Teachers Attitudes toward Their Included Students with Disabilities

By Bryan G. Cook, Melody Tankersley, Lysandra Cook, T. Landrum. 2000

253 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/4a2fd031257965e5c070552363c24c3a75617b90

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In Developmental and Educational Psychology

In Education

In Sociology and Political Science

Citations in the corpus

Epistemological Beliefs and Attitudes Toward Inclusion in Pre-service Teachers (2007, background): “…inquiry into teacher attitudes and beliefs should employ multiple data collection methods (e.g., interviews and observations in addition to surveys), in order to determine the degree to which self-reported attitudes and beliefs reflect teachers’ actual behavior with students (Cook et al., 2000).”
Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature (2011, unknown): “Teachers’ predisposition to act with regard to inclusive education Cook et al. (2000) investigated teachers’ attitudes towards the inclusion of children with disabilities using a nomination procedure (n = 70).”
Teachers’ Sensemaking of Data and Implications for Equity (2015, background): “Also, a focus on this model is warranted because teachers often hold low expectations for some student groups (Cook et al., 2000; Jussim & Harber, 2005; Pettit, 2011), suggesting that the use of Model 4—entailing similar thought processes—could also be common.”
Inclusive Teachers' Attitudinal Ratings of Their Students With Disabilities (2007, methodology): “Test–retest reliability of teachers’ attitudinal nominations in inclusive classrooms has been reported to be adequate (Cook, 2004; Cook et al., 2000).”
Attitudes of Slovene teachers towards the inclusion of pupils with different types of special needs in primary school (2011, background): “When teaching children with SN, teachers with several years of experience had more negative attitudes towards inclusion than beginner teachers (Harvey 1985; Forlin, Douglas, and Hattie 1996; Soodak, Podell, and Lehman 1998; Cook et al. 2000).”
Factors relating to regular education teacher burnout in inclusive education (2005, background): “While teachers’ attitudes towards mainstreaming have been the subject of numerous studies (Scruggs & Mastropieri, 1996; Reiter et al., 1998; Cook et al., 2000; Mittler, 2000; Norwich, 2002), only a few studies investigated the effects of working in an inclusive classroom on the teachers themselves…”
Exploring inclusion preservice training needs: a study of variables associated with attitudes and self‐efficacy beliefs (2006, background): “These include: (a) experience in inclusive settings and work with special needs students (Leyser et al., 1994; Cook et al., 2000; Avramidis et al., 2000a); (b) coursework and training in special education and inclusion (Bender et al.”
General Education and Special Education Preservice Teachers' Attitudes Toward Inclusion (2001, background): “Fender and Fiedler (1990) reported that 40 states required a course on exceptionalities for all general education preservice teachers.”