Student Teachers' Attitudes Towards the Inclusion of Children with Special Needs

By Richard P. Hastings, Suzanna Oakford. 2003

348 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1bca99466bb124c6b7bb6d27f893f29cd6201abd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. U. Sharma
2. C. Forlin
3. T. Loreman
4. C. Boyle
5. Anthony Nuttal
6. Chris Earle
7. Timo Saloviita
8. L. Varcoe

In Sociology and Political Science

1. U. Sharma
2. C. Forlin
3. T. Loreman
4. C. Boyle
5. Anthony Nuttal
6. L. Varcoe
7. Chris Earle
8. Timo Saloviita

Citations in the corpus

• Attitudes and intention of Greek and Cypriot primary education teachers towards teaching pupils with special educational needs in mainstream schools (2008, background): “Hegarthy (1994) and Pumfrey (2000) particularly pointed out the important role of teachers’ attitudes in the success or failure of inclusion of SENs students into mainstream classrooms because they can influence the children of their class, their colleagues or the parents of their students.”
• Pre-service Secondary Teachers’ Attitudes Towards Inclusive Education (2013, background): “Hastings and Oakford (2003) found that training was not a significant factor for attitudes towards inclusive education, and that attitudes were determined by types of disabilities, with less inclusive attitudes held towards children with behavioural and emotional difficulties than those with…”
• Attitudes of Slovene teachers towards the inclusion of pupils with different types of special needs in primary school (2011, background): “Hastings and Oakford ( 2003 ) pointed out in their study that training of future teachers and their previous experience with children with SN had little impact on the formation of positive attitudes towards inclusion.”
• Inclusion of Children With Special Needs in Early Childhood Education (2015, background): “Perhaps for early childhood settings, as Hastings and Oakford (2010) suggested, providing teachers with appropriate support and resources may be more influential in shaping their attitudes.”
• The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion (2016, background): “Pre-service teachers with higher educational qualifications have more positive attitudes than in-service teachers towards including students with physical and learning disabilities in their classroom (Hastings & Oakford, 2003).”
• Pre-service primary teachers’ attitudes towards inclusive education (2014, background): “…pre-service teachers display a less positive attitude towards the impact of teaching children with emotional and behavioural problems in comparison to children with intellectual disabilities (Avramidis et al., 2000; Forlin, Douglas, & Hattie, 1996; Hastings & Oakford, 2003; Sharma et al., 2006).”
• Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities (2008, background): “Since disability education plays such a significant role in shaping educators' attitudes, a number of researchers have investigated what kind of attitudes pre‐service teachers have at the beginning of a programme of teacher education (Avramidis, Bayliss, and Burden 2000 ; Hastings and Oakford 2003”
• A Comparison of Three Types of Opportunities to Respond on Student Academic and Social Behaviors (2010, background): “…important for teachers who instruct students with or at risk for emotional or behavioral disorders (EBD), because students with or at risk for EBD are more likely to engage in inappropriate behaviors than their typically achieving peers (Hastings & Oakford, 2003; Nelson & Roberts, 2002).”
• The Influence of an Inclusive Education Course on Attitude Change of Pre‐service Secondary Teachers in Hong Kong (2007, background): “Generally, though, preservice and in-service teachers are mostly negative about including children with emotional and behavioural problems (Ellins & Porter, 2005; Hastings & Oakford, 2003).”
• Teachers’ attitudes towards inclusive education: a critical review of published questionnaires (2018, methodology): “The IIQ (Hastings & Oakford, 2003) captures teachers’ cognitions about disruptions to the school routine and managing the inclusive classroom environment.”
• The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion (2007, background): “Based on this assumption, a great deal of research has sought to examine teachers’ attitudes towards the general philosophy of inclusion, while exploring factors that might influence their formation (Soodak et al., 1998; Avramidis et al., 2000; Van-Reusen et al., 2000; Hastings & Oakford, 2003).”
• "Less Afraid to Have "Them" in My Classroom": Understanding Pre-Service General Educators' Perceptions about Inclusion. (2011, background): “Limited preparation has consistently been found to heighten fear and reduce the sense of teaching self-efficacy of general educators when faced with the demands of inclusive classrooms (Boling, 2007; Lombardi & Hunka, 2001; Hastings & Oakford, 2003).”
• Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education (2009, background): “The degree of a child’s disability has also been found to impact on acceptance of inclusive practices (Hastings & Oakford, 2003 ; Ellins & Porter, 2005 ) with teachers being less willing to include those with emotional and behavioural disorders.”