Preparing general educators to teach in inclusive classrooms: Some food for thought

By P. Stanovich, Anne Jordan. 2002

87 citations recorded by the source corpus.

Subfields: Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/43b916d480dada6926a8b829eba2ce06f7725469

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. Sal Mendaglio
2. Jodi L. Peebles
3. R. Berry

In Safety Research

1. Sal Mendaglio
2. Jodi L. Peebles
3. R. Berry

Citations in the corpus

• The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms (2014, background): “A sense of preparation for inclusion is not contingent on merely attitudes or theoretical knowledge, but preservice teachers must also feel they have the strategies and the capability to execute the necessary practices (Burton and Pace 2009; Stanovich and Jordan 2002).”
• PRESERVICE AND EARLY CAREER TEACHERS' ATTITUDES TOWARD INCLUSION, INSTRUCTIONAL ACCOMMODATIONS, AND FAIRNESS: THREE PROFILES (2010, background): “High levels of confidence may denote a sense of personal responsibility for student learning and commitment to meeting the needs of students with disabilities ( Stanovich & Jordan, 2002 ), an encouraging outcome for students with disabilities in their classrooms.”