References
- Ajzen, I. 1985. “From Intentions to Actions: A Theory of Planned Behavior.” In Action Control: From Cognition to Behavior, edited by J. Kuhl, and J. Beckmann, 11–39. Berlin, Heidelber, New York: Springer-Verlag.
- Ajzen, I. 2005. Attitudes, Personality and Behaviour. New York: McGraw-Hill Education.
- Avramidis, E., and B. Norwich. 2002. “Teachers’ Attitudes Towards Integration / Inclusion: A Review of the Literature.” European Journal of Special Needs Education 17 (2): 129–147. doi:https://doi.org/10.1080/08856250210129056.
- Bouckenooghe, D. 2009. “Change Recipients’ Attitudes Toward Change: A Review Study.” Vlerick Leuven Gent Working Paper Series 14: 201–217. https://public.vlerick.com/Publications/6f43ee88-6aa9-e011-8a89-005056a635ed.pdf.
- Boyle, C., K. Topping, and D. Jindal-Snape. 2013. “Teachers’ Attitudes Towards Inclusion in High School.” Teachers and Teaching: Theory and Practice 19 (5): 527–542. doi:https://doi.org/10.1080/13540606.2013.827361.
- Bradford, B., L. Eblie Trudel, J. Katz, L. Sokal, and T. Loreman. 2021. “Promising Practices for Preparing Canadian Teachers for Inclusive Classrooms: Analysis with a Transformative Lens.” International Journal of Inclusive Education, 1–16. doi:https://doi.org/10.1080/13603116.2021.1882058.
- Burgstahler, S. 2007. “Lessons Learned in ‘the Faculty Room’.” Journal of Excellence in College Teaching 18: 103–128.
- Cardona, C. 2009. “Teacher Education Beliefs of Inclusion and Perceived Competence to Teach Students with Disabilities in Spain.” Journal of the International Association of Special Education 10 (1): 330–341.
- Chang, E., K. Milkman, D. Gromet, R. Rebele, C. Massey, A. Duckworth, and A. Grant. 2019. “The Mixed Effects of Online Diversity Training.” Proceedings of the National Academy of Sciences in the United States of America [PNAS] 116 (16): 7778–7783. doi:https://doi.org/10.1073/pnas.1816076116.
- Council of Canadians with Disabilities. 2012. Constitutional Equality Rights: People with Disabilities Still Celebrating 30 Years Later. http://www.ccdonline.ca/en/humanrights/promoting/charter-press-release-17apri2012.
- Driebe, T., R. W. Jahn, M. Götzl, and A. Zoyke. 2018. “Einstellungen zu Inklusion von Lehrkräften an berufsbildenden Schulen: Ergebnisse einer empirischen Studie.” Zeitschrift für Berufs- und Wirtschaftspädagogik, ZBW 114 (3): 394–418.
- Driscoll, A., K. Jicha, A. Hunt, L. Tichavsky, and G. Thompson. 2012. “Can Online Courses Deliver in-Class Results? A Comparison of Students’ Performance and Satisfaction in an Online Versus Face-to-Face Introductory Sociology Course.” Teaching Sociology 40 (4): 312–331. doi:https://doi.org/10.1177/0092055X12446624.
- Engelbrecht, P. 2013. “Teacher Education for Inclusion, International Perspectives.” European Journal of Special Needs Education 28 (2): 115–118. doi:https://doi.org/10.1080/08856257.2013.778110.
- Florian, L., and D. Camedda. 2020. “Enhancing Teacher Education for Inclusion.” European Journal of Teacher Education 43 (1): 4–8. doi:https://doi.org/10.1080/02619768.2020.1707579.
- Fullan, M., J. Quinn, M. Drummy, and M. Gardner. 2020. Education Reimagined: The Future of Learning. https://edudownloads.azureedge.net/msdownloads/Microsoft-EducationReimagined-Paper.pdf.
- Government of Canada. 1985. Canadian Charter of Rights and Freedoms, R.S.C 1985, Appendix II, No. 44.
- Government of New Brunswick. 2013. Policy 322: Inclusive Education. http://www.gnb.ca/0000/pol/e/322A.pdf.
- Hintz, A. M., M. Paal, K. Urton, J. Krull, T. Hennemann, and J. Wilbert. 2015. “Teachers’ Perceptions of Opportunities and Threats Concerning Inclusive Schooling in Germany at an Early Stage of Inclusion – Analyses of a Mixed Methodology Approach.” Journal of Cognitive Education and Psychology 14: 357–374. doi:https://doi.org/10.1891/1945-8959.14.3.357.
- Hosford, S., and S. O’Sullivan. 2016. “A Climate for Self-Efficacy: The Relationship Between School Climate and Teacher Efficacy for Inclusion.” International Journal of Inclusive Education 20 (6): 604–621. doi:https://doi.org/10.1080/13603116.2015.1102339.
- Joffe, K., and R. Lattanzio. 2010. “Inclusive Education: Opportunities for Re-Design.” Paper presented at the Canadian Association for the Practical Study of Law in Education (CAPSLE) Conference, April 25–27, 2010.
- Kohen, D., S. Uppal, S. Kahn, and L. Vicentin. 2010. Access and Barriers to Educational Services for Canadian Children with Disabilities. Ottawa, Canada: Canadian Council of Learning.
- Lattanzio, R. 2013. “New Brunswick Releases New Policy on Inclusive Education.” ARCH Alert, October 17. http://archdisabilitylaw.ca/?q=arch-alerts.
- Miesera, S., L. Sokal, and N. Kimmelmann. 2022. “A Cross-National Study of the Effects of Education on pre-Service Teachers’ Attitudes, Intentions, Self-Efficacy, and Concerns about Inclusive Education.” Exceptionality Education International 31 (1). https://ojs.lib.uwo.ca/index.php/eei/index.
- Navarro-Mateu, D., J. Franco-Ochoa, S. Valero-Moreno, and V. Prado-Gascó. 2020. “Attitudes, Sentiments, and Concerns about Inclusive Education of Teachers and Teaching Students in Spain.” Frontiers in Psychology 11: 521. doi:https://doi.org/10.3389/fpsyg.2020.00521.
- Nelson, A. 2020. “How COVID-19 Has Affected Special Education Students.” Tuftsnow. April 6. https://now.tufts.edu/articles/how-COVID-19-has-affected-special-education-students.
- Rouse, M., and L. Florian. 2012. Inclusive Practice Project: Final Report. Aberdeen: University of Aberdeen. September. https://www.academia.edu/4432038/The_Inclusive_Practice_Project_Final_Report.
- Saloviita, T. 2019. “Explaining Classroom Teachers’ Attitudes Towards Inclusive Education.” Support for Learning 34 (4): 433–442. doi:https://doi.org/10.1111/1467-9604.12277.
- Sharma, U. 2018. “Preparing to Teach in Inclusive Classrooms.” In Oxford Research Encyclopedia of Education, edited by George W. Noblit, 1–22. Oxford, UK: Oxford University Press. doi:https://doi.org/10.1093/acrefore/9780190264093.013.113.
- Sharma, U., and I. Desai. 2002. “Measuring Concerns about Integrated Education in India.” Asia and Pacific Journal on Disability 5 (1): 2–14.
- Sharma, U., C. Forlin, and T. Loreman. 2007. “What Concerns Pre-service Teachers about Inclusive Education: An International Viewpoint?” KJEP 4 (2): 95–114.
- Sharma, U., C. Forlin, T. Loreman, and C. Earle. 2006. “Pre-Service Teachers’ Attitudes, Concerns and Sentiments about Inclusive Education: An International Comparison of Novice Pre-Service Teachers.” International Journal of Special Education 21 (2): 80–93. (14 Seiten).
- Sharma, U., and K. Jacobs. 2016. “Predicting In-service Educators’ Intentions to Teach in Inclusive Classrooms in India and Australia.” Teaching and Teacher Education 55: 13–23.
- Sharma, U., T. Loreman, and C. Forlin. 2012. “Measuring Teacher Efficacy to Implement Inclusive Practices.” Journal of Research in Special Educational 12: 12–21.
- Sharma, U., D. Moore, and S. Sonawane. 2009. “Attitudes and Concerns of Pre-service Teachers Regarding Inclusion of Students with Disabilities into Regular Schools in Pune, India.” Asia-Pacific Journal of Teacher Education 37 (3): 319–331.
- Sharma, U., and A. Nuttal. 2016. “The Impact of Training on Pre-service Attitudes, Concerns and Efficacy Towards Inclusion.” Asian-Pacific Journal of Teacher Education 44 (2): 142–155. doi:https://doi.org/10.1080/1359866X.2015.1081672.
- Sharma, U., and L. Sokal. 2015a. “Can Teachers’ Efficacy, Concerns, Attitudes Towards Inclusion Predict their Inclusive Classroom Practices?” Australasian Journal of Special Education 40 (1): 1–34. doi:https://doi.org/10.1017/jse.2015.14.
- Sharma, U., and L. Sokal. 2015b. “The Impact of a Teacher Education Course on Pre-service Teachers’ Beliefs about Inclusion: An International Comparison.” Journal of Research in Special Educational Needs 15 (4): 276–284. doi:https://doi.org/10.1111/1471-3802.12043.
- 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 and Teacher Education 107. https://www.sciencedirect.com/science/article/pii/S0742051X21002316.
- Shulman, L. S. 2004. The Wisdom of Practice: Essays on Teaching, Learning, and Learning to Teach. San Francisco, CA: Jossey-Bass.
- Sokal, L., L. Eblie Trudel, and J. Babb. 2021. “I’ve Had It! Factors Associated with Burnout and Low Organizational Commitment in Canadian Teachers During the Second Wave of the COVID-19 Pandemic.” International Journal of Educational Research- Open. doi:https://doi.org/10.1016/j.ijedro.2020.100023. https://www.sciencedirect.com/science/article/pii/S2666374020300236.
- Sokal, L., and J. Katz. 2015. “Oh, Canada: Bridges and Barriers to Inclusion in Canadian Schools.” Support for Learning 30 (1): 42–54. doi:https://doi.org/10.1111/1467-9604.12078.
- Sokal, L., and U. Sharma. 2014. “In-service Teachers’ Concerns, Efficacy, and Attitudes about Inclusive Teaching and Its Relationship with Teacher Training.” Exceptionality Education International 23 (1): 59–71.
- Sokal, L., D. Woloshyn, and S. Funk-Unrau. 2014. “How Important Is Practicum to Pre-service Teacher Development for Inclusive Teaching? Effects on Classroom Management Efficacy.” Alberta Journal of Educational Research 59 (2): 285–298.
- Song, Jia, Umesh Sharma, and Hayoung 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 and Teacher Education 86: 102901. https://doi.org/https://doi.org/10.1016/j.tate.2019.102901.
- Specht, Jacqueline, Donna McGhie-Richmond, Tim Loreman, Pat Mirenda, Sheila Bennett, Tiffany Gallagher, Gabrielle Young, etal. 2016. “Teaching in Inclusive Classrooms: Efficacy and Beliefs of Canadian Preservice Teachers.” International Journal of Inclusive Education 20 (1): 1–15. https://doi.org/https://doi.org/10.1080/13603116.2015.1059501.
- Taliaferro, A., L. Hammond, and K. Wyant. 2015. “Preservice Physical Educators’ Self-Efficacy Beliefs Toward Inclusion: The Impact of Coursework and Practicum.” Adapted Physical Activity Quarterly 32: 49–67. doi:https://doi.org/10.1123/apaq.2013-0112.
- Towle, H. 2015. Disability and Inclusion in Canadian Education: Policy, Procedure, and Practice. Canadian Centre for Policy Alternatives. https://www.policyalternatives.ca/publications/reports/disability-and-inclusion-canadian-education.
- Tschannen-Moran, M., and A. Woolfolk Hoy. 2001. “Teacher Efficacy: Capturing an Elusive Construct.” Teaching and Teacher Education 17: 783–805. doi:https://doi.org/10.1016/S0742-051X(01)00036-1.
- Weber, K. E., and F. Greiner. 2019. “Development of Pre-service Teachers’ Self-Efficacy Beliefs and Attitudes Towards Inclusive Education through First Teaching Experiences.” Journal of Research in Special Educational Needs 19: 73–84. doi:https://doi.org/10.1111/1471-3802.12479.
- Wynants, S., and J. Dennis. 2017. “Embracing Diversity and Accessibility: A Mixed Methods Study of the Impact of an Online Disability Awareness Program.” Journal of Postsecondary Education and Disability 30 (1): 33–48.