Making it work: teachers’ perspectives on inclusion

By Phyllis E. Horne, V. Timmons. 2009

244 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/41b8cb83de4136e8ce98c74291640efd3c4649cd

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Citations in the corpus

Implementing the Three Block Model of Universal Design for Learning: effects on teachers' self-efficacy, stress, and job satisfaction in inclusive classrooms K-12 (2015, background): “One result that emerged from the interviews came almost exclusively from teachers in their first five years of teaching, though it has been previously noted in the literature (Horne and Timmons 2009).”
Teachers' Attitudes Toward the Inclusion of Students with Autism and Emotional Behavioral Disorder (2011, background): “Niesyn (2009) found that traditional teacher education training primarily focuses on “preparing teachers to work with groups of students across content domains with less attention given to individual differences or special needs” (p.”
Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers’ perceptions of inclusion? (2013, background): “According to Horne and Timmons (2009), teachers also requested to have”
Teacher perceived difficulty in implementing differentiated instructional strategies in primary school (2017, background): “…research has specifically pointed out that teachers think that the training they receive (pre-service and in-service) is not sufficient in addressing the diversity in their classes (Idol 2006; Horne and Timmons 2009; Hsein, Brown, and Bortoli 2009; Khochen and Radford 2012; Ko and Boswell 2013).”
Canadian In-Service Teachers' Concerns, Efficacy, and Attitudes about Inclusive Teaching. (2014, background): “Research has indicated that both pre-service and in-service teachers have concerns about inclusion, such as the lack of time they have for other students or a lack of adequate resources for effective inclusion to take place (Forlin & Chambers, 2011; Horne & Timmons, 2009).”
Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh (2014, result): “This finding is congruent with the viewpoints of a number of researchers (for example, Horne and Timmons 2009), who contend that school support might impact on teacher attitudes towards the inclusion of students with disabilities in regular classrooms and that useful support needs to be based on…”