Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school

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

498 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/5e61cdb41abb91391f50863d31ac7c3f525202b0

How researchers see this paper

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In Education

1. U. Sharma
2. K. Polyzopoulou
3. H. Tsakiridou
4. C. Forlin
5. T. Loreman
6. C. Boyle
7. Timo Saloviita
8. A. D. de Boer

Citations in the corpus

• Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities (2008, background): “Since disability education plays such a significant role in shaping educators' attitudes, a number of researchers have investigated what kind of attitudes pre‐service teachers have at the beginning of a programme of teacher education (Avramidis, Bayliss, and Burden 2000 ; Hastings and Oakford 2003”
• Teachers' Attitudes Toward the Inclusion of Students with Autism and Emotional Behavioral Disorder (2011, background): “Avramidis et al. (2000) explain, “Multiple interpretations of labels occurs when teachers attribute different characteristics to a label based on their experience which could be positive or negative” (p. 282). It was discovered that the nature and severity of the disabilities in the study and the pe”
• Exploring inclusion preservice training needs: a study of variables associated with attitudes and self‐efficacy beliefs (2006, background): “…about behaviour problems and the difficulties of managing them in the classroom are corroborated by studies showing that teachers do not support the integration of students with emotional and behavioural disorders (i.e. Stoiber et al., 1998; Heflin & Bullock, 1999; Avramidis et al., 2000a).”
• Evaluating the effect of a teacher training programme on the primary teachers’ attitudes, knowledge and teaching strategies regarding special educational needs (2017, result): “Previous studies found that teachers’ reservations towards inclusion can be explained in relation to both their lack of knowledge as well as lack of experience of working with children with SEN (Avramidis et al., 2000; Rose, 2001).”
• The Development of a Psychometrically-Sound Instrument to Measure Teachers' Multidimensional Attitudes toward Inclusive Education. (2008, unknown): “While a number of studies have attempted to include one or the other (Avramidis et al., 2000; Cochran, 1997; Wilczenski, 1992), this study extends previous research and contributes to further understanding of the theoretical nature and structure of attitudes and the knowledge base for the provision…”
• Pre-service Secondary Teachers’ Attitudes Towards Inclusive Education (2013, background): “Hastings and Oakford (2003) found that training was not a significant factor for attitudes towards inclusive education, and that attitudes were determined by types of disabilities, with less inclusive attitudes held towards children with behavioural and emotional difficulties than those with…”
• Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education (2009, background): “Female pre-service teachers have generally been found to have greater tolerance for implementing inclusive education (Avramidis et al., 2000; Ellins & Porter, 2005), and generally have higher levels of sympathy and lower levels of fear than reported by male pre-service teachers (Carroll et al.,…”
• Pre-service primary teachers’ attitudes towards inclusive education (2014, background): “…pre-service teachers display a less positive attitude towards the impact of teaching children with emotional and behavioural problems in comparison to children with intellectual disabilities (Avramidis et al., 2000; Forlin, Douglas, & Hattie, 1996; Hastings & Oakford, 2003; Sharma et al., 2006).”
• Including Learners with Intellectual Disabilities: stressful for teachers? (2003, background): “…the acceptance of learners with intellectual disabilities that seems to raise the most sensitive issues for teachers and provokes the most disagreement about the wisdom of inclusive education (Avramidis et al., 2000; Scruggs & Mastropieri, 1996; Soodak et al., 1998; Wilczenski, 1993; Winzer, 1998).”