A Question of Attitudes: Integrating Children with Disabilities into Regular Classrooms?.

By J. Ward, Sandra Bochner. 2007

88 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/66abf12a2637f43b94f78f7c52f532839da7acfd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Lisa Marks Woolfson
2. E. Avramidis
3. U. Sharma
4. L. Varcoe
5. E. Kalyva
6. Shlomo Romi
7. Y. Leyser
8. C. Boyle

In Education

1. U. Sharma
2. C. Boyle
3. Lisa Marks Woolfson
4. Shlomo Romi
5. Y. Leyser
6. Kathy Brady
7. L. Varcoe
8. E. Kalyva

Citations in the corpus

• An investigation of factors impacting on mainstream teachers’ beliefs about teaching students with learning difficulties (2009, background): “Teachers are reported as being generally more supportive of inclusion for children with physical and sensory disabilities, followed by those with mild learning difficulties, with concerns expressed about including students with more severe learning difficulties (Forlin, 1995 ; Lindsay, 2007 ; Ward”
• Exploring inclusion preservice training needs: a study of variables associated with attitudes and self‐efficacy beliefs (2006, background): “…1979; Semmel et al., 1991; Minke et al., 1996; Reiter et al., 1998), while others reported more favourable attitudes (Rojewski & Pollard, 1993; Ward et al., 1994; Villa et al., 1996; Avramidis et al., 2000a); and a few researchers found ‘neutral’ or uncertain attitudes (Bennett et al., 1997;…”
• The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion (2007, background): “…disabilities, physical disabilities and sensory impairments, who are less likely to require extra instructional or management skills from the teacher, are generally viewed more positively as candidates for inclusion than children with complex needs (Center & Ward, 1987; Ward et al., 1994).”
• Attitudes and concerns of pre-service teachers regarding inclusion of students with disabilities into regular schools in Pune, India (2009, result): “These outcomes are consistent with previous research, suggesting that teachers are more willing to include those students who do not require significant adjustments and modification of teaching strategies (Ward, Center & Bochner, 1994 ) and are most resistant to including students with social-emoti”
• Teachers’ attitudes toward integration of students with disabilities in Haïti and the United States (2005, background): “Some studies have shown that most teachers regard students with mild disabilities to be less challenging than those with severe disabilities (Ward et al., 1994).”
• Pre-service primary teachers’ attitudes towards inclusive education (2014, background): “…however, research has shown that other variables, including the nature of the students’ disability (Forlin, 1995, 2001; Hastings & Oakford, 2003; Ward et al., 1994) and physical and human resources (Avramidis et al., 2000; Boyle, Topping, Jindal-Snape et al., 2012; Minke et al., 1996) also…”
• Attitudes of Slovene teachers towards the inclusion of pupils with different types of special needs in primary school (2011, background): “Teachers are generally more supportive of inclusion of children with physical and sensory disabilities, followed by those with mild learning difficulties, while they express concern about the inclusion of pupils with severe disabilities (Ward, Center, and Bochner 1994 ; Forlin 1995 ; Lindsay 2007”