Teacher preparation for inclusive education: increasing knowledge but raising concerns

By C. Forlin, Dianne P. Chambers. 2011

515 citations recorded by the source corpus.

Subfields: Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/55ea69be4f403950efed5906b7989426ffd4775d

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. U. Sharma
2. T. Loreman
3. C. Forlin
4. C. Boyle
5. Anthony Nuttal
6. Sal Mendaglio
7. Jodi L. Peebles
8. Laura Sokal

In Safety Research

1. U. Sharma
2. C. Forlin
3. T. Loreman
4. C. Boyle
5. Laura Sokal
6. Anthony Nuttal
7. Chris Earle
8. Sal Mendaglio

Citations in the corpus

• The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion (2016, background): “However, this does not always result in formation of positive attitudes (Richard & Clough, 2004) and lowering of concerns in pre-service teachers (Forlin & Chambers, 2011).”
• Pre-service Secondary Teachers’ Attitudes Towards Inclusive Education (2013, background): “A recent study by Forlin and Chambers (2011) found that while attitudes towards inclusive education were improved through training and knowledge, pre-service teachers’ concerns and perceived stress about the implementation of inclusive education were not improved.”
• Correlation between attitudes, concerns, self‐efficacy and teaching intentions in inclusive education evidence from German pre‐service teachers using international scales (2018, background): “Forlin, Loreman and Sharma in particular developed scales and examined their structure in different countries (Forlin and Chambers, 2011; Loreman, Earle, Sharma, et al., 2007; Sharma, Loreman, and Forlin, 2012).”
• Canadian In-Service Teachers' Concerns, Efficacy, and Attitudes about Inclusive Teaching. (2014, background): “In contrast, Forlin and Chambers (2011) and Romi and Leyser (2006) showed that pre-service teachers actually had increases in their level of concerns during the inclusive education course, and that this change occurred during a period of stable positive attitudes about inclusion.”
• The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Measuring Pre-Service Teachers' Perceptions about Inclusion. (2011, background): “In a recent study, Forlin and Chambers (2011) expanded on the work by other researchers by examining how confidence in teaching students with disabilities and knowledge about local policies impacted pre-service teachers’ attitudes and concerns.”
• The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms (2014, background): “Additionally, in a recent study conducted by Forlin and Chambers (2011) with 67 preservice teachers in the USA, the researchers discovered that a unit of study in inclusive education combined with applied experiences with a person with disabilities increased preservice teachers’ knowledge, while…”
• In-service teachers’ attitudes, concerns, efficacy and intentions to teach in inclusive classrooms: an international comparison of Australian and Italian teachers (2018, background): “…to include learners with disabilities (Ahmmed, Sharma, and Deppeler 2013) and who have received appropriate training tend to have a higher degree of commitment (Forlin and Chambers 2011) and tend to have a higher level of efficacy in including all learners (Sharma, Loreman, and Forlin 2008).”