Attitudes of Pre-Service Teachers towards Persons with Disabilities: Predictions for the Success of Inclusion

By E. M. Alghazo, Hamza Dodeen, Ibrahim A. Algaryouti. 2003

133 citations recorded by the source corpus.

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The design of pre-service inclusive education courses and their effects on self-efficacy: a comparative study (2010, background): “Alghazo, Dodeen, and Algaryouti (2003) also found that the amount of contact did not impact on attitudes of pre-service teachers.”
Family responses to the social inclusion of children with developmental disabilities in the United Arab Emirates (2007, background): “While there are no specific laws relating to disability in the UAE, there are references made in various sections of the Constitution, emphasizing care and rehabilitation (Section 16).”
Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs (2014, background): “This result probably indicates that during their studies in pedagogical sciences, the teachers had to take courses with subjects related to individual differences and schoolchildren characteristics, in contrast to those teachers who studied natural sciences, who did not have to take such courses [2]”
The Design of Inclusive Education Courses and the Self‐efficacy of Preservice Teacher Education Students (2007, background): “Alghazo, Dodeen, and Algaryouti (2003) conducted a study across three universities and also noted that the amount of contact did not impact on attitudes of preservice teachers involved in this study.”