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Aeshah Alsarawi & Rumpasri Sukonthaman. (2023) Preservice Teachers’ Attitudes, Knowledge, and Self-Efficacy of Inclusive Teaching Practices. International Journal of Disability, Development and Education 70:5, pages 705-721.
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Radhika Misquitta & Rudri Joshi. (2022) Professional development for inclusive education: insights from India. International Journal of Inclusive Education 0:0, pages 1-16.
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David Preece, Jane Murray, Richard Rose, Yu Zhao & Philip Garner. (2022) Public knowledge and attitudes regarding children with disabilities, their experience and support in Bhutan: a national survey. Early Child Development and Care 192:1, pages 36-50.
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Tingrui Yan & Meng Deng. (2019) Regular education teachers’ concerns on inclusive education in China from the perspective of concerns-based adoption model. International Journal of Inclusive Education 23:4, pages 384-404.
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Ahmed Bawa Kuyini, Kofi Asiama Yeboah, Ajay Kumar Das, Awal Mohammed Alhassan & Boitumelo Mangope. (2016) Ghanaian teachers: competencies perceived as important for inclusive education. International Journal of Inclusive Education 20:10, pages 1009-1023.
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Articles from other publishers (21)
Daniela Cebreros Valenzuela, Juan Pablo Durand Villalobos & Angel Alberto Valdés Cuervo. (2023) Diseño y validación de una escala para medir la percepción docente sobre autoeficacia para la inclusión de estudiantes con discapacidad (PDED) en educación superior. Psicumex 13, pages 1-29.
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Tawanda Majoko. (2019) Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers. SAGE Open 9:1, pages 215824401882345.
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Joanna Nijakowska, Dina Tsagari & George Spanoudis. (2018) English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland. Dyslexia 24:4, pages 357-379.
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Rebecca Dickinson. (2018) Parenting a Child with Disabilities: the Intersection of Education and Cultural Perceptions in Southern India. Journal of Human Rights and Social Work 3:2, pages 72-80.
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Nidhi Singal. (2016) Education of children with disabilities in India and Pakistan: Critical analysis of developments in the last 15 years. PROSPECTS 46:1, pages 171-183.
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Rina Shah, Ajay Das, Ishwar Desai & Ashwini Tiwari. (2016) Teachers' concerns about inclusive education in Ahmedabad, India. Journal of Research in Special Educational Needs 16:1, pages 34-45.
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Mi-Hwa Park, Dimiter M. Dimitrov, Ajay Das & Margaret Gichuru. (2016) The teacher efficacy for inclusive practices (TEIP) scale: dimensionality and factor structure. Journal of Research in Special Educational Needs 16:1, pages 2-12.
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Monika Yadav, Ajay Das, Sushama Sharma & Ashwini Tiwari. (2015) Understanding teachers’ concerns about inclusive education. Asia Pacific Education Review 16:4, pages 653-662.
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Boitumelo Mangope & Sourav Mukhopadhyay. (2015) Preparing Teachers for Inclusive Education in Botswana: The Role of Professional Development. Journal of International Special Needs Education 18:2, pages 60-72.
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Richard Rose & Mary Doveston. (2015)
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Nisha Bhatnagar & Ajay Das. (2014) Attitudes of secondary school teachers towards inclusive education in New Delhi, India. Journal of Research in Special Educational Needs 14:4, pages 255-263.
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Shyamani Hettiarachchi & Ajay Das. (2014) Perceptions of ‘inclusion’ and perceived preparedness among school teachers in Sri Lanka. Teaching and Teacher Education 43, pages 143-153.
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