2,180
Views
3
CrossRef citations to date
0
Altmetric
Short Report

Teachers’ perception of inclusion in elementary school: the importance of imitation

ORCID Icon, &
Pages 567-575 | Received 21 Oct 2019, Accepted 23 Dec 2019, Published online: 27 Dec 2019

References

  • American Psychological Association. 2018. Ethical Principles of Psychologists and Code of Conduct. September 2. https://www.apa.org/ethics/code/index.aspx/research
  • Bandura, A. 1977. “Self-efficacy: Toward a Unifying Theory of Behavioral Change.” Psychological Review 84 (2): 191–215. doi:10.1037/0033-295X.84.2.191.
  • Berry, R. A. W. 2011. “Voices of Experience: General Education Teachers on Teaching Students with Disabilities.” International Journal of Inclusive Education 15 (6): 627–648. doi:10.1080/13603110903278035.
  • de Boer, A., S. J. Pijl, and A. Minnaert. 2011. “Regular Primary Schoolteachers’ Attitudes Towards Inclusive Education: A Review of the Literature.” International Journal of Inclusive Education 15 (3): 331–353. doi:10.1080/13603110903030089.
  • Egelund, N. 2009. “Perspektivering Og Samlet Konklusion” [“perspective and Overall Conclusion].” In Effekter Af Specialundervisningen: Pædagogiske Vilkår I Komplicerede Læringssituationer Og Elevernes Faglige, Sociale Og Personlige Resultater [Effects of Special Education: Educational Conditions in Complicated Learning Situations and Students’ Academic, Social and Personal Results], edited by N. Egelund and S. Tetler, 323–331. Copenhagen: Danish School of Educational Press.
  • Florian, L. 2014. “What Counts as Evidence of Inclusive Education?” European Journal of Special Needs Education 29 (3): 286–294. doi:10.1080/08856257.2014.933551.
  • Gidlund, U., and L. Boström. 2017. “What Is Inclusive Didactics? Teachers’ Understanding of Inclusive Didactics for Students with EBD in Swedish Mainstream Schools.” International Educational Studies 10 (5): 87–99. doi:10.5539/ies.v10n5p87.
  • Harrison, J. R., D. A. Soares, and J. Joyce. 2019. “Inclusion of Students with Emotional and Behavioural Disorders in General Education Settings: A Scoping Review of Research in the US.” International Journal of Inclusive Education 23 (12): 1209–1231. doi:10.1080/13603116.2018.1444107.
  • Hedegaard-Sørensen, L., K. Baltzer, C. Boye, G. L. Andersen, and S. Tetler. 2009. “Byggesten Til ‘god Praksis’ [Building Blocks for ‘good Practice’].” In Effekter Af Specialundervisningen: Pædagogiske Vilkår I Komplicerede Læringssituationer Og Elevernes Faglige, Sociale Og Personlige Resultater [Effects of Special Education: Educational Conditions in Complicated Learning Situations and Students’ Academic, Social and Personal Results], edited by N. Egelund and S. Tetler, 271–308. Copenhagen: Danish School of Educational Press.
  • Henninger, W. R., IV, and S. S. Gupta. 2014. “How Do Children Benefit from Inclusion?” Chapter 3 In First Steps to Preschool Inclusion: How to Jumpstart Your Programwide Plan, edited by S. S. Gupta, W. R. Henninger IV, and M. Vihn, 33–57. Baltimore: Paul H. Brookes Publishing.
  • Moberg, S., E. Muta, K. Korenaga, M. Kuorelahti, and H. Savolainen. 2019. “Struggling for Inclusive Education in Japan and Finland: Teachers’ Attitudes Towards Inclusive Education.” European Journal of Special Needs Education 1–15. doi:10.1080/08856257.2019.1615800.
  • Nilholm, C., and B. Alm. 2010. “An Inclusive Classroom? A Case Study of Inclusiveness, Teacher Strategies, and Children’s Experiences.” European Journal of Special Needs Education 25 (3): 239–252. doi:10.1080/08856257.2010.492933.
  • Nilholm, C., and K. Göransson. 2017. “What Is Meant by Inclusion? an Analysis of European and North American Journal Articles with High Impact.” European Journal of Special Needs Education 32 (3): 437–451. doi:10.1080/08856257.2017.1295638.
  • Persson, E. 2013. “Raising Achievement through Inclusion.” International Journal of Inclusive Education 17 (11): 1205–1220. doi:10.1080/13603116.2012.745626.
  • Schmidt, M. F. H., H. Rakoczy, and M. Tomasello. 2012. “Young Children Enforce Social Norms Selectively Depending on the Violator’s Group Affiliation.” Cognition 124: 325–333. doi:10.1016/j.cognition.2012.06.004.
  • Schwab, S. 2017. “The Impact of Contact on Students’ Attitudes Towards Peers with Disabilities.” Research in Developmental Disabilities 62: 160–165. doi:10.1016/j.ridd.2017.01.015.
  • Smith, J. A., P. Flowers, and M. Larkin. 2009. Interpretative Phenomenological Analysis: Theory, Method and Research. Los Angeles: Sage.
  • Swedish National Agency for Education. 2018. Statistics. October 3. www.skolverket.se
  • Tuffour, I. 2017. “A Critical Overview of Interpretative Phenomenological Analysis: A Contemporary Qualitative Research Approach.” Journal of Health Care Communications 2 (4): 1–5.
  • UNESCO. 1994. The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO.
  • Wilder, J., and N. Klang. 2017. “Sweden.” Chapter 8 In The Prager Handbook of International Special Education, edited by M. Wehmeyer and J. Patton, 104–118. Santa Barbara: ABC-CLIO.
  • World Medical Association. 2018. 1964 Declaration of Helsinki. July 20. www.wma.net./policies
  • Zmyj, N., G. Aschersleben, W. Prinz, and M. Daum. 2012. “The Peer Model Advantage in Infants’ Imitation of Familiar Gestures Performed by Differently Aged Models.” Frontiers in Psychology 3: 1–7. doi:10.3389/fpsyg.2012.00252.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.