3,756
Views
9
CrossRef citations to date
0
Altmetric
Articles

Teachers’ capacities to meet students’ additional support needs in mainstream primary education

, &
Pages 448-460 | Received 13 May 2014, Accepted 20 Jan 2015, Published online: 14 Dec 2015

References

  • Adami, A. F. (2004). Enhancing students’ learning through differentiated approaches to teaching and learning: A Maltese perspective. Journal of Research in Special Educational Needs, 4, 91–97. doi: 10.1111/J.1471-3802.2004.00023.x
  • Almog, O., & Shechtman, Z. (2007). Teachers’ democratic and efficacy beliefs and styles of coping with behavioural problems of pupils with special needs. European Journal of Special Needs Education, 22, 115–129. doi:10.1080/08856250701267774
  • 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, 277–293.10.1016/S0742-051X(99)00062-1
  • Black-Hawkins, K., & Florian, L. (2012). Classroom teachers’ craft knowledge of their inclusive practice. Teachers and Teaching, 18, 567–584. doi:10.1080/13540602.2012.709732
  • Brady, K., & Woolfson, L. (2008). What teacher factors influence their attributions for children’s difficulties in learning? British Journal of Educational Psychology, 78, 527–544.10.1348/000709907X268570
  • Bruggink, M., Meijer, W., Goei, S. L., & Koot, H. M. (2014). Teachers’ perceptions of additional support needs of students in mainstream primary education. Learning and Individual Differences, 30, 163–169. doi:10.1016/j.lindif.2013.11.005
  • Bugental, D. B., & Shennum, W. A. (1984). ‘Difficult’ children as elicitors and targets of adult communication patterns: An attributional-behavioral transactional analysis. Monographs of the Society for Research in Child Development, 49(1), 1–79.10.2307/1165910
  • De Boer, A. A., Pijl, S. J., & Minnaert, A. E. M. G. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15, 331–353.10.1080/13603110903030089
  • Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37, 813–828. doi:10.1080/01411926.2010.501096
  • Forlin, C. (2001). Inclusion: Identifying potential stressors for regular class teachers. Educational Research, 43, 235–245. doi:10.1080/00131880110081017
  • 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. doi:10.1080/10349120802268396
  • Georgiou, S. N., Christou, C., Stavrinides, P., & Panaoura, G. (2002). Teacher attributions of student failure and teacher behavior toward the failing student. Psychology in the Schools, 39, 583–595.10.1002/(ISSN)1520-6807
  • Ho, I. T. (2004). A comparison of Australian and Chinese teachers’ attributions for student problem behaviors. Educational Psychology, 24, 375–391. doi:10.1080/0144341042000211706
  • Humphrey, N., Bartolo, P., Ale, P., Calleja, C., Hofsaess, T., Janikova, V., … Wetso, G. M. (2006). Understanding and responding to diversity in the primary classroom: An international study. European Journal of Teacher Education, 29, 305–318.10.1080/02619760600795122
  • Hutzler, Y., Zach, S., & Gafni, O. (2005). Physical education students’ attitudes and self-efficacy towards the participation of children with special needs in regular classes. European Journal of Special Needs Education, 20, 309–327. doi:10.1080/08856250500156038
  • Lebeer, J. E., Struyf, E., De Maeyer, S., Wilssens, M., Timbremont, B., Denys, A., & Vandeveire, H. (2010). Identifying special educational needs: Putting a new framework for graded learning support to the test. European Journal of Special Needs Education, 25, 375–387. doi:10.1080/08856257.2010.513542
  • Lewis, A., & Norwich, B. (2004). How spezialised is teaching pupils with disabilities and difficulities? In A. Lewis & B. Norwich (Eds.), Special teaching for special children? Pedagogies for inclusion (pp. 1–14). Berkshire: Open University Press.
  • Lopes, J. A., Monteiro, I., Sil, V., Rutherford, R. B., & Quinn, M. M. (2004). Teachers’ perceptions about teaching problem students in regular classrooms. Education and Treatment of Children, 27, 394–419.
  • Mavropoulou, S., & Padeliadu, S. (2002). Teachers’ causal attributions for behaviour problems in relation to perceptions of control. Educational Psychology, 22, 191–202. doi:10.1080/01443410120115256
  • Mowat, J. (2009). The inclusion of pupils perceived as having social and emotional behavioural difficulties in mainstream schools: A focus upon learning. Support for Learning, 24, 159–169.10.1111/sufl.2009.24.issue-4
  • O’Gorman, E., & Drudy, S. (2010). Addressing the professional development needs of teachers working in the area of special education/inclusion in mainstream schools in Ireland. Journal of Research in Special Educational Needs, 10, 157–167. doi:10.1111/j.1471-3802.2010.01161.x
  • Rimm-Kaufman, S. E., Early, D. M., Cox, M. J., Saluja, G., Pianta, R. C., Bradley, R. H., & Payne, C. (2002). Early behavioral attributes and teachers’ sensitivity as predictors of competent behavior in the kindergarten classroom. Journal of Applied Developmental Psychology, 23, 451–470.10.1016/S0193-3973(02)00128-4
  • Romi, S., & Leyser, Y. (2006). Exploring inclusion preservice training needs: A study of variables associated with attitudes and self‐efficacy beliefs. European Journal of Special Needs Education, 21, 85–105. doi:10.1080/08856250500491880
  • Rose, R. (2001). Primary school teacher perceptions of the conditions required to include pupils with special educational needs. Educational Review, 53, 147–156.10.1080/00131910120055570
  • Ruysa, I., Defruyta, S., Rotsa, I., & Aeltermana, A. (2013). Differentiated instruction in teacher education: A case study of congruent teaching. Teachers and Teaching: theory and practice, 19, 93–107. doi:10.1080/13540602.2013.744201
  • Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12, 12–21. doi:10.1111/j.1471-3802.2011.01200.x
  • Silva, J. C., & Morgado, J. (2004). Support teachers’ beliefs about the academic achievement of students with special educational needs. British Journal of Special Education, 31, 207–214.10.1111/j.0952-3383.2004.00356.x
  • Smit, R., & Humpert, W. (2012). Differentiated instruction in small schools. Teaching and Teacher Education, 28, 1152–1162. doi:10.1016/j.tate.2012.07.003
  • Spilt, J. L., & Koomen, H. M. Y. (2009). Widening the view on teacher–child relationships: Teachers’ narratives concerning disruptive versus non-disruptive children. School Psychology Review, 38, 86–101.
  • Spilt, J. L., Koomen, H. M., Thijs, J. T., & van der Leij, A. (2012). Supporting teachers’ relationships with disruptive children: The potential of relationship-focused reflection. Attachment & Human Development, 14, 305–318.
  • Talmor, R., Reiter, S., & Feigin, N. (2005). Factors relating to regular education teacher burnout in inclusive education. European Journal of Special Needs Education, 20, 215–229. doi:10.1080/08856250500055735
  • Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27, 119–145.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.10.1016/S0742-051X(01)00036-1
  • van der Veen, I., Smeets, E., & Derriks, M. (2010). Children with special educational needs in the Netherlands: Number, characteristics and school career. Educational Research, 52, 15–43. doi:10.1080/00131881003588147
  • Vogt, F., & Rogalla, M. (2009). Developing adaptive teaching competency through coaching. Teaching and Teacher Education, 25, 1051–1060. doi:10.1016/j.tate.2009.04.002
  • Westwood, P., & Graham, L. (2003). Inclusion of students with special needs: Benefits and obstacles perceived by teachers in new South Wales and South Australia. Australian Journal of Learning Disabilities, 8, 3–15. doi:10.1080/19404150309546718
  • Woolfson, L. M., & Brady, K. (2009). An investigation of factors impacting on mainstream teachers’ beliefs about teaching students with learning difficulties. Educational Psychology, 29, 221–238. doi:10.1080/01443410802708895

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.