A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority

By E. Avramidis, Phil Bayliss, Robert Burden. 2000

935 citations recorded by the source corpus.

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In Education

Citations in the corpus

Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders (2012, background): “Indeed, whereas teachers from schools without inclusive practices report strong negative feelings about inclusion (Vaughn, Schumm, Jallad, Slusher, & Saumell, 1996), teachers from inclusive schools report more positive attitudes towards the practice (Avramidis et al., 2000).”
Mainstream‐ special school inclusion partnerships: pupil, parent and teacher perspectives (2004, background): “The importance to inclusion efforts of the views of those staff centrally involved in implementation has been consistently highlighted (Scruggs and Mastropieri 1996, Vaughn et al. 1996, Avramidis et al. 2000).”
Attitudes of Teachers Towards Inclusive Education in Finland (2018, result): “In the present study, the teachers’ gender and age gave results comparable to the majority of previous studies: female teachers were somewhat more positive than male teachers (e.g., Avramidis et al., 2000), and younger teachers slightly more positive than older ones (e.g., Ahmmed et al., 2014).”
The influence of child, family, home factors and pre-school education on the identification of special educational needs at age 10 (2011, background): “…have already started primary school may pose a challenge for the professionals involved as well as for the children and their parents, while parents may feel that the extra support was provided too late to enable their child to catch up with their peers (e.g. Knight, 1999; Avramidis et al., 2000).”
The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion (2007, background): “By contrast, severe intellectual disabilities and emotional and behavioural problems are typically viewed with more scepticism by mainstream teachers (Soodak et al., 1998; Stoiber et al., 1998; Avramidis et al., 2000; Heiman, 2001; Lifshitz et al., 2004).”
An investigation of factors impacting on mainstream teachers’ beliefs about teaching students with learning difficulties (2009, background): “The investment of substantial resources into training over the years, set against surveys that indicate that teachers still feel they lack the skills required to teach included learners (Avramadis, Bayliss, & Burden, 2000 ; Scruggs & Mastropieri, 1996 ), points to the need for further investigatio”
Teachers and differentiated instruction: exploring differentiation practices to address student diversity (2019, background): “…research has reported that teachers express feeling unprepared to differentiate classroom instruction as a mean to appropriately address student diversity (Avramidis, Bayliss, and Burden, 2000; Dee, 2011; Gaitas and Martins, 2016; Hamre and Oyler, 2004; Tomlinson, Moon, and Callahan, 1998).”
Attitudes and intention of Greek and Cypriot primary education teachers towards teaching pupils with special educational needs in mainstream schools (2008, background): “This same conclusion was also supported by Avramidis et al. (2000) and Jobe et al. (1996).”
TEACHERS' ATTITUDES TOWARDS INCLUSIVE EDUCATION IN JORDANIAN SCHOOLS (2006, background): “…(i.e. movement problems, visual or hearing problems, intellectual disabilities) as well as students with learning problems that affect, for example, reading, writing or arithmetic, students with behavior problems and students with speech and language problems (Al-Rossan, 2003, Al-Khatteeb 2002).”
Inclusion of Children With Special Needs in Early Childhood Education (2015, background): “Research consistently purports that acceptance is higher for children considered to have mild or moderate special needs (Dupoux, Wolman, & Estrada, 2005), who are less likely to require teachers’ additional instructional or management skills (Avramidis et al., 2000).”
The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms (2014, background): “This finding confirms the previous research that preservice teachers seem to be most concerned about their preparedness to include students with behaviour disorders in their classrooms (Avramidis, Bayliss, and Burden 2000; Richards and Clough 2004; Romi and Leyser 2006).”
Inclusion in action: an in-depth case study of an effective inclusive secondary school in the south-west of England (2002, background): “In support of this, the survey undertaken in the same LEA by the authors (®rst component of the `bricolage’ approach) revealed that teachers who had been implementing inclusive programmes for a number of years held more positive attitudes towards the general concept of inclusion than those from the ”
Swedish primary‐school teachers’ attitudes to inclusion – the case of PE and pupils with physical disabilities (2010, background): “Large‐scale studies, for instance Avramidis, Bayliss and Burden ( 2000 ) or Scruggs and Mastropieri’s ( 1996 ) meta‐analysis, have found that while teachers agreed with the general concept of inclusion and integration and regarded it as an ideal to be striven after, a majority of them felt they were”
Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers’ perceptions of inclusion? (2013, background): “Avramidis, Bayliss, and Burden ( 2000 ) found that teachers requested more pre-service and in-service training to respond to their students’ needs, particularly, to attend to students with emotional and behavioural disorders.”
The psychometric evaluation of a questionnaire to measure attitudes towards inclusive education (2012, background): “Because those items only reflected negative feelings, eight items from the “Skills” questionnaire (developed by Avramidis et al. 2000) were added.”