Attitudes towards inclusion: the case of Israeli and Palestinian regular and special education teachers

By Hefziba Lifshitz *, R. Glaubman, Rihab Issawi. 2004

107 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1c32e506cf7a5af18d781436a5b3597144c5ba84

How researchers see this paper

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

In Clinical Psychology

1. E. Avramidis
2. A. D. de Boer
3. A. Minnaert
4. S. Pijl
5. W. Post
6. R. Berry
7. E. Kalyva
8. Shlomo Romi

In Education

1. A. D. de Boer
2. A. Minnaert
3. S. Pijl
4. E. Avramidis
5. Shlomo Romi
6. Y. Leyser
7. E. Kalyva
8. R. Berry

In Sociology and Political Science

1. A. D. de Boer
2. A. Minnaert
3. S. Pijl
4. E. Avramidis
5. Shlomo Romi
6. Y. Leyser
7. W. Post
8. E. Kalyva

Citations in the corpus

• Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature (2011, methodology): “The ‘Regular Education Initiative Questionnaire’ (Gemmel‐Crosby and Hanszlik 1994 ) was also used by Lifshitz, Glaubman, and Issawi ( 2004 ) to examine Israeli and Palestinian teachers’ attitudes towards inclusive education ( n = 125).”
• Exploring inclusion preservice training needs: a study of variables associated with attitudes and self‐efficacy beliefs (2006, background): “Recently, Lifshitz et al. (2004) reported that scores on sense of efficacy in teaching students with disabilities were significantly higher for Israeli (Jewish) teachers than for Palestinian (Arab) classroom teachers.”
• Which variables relate to the attitudes of teachers, parents and peers towards students with special educational needs in regular education? (2012, background): “When comparing attitudes towards different types of SEN, it turns out that all three groups are least positive about the inclusion of students with cognitive disabilities and moderate/severe behaviour problems (Alghazo and Naggar Gaad 2004 ; Lifshitz, Glaubman, and Issawi 2004 ).”
• PRESERVICE AND EARLY CAREER TEACHERS' ATTITUDES TOWARD INCLUSION, INSTRUCTIONAL ACCOMMODATIONS, AND FAIRNESS: THREE PROFILES (2010, background): “A higher sense of personal efficacy predicts positive attitudes toward inclusion ( Lifshitz, Glaubman, & Issawi, 2004 ) as well as willingness to teach students with disabilities ( Brownell & Pajares, 1999 ), attributions of the causes of learning difficulties to curriculum or teaching methods ( W”
• The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion (2007, background): “This is hardly surprising given the abundance of attitudinal studies in the literature confirming the influence of training in the formation of positive attitudes towards inclusion (Leyser et al., 1994; Avramidis et al., 2000; Van-Reusen et al., 2000; Shade & Stewart, 2001; Lifshitz et al., 2004).”