297
Views
0
CrossRef citations to date
0
Altmetric
Articles

Adaptation of the Concerns About Inclusive Education Scale Short Form (CIES-SF) into Turkish

ORCID Icon & ORCID Icon
Pages 352-366 | Received 25 Jan 2023, Accepted 17 May 2023, Published online: 23 May 2023

References

  • Ainscow, M. 2005. “Developing Inclusive Education Systems: What are the Levers for Change?” Journal of Educational Change 6 (2): 109–124. doi:10.1007/s10833-005-1298-4.
  • Avramidis, E., A. Toulia, C. Tsihouridis, and V. Strogilos. 2019. “Teachers’ Attitudes Towards Inclusion and Their Self-Efficacy for Inclusive Practices as Predictors of Willingness to Implement Peer Tutoring.” Journal of Research in Special Educational Needs 19 (S1): 49–59. doi:10.1111/1471-3802.12477.
  • Baglieri, S., and A. Shapiro. 2012. Disability Studies and the Inclusive Classroom. New York: Routledge.
  • Bartlett, M. S. 1950. “Tests of Significance in Factor Analysis.” British Journal of Statistical Psychology 3 (2): 77–85. doi:10.1111/j.2044-8317.1950.tb00285.x.
  • Batu, S., and G. Kırcaali-İ̇ftar. 2010. Kaynaştırma [Inclusion]. Ankara: Kök Yayıncılık.
  • Bayar, M., and A. Üstün. 2017. “İlkokullarda görev yapmakta olan öğretmenlerin kaynaştırma eğitimine ilişkin duygu, tutum ve kaygılarının değerlendirilmesi [The investigation of elementary school teachers’ emotions, attitudes, and concerns about inclusive education].” Journal of Turkish Studies 12 (Volume 12 Issue 17): 73–88. doi:10.7827/TurkishStudies.11872.
  • Bhatnagar, N. 2006. Attitudes and concerns of Indian teachers towards integrated education [ Unpublished doctoral dissertation]. Victoria University.
  • Bhatnagar, N., and A. Das. 2013. “Nearly Two Decades After the Implementation of the Persons with Disabilities Act: Concerns of Indian Teachers to Implement Inclusive Education.” International Journal of Special Education 28 (1): 104–113.
  • Booth, T., and M. Ainscow. 2002. Index for Inclusion: Developing Learning and Participation in Schools. Bristol: Centre for Studies on Inclusive Education.
  • Brown, T. A. 2015. Confirmatory Factor Analysis for Applied Research. 2nd ed. New York: The Guildford Press.
  • Burke, K., and C. Shutlerland. 2004. “Attitudes Toward Inclusion: Knowledge versus Experience.” Education 125 (2): 163–173.
  • Byrne, B. M. 2016. Structural Equation Modeling with Amos. New York: Routledge.
  • Cassady, J. M. 2011. “Teachers’ Attitudes Toward the Inclusion of Students with Autism and Emotional Behavioral Disorder.” Electronic Journal for Inclusive Education 2 (7): 1–23.
  • Chamberlain, B., C. Kasari, and E. Rotheram-Fuller. 2007. “Involvement or Isolation? The Social Networks of Children with Autism in Regular Classrooms.” Journal of Autism & Developmental Disorders 37 (2): 230–242. doi:10.1007/s10803-006-0164-4.
  • Denham, S. A., and R. Burton. 1996. “A Social-Emotional Intervention for At-Risk 4-Year- Olds.” Journal of School Psychology 34 (3): 225–245. doi:10.1016/0022-4405(96)00013-1.
  • De Vroey, A., E. Struyf, and K. Petry. 2016. “Secondary Schools Included: A Literature Review.” International Journal of Inclusive Education 20 (2): 109–135. doi:10.1080/13603116.2015.1075609.
  • Ebel, R. L. 1965. Measuring Educational Achievement. New Jersey: Prentice-Hall.
  • Fidler, C. R., and R. L. Simpson. 1987. “Modifying the Attitudes of Nonhandicapped Students Toward Handicapped Peers.” Exceptional Children 53 (4): 342–349. doi:10.1177/001440298705300409.
  • Finch, W. H., J. C. Immekus, and B. F. French. 2016. Applied Psychometrics Using SPSS and AMOS. Charlotte: Informa.
  • Finkelstein, S., U. Sharma, and B. Furlonger. 2021. “The Inclusive Practices of Classroom Teachers: A Scoping Review and Thematic Analysis.” International Journal of Inclusive Education 25 (6): 735–762. doi:10.1080/13603116.2019.1572232.
  • Forlin, C. 2010. “Teacher Education Reform for Enhancing teachers’ Preparedness for Inclusion.” International Journal of Inclusive Education 14 (7): 649–653. doi:10.1080/13603111003778353.
  • Forlin, C., and D. Chambers. 2011. “Teacher Preparation for Inclusive Education: Increasing Knowledge but Raising Concerns.” Asia-Pacific Journal of Teacher Education 39 (1): 17–32. doi:10.1080/1359866X.2010.540850.
  • Forlin, C., M. Keen, and E. Barrett. 2008. “The Concerns of Mainstream Teachers: Coping with Inclusivity in an Australian Context.” International Journal of Disability, Development and Education 55 (3): 251–264. doi:10.1080/10349120802268396.
  • Forlin, C., T. Loreman, and U. Sharma. 2014. “A System-Wide Professional Learning Approach About Inclusion for Teachers in Hong Kong.” Asia-Pacific Journal of Teacher Education 42 (3): 247–260. doi:10.1080/1359866X.2014.906564.
  • Forlin, C., T. Loreman, U. Sharma, and C. Earle. 2009. “Demographic Differences in Changing Preservice teachers’ Attitudes, Sentiments and Concerns About Inclusive Education.” International Journal of Inclusive Education 13 (2): 195–209. doi:10.1080/13603110701365356.
  • Friend, M., and W. D. Bursuck. 2006. Including Students with Special Needs a Practical Guide for Classroom Teachers. 4th ed. Boston: Allyn and Bacon.
  • Fu, W., Q. Pan, C. Zhang, and L. Cheng. 2022. “Influencing Factors of Chinese Special Education Teacher Turnover Intention: Understanding the Roles of Subject Well-Being, Social Support, and Work Engagement.” International Journal of Developmental Disabilities 68 (3): 342–353. doi:10.1080/20473869.2020.1780553.
  • Gökdere, M. 2012. “Sınıf öğretmenleri ile sınıf öğretmeni adaylarının kaynaştırma eğitimine yönelik tutum, endişe ve etkileşim düzeylerinin karşılaştırmalı incelemesi [Study of the attitude, concern, and interaction levels of elementary school teachers and teacher candidates towards inclusive education].” Kuram ve Uygulamada Eğitim Bilimleri 12 (4): 2789–2806.
  • Hastings, R. P., and S. Oakford. 2003. “Student teachers’ Attitudes Towards the Inclusion of Children with Special Needs.” Educational Psychology 23 (1): 87–94. doi:10.1080/01443410303223.
  • Haug, P. 2017. “Understanding Inclusive Education: Ideals and Reality.” Scandinavian Journal of Disability Research 19 (3): 206–217. doi:10.1080/15017419.2016.1224778.
  • Hehir, T., and L. I. Katzman. 2012. Effective Inclusive Schools: Designing Successful Schoolwide Programs. San Francisco: John Wiley and Sons.
  • Hettiarachchi, S., and A. Das. 2014. “Perceptions of ‘Inclusion’ and Perceived Preparedness Among School Teachers in Sri Lanka.” Teaching & Teacher Education 43: 143–153. doi:10.1016/j.tate.2014.07.003.
  • Heward, W. L. 2009. Exceptional Children: An Introduction to Special Education. New Jersey: Pearson Education.
  • Hornby, G. 2011. “Inclusive Education for Children with Special Educational Needs: A Critique.” International Journal of Disability, Development and Education 58 (3): 321–329. doi:10.1080/1034912X.2011.598678.
  • Jury, M., A. Laurence, S. Cèbe, and C. Desombre. 2023. “Teachers’ Concerns About Inclusive Education and the Links with teachers’ Attitudes.” Frontiers in Education 7: 1–8. doi:10.3389/feduc.2022.1065919.
  • Kearney, A. 2011. Exclusion from and with in School: Issues and Solutions. Boston: Sense Publishers.
  • Kline, R. B. 2016. Principles and Practice of Structural Equation Modeling. New York: The Guilford Press.
  • Leung, C. H., and K. Y. Mak. 2010. “Training, Understanding, and the Attitudes of Primary School Teachers Regarding Inclusive Education in Hong Kong.” International Journal of Inclusive Education 14 (8): 829–842. doi:10.1080/13603110902748947.
  • Lozano, C. S., S. Wüthrich, J. S. Büchi, and U. Sharma. 2022. “The Concerns About Inclusive Education Scale: Dimensionality, Factor Structure, and Development of a Short-Form Version (CIES-SF).” International Journal of Educational Research 111: 101913. doi:10.1016/j.ijer.2021.101913.
  • Marzano, R. J., and J. S. Marzano. 2003. “The Key to Classroom Management.” Educational Leadership 61 (1): 6–13.
  • Miesera, S., J. M. DeVries, J. Jungjohann, and M. Gebhardt. 2019. “Correlation Between Attitudes, Concerns, Self-Efficacy and Teaching Intentions in Inclusive Education Evidence from German Pre-Service Teachers Using International Scales.” Journal of Research in Special Educational Needs 19 (2): 103–114. doi:10.1111/1471-3802.12432.
  • Miller, M. 2003. “Students’ Views of Least Restrictive Environment: A Pilot Study.” Learning Disabilities: A Multidisciplinary Journal 12 (3): 85–88.
  • Oswald, M., and E. Swart. 2011. “Addressing South African Pre-Service teachers’ Sentiments, Attitudes and Concerns Regarding Inclusive Education.” International Journal of Disability, Development and Education 58 (4): 389–403. doi:10.1080/1034912X.2011.626665.
  • Pajares, F. 1996. “Self Efficacy Beliefs in Academic Settings.” Review of Educational Research 66 (4): 543–578. doi:10.3102/00346543066004543.
  • Park, M. -H., D. M. Dimitrov, and D. -Y. Park. 2018. “Effects of Background Variables of Early Childhood Teachers on Their Concerns About Inclusion: The Mediation Role of Confidence in Teaching.” Journal of Research in Childhood Education 32 (2): 165–180. doi:10.1080/02568543.2017.1417926.
  • Rodriguez, I. R., D. Saldana, and F. J. Moreno. 2012. “Support, Inclusion, and Special Education teachers’ Attitudes Toward the Education of Students with Autism Spectrum Disorders.” Autism Research and Treatment 2012: 259468. doi:https://doi.org/10.1155/2012/259468.
  • Sadler, J. 2005. “Knowledge, Attitudes and Beliefs of the Mainstream Teachers of Children with a Preschool Diagnosis of Speech/Language Impairment.” Child Language Teaching & Therapy 21 (2): 147–163. doi:10.1191/0265659005ct286oa.
  • Salend, S. J. 2016. Creating Inclusive Classroom: Effective and Reflective Practices. 8th ed. New York: Pearson Education.
  • Shah, R. 2005. Concerns of Indian educators in Integrated Education [ Unpublished doctoral dissertation]. University of Pune.
  • Sharma, U. 2001. The attitudes and concerns of school principals and teachers regarding the integration of students with disabilities into regular schools in Delhi, India [ Unpublished doctoral dissertation]. The University of Melbourne.
  • Sharma, U., P. Aiello, E. M. Pace, P. Round, and P. Subban. 2018. “In-Service teachers’ Attitudes, Concerns, Efficacy and Intentions to Teach in Inclusive Classrooms: An International Comparison of Australian and Italian Teachers.” European Journal of Special Needs Education 33 (3): 437–446. doi:10.1080/08856257.2017.1361139.
  • Sharma, U., and I. Desai. 2002. “Measuring Concerns About Integrated Education in India.” Asia & Pacific Journal on Disabilities 5 (1): 2–14.
  • Sharma, U., C. Forlin, and T. Loreman. 2007. “What Concerns Pre-Service Teachers About Inclusive Education: An International Viewpoint?” KEDI Journal of Educational Policy 4 (2): 95–114.
  • Sharma, U., C. Forlin, and T. Loreman. 2008. “Impact of Training on Pre-Service teachers’ Attitudes and Concerns About Inclusive Education and Sentiments About Persons with Disability.” Disability & Society 23 (7): 773–785. doi:10.1080/09687590802469271.
  • Sharma, U., T. Loreman, C. Forlin, and C. Earle. 2006. “Attitudes, Concerns and Sentiments About Inclusive Education: An International Comparison of Novice Pre-Service Teachers.” International Journal of Special Education 21 (2): 80–93.
  • Sharma, U., and A. Nuttal. 2016. “The Impact of Training on Pre-Service Teacher Attitudes, Concerns, and Efficacy Towards Inclusion.” Asia-Pacific Journal of Teacher Education 44 (2): 142–155. doi:10.1080/1359866X.2015.1081672.
  • Sharma, U., and L. Sokal. 2016. “Can teachers’ Self-Reported Efficacy, Concerns, and Attitudes Toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?” Australasian Journal of Special Education 40 (1): 21–38. doi:10.1017/jse.2015.14.
  • Sharma, U., L. Sokal, M. Wang, and T. Loreman. 2021. “Measuring the Use of Inclusive Practices Among Pre-Service Educators: A Multi-National Study.” Teaching & Teacher Education 107: 103506. doi:10.1016/j.tate.2021.103506.
  • Singal, N. 2008. “Working Towards Inclusion: Reflections from the Classroom.” Teaching & Teacher Education 24 (6): 1516–1529. doi:10.1016/j.tate.2008.01.008.
  • Sokal, L., and U. Sharma. 2014. “Canadian In-Service teachers’ Concerns, Efficacy, and Attitudes About Inclusive Teaching.” Exceptionality Education International 23 (1): 59–71. doi:10.5206/eei.v23i1.7704.
  • Song, J., U. Sharma, and H. Choi. 2019. “Impact of Teacher Education on Pre-Service Regular School teachers’ Attitudes, Intentions, Concerns and Self-Efficacy About Inclusive Education in South Korea.” Teaching & Teacher Education 86: 102901. doi:10.1016/j.tate.2019.102901.
  • Subban, P., S. Woodcock, U. Sharma, and F. May. 2022. “Student Experiences of Inclusive Education in Secondary Schools: A Systematic Review of the Literature.” Teaching & Teacher Education 119: 103853. doi:10.1016/j.tate.2022.103853.
  • Sucuoğlu, B., and T. Kargın. 2008. İlköğretimde kaynaştırma uygulamaları: Yaklaşımlar, yöntemler, teknikler [Inclusion practices in primary education: Approaches, methods, techniques]. Istanbul: Morpa Kültür Yayınları.
  • Tabachnick, B. G., and L. S. Fidell. 2014. Using Multivariate Statistics. Harlow: Pearson.
  • Tschannen-Moran, M., and A. Woolfolk-Hoy. 2001. “Teacher Efficacy: Capturing an Elusive Construct.” Teaching & Teacher Education 17 (7): 783–805. doi:10.1016/S0742-051X(01)00036-1.
  • Warnes, E., E. J. Done, and H. Knowler. 2022. “Mainstream teachers’ Concerns About Inclusive Education for Children with Special Educational Needs and Disability in England Under Pre-Pandemic Conditions.” Journal of Research in Special Educational Needs 22 (1): 31–43. doi:10.1111/1471-3802.12525.
  • Yadav, M., A. Das, S. Sharma, and A. Tiwari. 2015. “Understanding teachers’ Concerns About Inclusive Education.” Asia Pacific Education Review 16 (4): 653–662. doi:10.1007/s12564-015-9405-6.
  • Ysseldyke, J. E., B. Algozzine, and M. L. Thurlow. 2000. Critical Issues in Special Education. Boston: Houghton Mifflin.

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.