomas Plouffe-Leboeuf. (2019) Effets auprès d’enseignants du secondaire d’un modèle de consultation pour soutenir l’intégration scolaire d’élèves présentant des difficultés comportementales. Revue de psychoéducation 48:1, pages 89-116.
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Federico R. Waitoller & Alfredo J. Artiles. (2013) A Decade of Professional Development Research for Inclusive Education. Review of Educational Research 83:3, pages 319-356.
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Patrick Bonvin. (2012) Développement d’un modèle d’évaluation d’un dispositif de soutien à l’inclusion scolaire. Éducation et francophonie 39:2, pages 250-271.
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Joann M. Migyanka. 2011. Transitions to Early Care and Education. Transitions to Early Care and Education
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Sip Jan Pijl. (2010) Preparing teachers for inclusive education: some reflections from the Netherlands. Journal of Research in Special Educational Needs 10, pages 197-201.
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