References
- Abedi, J., & Faltis, C. (2015). Teacher assessment and the assessment of students with diverse learning needs. SAGE Publications Sage CA.
- Adigun, O. T. (2018). Basic education in Nigeria: Any concern for special needs education. The Journal of Advocacy Rehabilitation, 17(1), 27–37. https://www.researchgate.net/publication/334108488_Basic_education_in_Nigeria_Any_concern_for_Special_needs_education
- Ahmed, S., Ali, J., & Sanauddin, N. J. J. O. P. M. I. (2016). Patriarchy in family care-giving: Experiences of families of children with intellectual disability in Pakistan. 30(1), 73–79. file:///C:/Users/Dell/Downloads/1826-Article%20Text-5032-1-10-20160206.pdf.
- Ajuwon, P. M. (2008). Inclusive education for students with disabilities in Nigeria: Benefits, challenges and policy implications. International Journal of Special Education, 23(3), 11–16. https://scholar.google.com/scholar_lookup?hl=en&volume=23&publication_year=2008&pages=11-16&issue=3&author=P.+M.+Ajuwon&title=Inclusive+education+for+students+with+disabilities+in+Nigeria%3A+Benefits%2C+challenges+and+policy+Implications
- Akram, B., & Bashir, R. J. J. O. E. E. (2012). Special Education and Deaf Children in Pakistan: An Overview. Journal of Elementary Education, 22(2), 33–44. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Akram%2C+B.%2C+%26+Bashir%2C+R.+J.+J.+O.+E.+E.+%282012%29.+Special+Education+and+Deaf+Children+in+Pakistan%3A+An+Overview.+22%282%29%2C+33%E2%80%9344.&btnG=
- Al-dyiar, M. A., & Salem, A. A. M. (2013). Psychological burnout and coping strategies of special education teachers in the state of Kuwait. Journal of Education Practice, 4(20), 117–127. https://scholar.google.com/scholar?cluster=13238800155207933130&hl=en&as_sdt=0,5
- Antoniou, A.-S., Polychroni, F., & Kotroni, C. (2009). Working with students with special educational needs in Greece: Teachers’ stressors and coping strategies. International Journal of Special Education, 24(1), 100–111. https://eric.ed.gov/?id=EJ842123
- Avramidis, E., Bayliss, P., & Burden, R. (2000). Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education, 16(3), 277–293. https://doi.org/10.1016/S0742-051X(99)00062-1
- Ayda, N. K., Bastas, M., Altinay, F., Altinay, Z., & Dagli, G. (2020). Distance education for students with special needs in primary schools in the period of COVID-19 epidemic. Propósitos y Representaciones, 8(3), 587. https://dialnet.unirioja.es/servlet/articulo?codigo=8117976
- Bataineh, O., & Alsagheer, A. (2012). An investigation of social support and burnout among special education teachers in the United Arab Emirates. International Journal of Special Education, 27(2), 5–13. https://eric.ed.gov/?id=EJ982856
- Bradshaw, L., & Mundia, L. (2006). Attitudes to and concerns about inclusive education: Bruneian inservice and preservice teachers. International Journal of Special Education, 21(1), 35–41. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Bradshaw%2C+L.%2C+%26+Mundia%2C+L.+%282006%29.+Attitudes+to+and+concerns+about+inclusive+education%3A+Bruneian+inservice+and+preservice+teachers.+International+Journal+of+Special+Education%2C+21%281%29%2C+35%E2%80%9341.&btnG=
- Breton, W. (2010). Special education paraprofessionals: Perceptions of preservice preparation, supervision, and ongoing developmental training. International Journal of Special Education, 25(1), 34–45. https://eric.ed.gov/?id=EJ890564
- Buergi, B. R., Baloch, M. A., & Mengal, A. A. (2018). School-less or out-of-school? Re-thinking special needs education and practice in Baluchistan, Pakistan. International Journal of Special Education, 33(2), 248–263. https://eric.ed.gov/?id=EJ1185589
- Cheney, D., Osher, T., & Caesar, M. (2002). Providing ongoing skill development and support for educators and parents of students with emotional and behavioral disabilities. Journal of Child and Family Studies, 11(1), 79–89. https://doi.org/10.1023/A:1014719628732
- Chitiyo, M., & Chitiyo, G. (2007). Special education in Southern Africa: Current challenges and future threats. Journal of the International Association of Special Education, 8(1), 61–68. https://scholar.google.com.pk/scholar?q=Chitiyo,+M.,+%26+Chitiyo,+G.+(2007).+Special+education+in+Southern+Africa:+Current+challenges+and+future+threats.+Journal+of+the+International+Association+of+Special+Education,+8(1).&hl=en&as_sdt=0,5
- Crispel, O., & Kasperski, R. (2021). The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms. International Journal of Inclusive Education, 25(9), 1079–1090. doi:10.1080/13603116.2019.1600590
- Darrow, -A.-A., & Adamek, M. S. (2017). Recent and continuing initiatives and practices in special education. Music Educators Journal, 104(2), 32–37. https://doi.org/10.1177/0027432117733029
- De Stasio, S., Fiorilli, C., Benevene, P., Uusitalo‐Malmivaara, L., & Chiacchio, C. D. (2017). Burnout in special needs teachers at kindergarten and primary school: Investigating the role of personal resources and work wellbeing. Psychology in the Schools, 54(5), 472–486. https://doi.org/10.1002/pits.22013
- Eleweke, C. J., & Rodda, M. (2002). The challenge of enhancing inclusive education in developing countries. International Journal of Inclusive Education, 6(2), 113–126. https://doi.org/10.1080/13603110110067190
- Fakolade, O. A., Adeniyi, S. O., & Tella, A. (2009). Attitude of teachers towards the inclusion of special needs children in general education classroom: The case of teachers in some selected schools in Nigeria. International Electronic Journal of Elementary Education, 1(3), 155–169. https://scholar.google.com.pk/scholar?hl=en&as_sdt=0%2C5&q=Crispel%2C+O.%2C+%26+Kasperski%2C+R.+%282019%29.+The+impact+of+teacher+training+in+special+education+on+the+implementation+of+inclusion+in+mainstream+classrooms.+International+Journal+of+Inclusive+Education%2C+1%E2%80%9312.&btnG=
- Ferguson, K., Frost, L., & Hall, D. (2012). Predicting teacher anxiety, depression, and job satisfaction. Journal of Teaching Learning, 8(1), 27–42. doi:10.22329/jtl.v8i1.2896
- Fimian, M. J. (1986). Social support, stress, and special education teachers: Improving the work situation. The Pointer, 31(1), 49–53. https://doi.org/10.1080/05544246.1986.9944740
- Firestone, W. A. (2014). Teacher evaluation policy and conflicting theories of motivation. Educational Researcher, 43(2), 100–107. https://doi.org/10.3102/0013189X14521864
- Foloştină, R., & Tudorache, L. A. (2012). Stress management tools for preventing burnout phenomenon at teachers from special education. Procedia - Social and Behavioral Sciences, 69(1), 933–941. https://doi.org/10.1016/j.sbspro.2012.12.018
- Fontana, D., & Lari, Z. (2001). The curriculum in special needs education in Pakistani schools. International Journal of Special Education, 16(1), 21–41. https://textarchive.ru/c-2917967-pall.html
- Gao, W., & Mager, G. (2011). Enhancing preservice teachers’ sense of efficacy and attitudes toward school diversity through preparation: A case of one US inclusive teacher education program. International Journal of Special Education, 26(2), 92–107. https://eric.ed.gov/?id=EJ937178
- Gerard, F., Imbert, C., & Orkin, K. (2020). Social protection response to the COVID-19 crisis: Options for developing countries. Oxford Review of Economic Policy, 36(1), S281–S296. https://doi.org/10.1093/oxrep/graa026
- Gersten, R., Keating, T., Yovanoff, P., & Harniss, M. K. (2001). Working in special education: Factors that enhance special educators’ intent to stay. Exceptional Children, 67(4), 549–567. https://doi.org/10.1177/001440290106700408
- Glessner, M. M., & Johnson, S. A. (2020). The experiences and perceptions of practicing special education teachers during the COVID-19 pandemic. The Interactive Journal of Global Leadership Learning, 1(2), 4. doi:10.55354/2692-3394.1013.
- Göktürk, Ş., Tülübaş, T., & Bozoğlu, O. (2021). A motivational perspective on teacher retention in special education: A critical case from Turkey. Educational Research for Policy and Practice, 20(1), 63–78. https://doi.org/10.1007/s10671-020-09267-5
- Hafeez, A. (2020). Special education in Pakistan: A Crtical Analysis. Journal of the National School of Public Policy, 41, 161–182. https://scholar.google.com/scholar_lookup?&title=Special%20education%20in%20Pakistan%3A%20A%20critical%20analysis&journal=A%20Journal%20of%20National%20School%20of%20Public%20Policy&volume=41&pages=161-182&publication_year=2020&author=Hafeez%2CA
- Haider, S. I. (2008). Pakistani teachers’ attitudes towards inclusion of students with special educational needs. PAKISTAN JOURNAL OF MEDICAL SCIENCES, 24(4), 632–636. https://pesquisa.bvsalud.org/portal/resource/pt/emr-89595
- Healy, M., & Perry, C. (2000). Comprehensive criteria to judge validity and reliability of qualitative research within the realism paradigm. Qualitative Market Research: An International Journal, 3(3), 118–126. https://doi.org/10.1108/13522750010333861
- Horne, P. E., & Timmons, V. (2009). Making it work: Teachers’ perspectives on inclusion. International Journal of Inclusive Education, 13(3), 273–286. https://doi.org/10.1080/13603110701433964
- Hussain, A., Abad, S. B., Dehraj, P. D. M. A., Ditto, A., Abad, B., Soomro, P. M. A., & Shah, P. S. M. A. (2021). ANALYZE THE CHALLENGES FACED SPECIAL EDUCATION SCHOOLS IN DISTRICT NAUSHARO FROZE, SINDH. International Journal of Management, 12(1), 1272–1284. doi:10.34218/IJM.12.1.2021.112
- Kaufhold, J. A., Alverez, V. G., & Arnold, M. (2006). Lack of school supplies, materials and resources as an elementary cause of frustration and burnout in South Texas special education teachers. Journal of Instructional Psychology, 33(3), 159–165. https://go.gale.com/ps/i.do?id=GALE%7CA157946271&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=00941956&p=AONE&sw=w&userGroupName=anon%7Ee5e44959
- Kebbi, M. (2018). Stress and coping strategies used by special education and general classroom teachers. International Journal of Special Education, 33(1), 34–61. https://eric.ed.gov/?id=EJ1184086
- Khan, F. (1998). Case study on special needs education in Pakistan: The process of inclusion. European Journal of Special Needs Education, 13(1), 98–111. https://doi.org/10.1080/0885625980130109
- Khlaif, Z. N., Salha, S., Affouneh, S., Rashed, H., & ElKimishy, L. A. (2021). The Covid-19 epidemic: Teachers’ responses to school closure in developing countries. Technology, Pedagogy Education, 30(1), 95–109. doi:10.1080/1475939X.2020.1851752.
- Klapproth, F., Federkeil, L., Heinschke, F., & Jungmann, T. (2020). Teachers’ experiences of stress and their coping strategies during COVID-19 induced distance teaching. Journal of Pedagogical Research, 4(4), 444–452. https://doi.org/10.33902/JPR.2020062805
- Kristiana, I. F., & Hendriani, W. (2018). Teaching efficacy in inclusive education (IE) in Indonesia and other Asia, developing countries: A systematic review. Journal of Education and Learning (Edulearn), 12(2), 166–171. https://doi.org/10.11591/edulearn.v12i2.7150
- Kurth, J. A., Ruppar, A. L., McQueston, J. A., McCabe, K. M., Johnston, R., & Toews, S. G. (2019). Types of supplementary aids and services for students with significant support needs. The Journal of Special Education, 52(4), 208–218. https://doi.org/10.1177/0022466918791156
- Lieber, J., Horn, E., Palmer, S., & Fleming, K. (2008). Access to the general education curriculum for preschoolers with disabilities: Children’s school success. Journal of Exceptionality, 16(1), 18–32. https://doi.org/10.1080/09362830701796776
- Maneesriwongul, W., & Dixon, J. K. (2004). Instrument translation process: A methods review. Journal of Advanced Nursing, 48(2), 175–186. https://doi.org/10.1111/j.1365-2648.2004.03185.x
- Manzoor, A. (2020). Covid-19 and state of inclusive education in Pakistan. Daily Times.
- McKay, L. (2016). Beginning teachers and inclusive education: Frustrations, dilemmas and growth. International Journal of Inclusive Education, 20(4), 383–396. https://doi.org/10.1080/13603116.2015.1081635
- Miles, M. (1997). Disabled learners in South Asia: Lessons from the past for educational exporters. International Journal of Disability, Development and Education, 44(2), 97–104. https://doi.org/10.1080/0156655970440202
- Mitra, S., & Sambamoorthi, U. J. D. (2014). Disability prevalence among adults: Estimates for 54 countries and progress toward a global estimate. Disability and Rehabilitation, 36(11), 940–947. https://doi.org/10.3109/09638288.2013.825333
- Nikolaraizi, M., & Mavropoulou, S. (2005). Considering the role of curriculum integration towards inclusive education. Paper presented at the inclusive and supportive education congress international special education conference inclusion: Celebrating diversity? Considering the role of curriculum integration towards inclusive education, 1st–4th August 2005, Glasgow, Scotland.
- Nonis, K. P., & Tan, J. S. Y. (2011). Beginner pre-service special education teachers’ learning experience during practicum. INTERNATIONAL JOURNAL OF SPECIAL EDUCATION, 26(2), 1–14. http://hdl.handle.net/10497/8910
- O’Gorman, E., & Drudy, S. (2011). Professional development for teachers working in special education/inclusion in mainstream schools: The views of teachers and other stakeholders. Belfield, Dublin: School of Education, University College Dublin. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=O%E2%80%99Gorman%2C+E.%2C+%26+Drudy%2C+S.+%282011%29.+Professional+development+for+teachers+working+in+special+education%2Finclusion+in+mainstream+schools%3A+The+views+of+teachers+and+other+stakeholders.+%25J+UCD%3A+Dublin.&btnG=
- Ozcan, D., & Uzunboylu, H. (2015). Trainning of special education teachers about curriculum development-Izobrazba Edukacijskih Rehabilitatora O Razvoju Kurikuluma. Andragoški glasnik: Glasilo Hrvatskog andragoškog društva, 19(1–2 (34)), 23–37. https://hrcak.srce.hr/156696
- Pasha, S. J. J. O. R., & Education, R. I. (2012). Readiness of Urban Primary Schools for inclusive education in Pakistan. Journal of Research & Reflections in Education, 6(2), 113–128.
- Pearson, V., Lo, E., Chui, E., & Wong, D. (2003). A heart to learn and care? Teachers’ responses toward special needs children in mainstream schools in Hong Kong. Disability & Society, 18(4), 489–508. https://doi.org/10.1080/0968759032000081020
- Rizvi Jafree, S., & Burhan, S. K. (2020). Health challenges of mothers with special needs children in Pakistan and the importance of integrating health social workers. Social Work in Health Care, 59(6), 408–429. https://doi.org/10.1080/00981389.2020.1781738
- Rude, H., & Miller, K. J. (2018). Policy challenges and opportunities for rural special education. Rural Special Education Quarterly, 37(1), 21–29. doi:10.1177/8756870517748662.
- Saldaña, J. (2015). The coding manual for qualitative researchers. Sage.
- Schleicher, A. (2020). The impact of covid-19 on education insights from education at a glance 2020. Retrieved from OECD.org website: https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-.pdf
- Sharp Donahoo, L. M., Siegrist, B., & Garrett-Wright, D. (2018). Addressing compassion fatigue and stress of special education teachers and professional staff using mindfulness and prayer. The Journal of School Nursing, 34(6), 442–448. https://doi.org/10.1177/1059840517725789
- Strydom, L., Nortjé, N., Beukes, R., Esterhuyse, K., & Van der Westhuizen, J. (2012). Job satisfaction amongst teachers at special needs schools. South African Journal of Education, 32(3), 267–278. doi:10.15700/saje.v32n3a582.
- Toquero, C. M. D. (2020). Inclusion of people with disabilities amid COVID-19: Laws, interventions, recommendations. Multidisciplinary Journal of Educational Research, 10(2), 158–177. https://doi.org/10.17583/remie.2020.5877
- Tsakiridou, H., & Polyzopoulou, K. (2014). Greek teachers’ attitudes toward the inclusion of students with special educational needs. American Journal of Educational Research, 2(4), 208–218. https://doi.org/10.12691/education-2-4-6
- Welch, M. (1996). Teacher education and the neglected diversity: Preparing educators to teach students with disabilities. Journal of Teacher Education, 47(5), 355–366. https://doi.org/10.1177/0022487196047005005