Attitudes and intention of Greek and Cypriot primary education teachers towards teaching pupils with special educational needs in mainstream schools
By S. Batsiou, Evangelos Bebetsos, P. Panteli, Panagiotis Antoniou. 2008
128 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Safety Research, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/2239e2e685c73e9b1f5f727c1008526b235b5619
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In Developmental and Educational Psychology
In Safety Research
In Sociology and Political Science
Citations in the corpus
- Inclusive education: teachers' intentions and behaviour analysed from the viewpoint of the theory of planned behaviour (2014, background): “This is a further step from previous studies that missed the behaviour component (e.g. Batsiou et al. 2008; Campbell 2010) or excluded the intention component (Kuyini and Desai 2007) when applying TPB in the field of inclusive education.”
- Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature (2011, methodology): “Batsiou et al. (2008) found a significant relationship between information and attitudes (r = 0.36, p < 0.001) and knowledge and attitudes (r = 0.26, p < 0.001).”
- Which variables relate to the attitudes of teachers, parents and peers towards students with special educational needs in regular education? (2012, background): “Besides the influence of the SEN type on attitudes, several other variables have been related to attitudes, like age of parents (Balboni and Pedrabissi 2000), gender of peers (Nowicki 2006; Opdal, Wormnaes, and Habayeb 2001; Siperstein et al. 2007) and teacher training (Batsiou et al. 2008).”
- Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers’ perceptions of inclusion? (2013, background): “2008 ; Cardona 2011 ) found no association between gender and teacher perceptions of inclusion.”
- Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs (2014, result): “Teaching experience is found to be an affecting variable of teachers’ attitudes toward inclusion, a result that is in agreement with other studies [10,16,23,31,44,58,68,67].”
- Evaluating the effect of a teacher training programme on the primary teachers’ attitudes, knowledge and teaching strategies regarding special educational needs (2017, methodology): “According to previous research, experience with inclusive education may result in a more positive attitude (Avramidis & Kalyva, 2007; Batsiou et al., 2008; Brantlinger, 1996), and increased teachers’ confidence in teaching such students (leRoy & Simpson, 1996).”