Assessing Teacher Opinion on the Inclusion of Children with Social, Emotional and Behavioural Difficulties into Mainstream School Classes

References

• Armstrong, D. (2013). Educator perceptions of children who present with social, emotional and behavioural difficulties: A literature review with implications for recent educational policy in England and internationally. International Journal of Inclusive Education , 18 (7), 731–745. doi:10.1080/13603116.2013.823245
   Web of Science ®Google Scholar
• Avramidis, E. , Bayliss, P. , & Burden, R. (2000). A survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school one local education authority. Educational Psychology , 20 (2), 191–211.10.1080/713663717
   Google Scholar
• Broomhead, K. E. (2013). Preferential treatment or unwanted in mainstream schools? The perceptions of parents and teachers with regards to pupils with special educational needs and challenging behaviour. Support for Learning , 28 (1), 4–10.10.1111/sufl.2013.28.issue-1
   Google Scholar
• Čagran, B. , & Schmidt, M. (2011). Attitudes of Slovene teachers towards the inclusion of pupils with different types of special needs in primary school. Educational Studies , 37 (2), 171–195.10.1080/03055698.2010.506319
   Web of Science ®Google Scholar
• Cole, T. , & Visser, J. (2005). Review of literature on SEBD definitions and ‘good practice’ accompanying the managing challenging behaviour report published by Ofsted (2005) . Retrieved from http://www.ofsted.gov.uk
   Google Scholar
• Cook, B. G. , Cameron, D. L. , & Tankersley, M. (2007). Inclusive teachers’ attitudinal ratings of their students with disabilities. The Journal of Special Education , 40 (4), 230–238.10.1177/00224669070400040401
   Web of Science ®Google Scholar
• De Boer, A. , Pijl, S. J. , & Minnaert, A. (2010). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education , 1 (1), 1–24.
   Google Scholar
• Education Act . (1996). Part IV special educational needs, Section 312 . London: HMSO.
   Google Scholar
• Evans, J. , Harden, A. , & Thomas, J. (2004). What are effective strategies to support pupils with emotional and behavioural difficulties (EBD) in mainstream primary schools? Findings from a systematic review of research. Journal of Research in Special Educational Needs , 4 (1), 2–16.10.1111/J.1471-3802.2004.00015.x
   Google Scholar
• Forlin, C. , & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education , 39 (1), 17–32.10.1080/1359866X.2010.540850
   Web of Science ®Google Scholar
• Forlin, C. , Keen, M. , & Barrett, E. (2008). The concerns of mainstream teachers: Coping with inclusivity in an Australian context. International Journal of Disability, Development and Education , 55 , 251–264.10.1080/10349120802268396
   Web of Science ®Google Scholar
• Gerber, M. M. (1988). Tolerance and technology of instruction: Implications for special education reform. Exceptional Children , 54 , 309–314.10.1177/001440298805400404
   PubMed Web of Science ®Google Scholar
• Glazzard, J. (2011). Perceptions of the barriers to effective inclusion in one primary school: Voices of teachers and teaching assistants. Support for Learning , 26 (2), 56–63.10.1111/sufl.2011.26.issue-2
   Google Scholar
• Goodman, R. L. , & Burton, D. M. (2010). The inclusion of students with BESD in mainstream schools: Teachers’ experiences of and recommendations for creating a successful inclusive environment. Emotional and Behavioural Difficulties , 15 (3), 223–237.10.1080/13632752.2010.497662
   Google Scholar
• Grieve, A. M. (2009). Teachers’ beliefs about inappropriate behaviour: Challenging attitudes? Journal of Research in Special Educational Needs , 9 , 173–179.10.1111/jrse.2009.9.issue-3
   Google Scholar
• Hager, P. , & Hodkinson, P. (2009). Moving beyond the metaphor of transfer of learning. British Educational Research Journal , 35 (4), 619–638.10.1080/01411920802642371
   Web of Science ®Google Scholar
• Hastings, R. P. , & Oakford, S. (2003). Student teachers’ attitudes towards the inclusion of children with special needs. Educational Psychology , 23 (1), 87–94.10.1080/01443410303223
   Google Scholar
• Humphrey, N. , & Symes, W. (2010). Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools. European Journal of Special Needs Education , 25 (1), 77–91.10.1080/08856250903450855
   Google Scholar
• Hwang, Y. , & Evans, D. (2011). Attitudes towards inclusion: Gaps between belief and practice. International Journal of Special Education , 26 (1), 136–146.
   Google Scholar
• Jordan, A. , Schwartz, E. , & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education , 25 , 535–542.10.1016/j.tate.2009.02.010
   Web of Science ®Google Scholar
• Larrivee, B. , & Cook, L. (1979). Mainstreaming: A study of the variables affecting teacher attitude. The Journal of Special Education , 13 , 315–324.10.1177/002246697901300310
   Web of Science ®Google Scholar
• MacFarlane, K. , & Woolfson, L. M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education , 29 , 46–52.10.1016/j.tate.2012.08.006
   Web of Science ®Google Scholar
• McGregor, E. , & Campbell, E. (2001). The attitudes of teachers in Scotland to the integration of children with autism into mainstream schools. Autism , 5 (2), 189–207.
   PubMed Web of Science ®Google Scholar
• Moberg, S. , & Savolainen, H. (2003). Struggling for inclusive education in the North and the South: Educatorsʼ perceptions on inclusive education in Finland and Zambia. International Journal of Rehabilitation Research , 26 (1), 21–31.10.1097/00004356-200303000-00003
   PubMed Web of Science ®Google Scholar
• Monsen, J. J. , Ewing, D. L. , & Kwoka, M. (2014). Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment. Learning Environment Research , 17 , 113–126.10.1007/s10984-013-9144-8
   Google Scholar
• Polat, F. (2011). Inclusion in education: A step towards social justice. International Journal of Educational Development , 31 , 50–58.10.1016/j.ijedudev.2010.06.009
   Web of Science ®Google Scholar
• Rakap, S. , & Kaczmarek, L. (2010). Teachers’ attitudes towards inclusion in Turkey. European Journal of Special Needs Education , 25 (1), 59–75.10.1080/08856250903450848
   Google Scholar
• Robertson, K. , Chamberlain, B. , & Kasari, C. (2003). General education teachers’ relationships with included students with autism. Journal of Autism and Developmental Disorders , 33 , 123–130.10.1023/A:1022979108096
   PubMed Web of Science ®Google Scholar
• Ross-Hill, R. (2009). Teacher attitude towards inclusion practices and special needs students. Journal of Research in Special Educational Needs , 9 , 188–198.10.1111/jrse.2009.9.issue-3
   Google Scholar
• Ryan, T. G. (2009). Inclusive attitudes: A pre-service analysis. Journal of Research in Special Educational Needs , 9 , 180–187.10.1111/jrse.2009.9.issue-3
   Google Scholar
• Scanlon, G. , & Barnes-Holmes, Y. (2013). Changing attitudes: Supporting teachers in effectively including students with emotional and behavioural difficulties in mainstream education. Emotional and Behavioural Difficulties , 18 (4), 374–395.10.1080/13632752.2013.769710
   Google Scholar
• Sin, K. F. , Tsang, K. W. , Poon, C. Y. , & Lai, C. L. (2010). Upskilling all mainstream teachers. What is viable? In C. Forlin (Ed.), Teacher education for inclusion: Changing paradigms and innovative approaches (pp. 236–245). New York, NY: Routledge.
   Google Scholar
• Stein, M. , & Wang, W. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education , 4 , 171–187.10.1016/0742-051X(88)90016-9
   Web of Science ®Google Scholar
• Yan, Z. , & Sin, K. (2014). Inclusive education: Teachers’ intentions and behaviour analysed from the viewpoint of the theory of planned behaviour. International Journal of Inclusive Education , 18 (1), 72–85.10.1080/13603116.2012.757811
   Web of Science ®Google Scholar