Principals’ and teachers’ attitudes and knowledge of inclusive education as predictors of effective teaching practices in Ghana

By Ahmed Bawa Kuyini, I. Desai. 2007

178 citations recorded by the source corpus.

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In Education

Citations in the corpus

Inclusion of Children With Special Needs in Early Childhood Education (2015, background): “The success of inclusion partially depends on the teachers’ awareness of children’s specific needs (Kuyini & Desai, 2007).”
The role of primary school teachers’ attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour’ (2019, background): “Both of the dashed lines (Hypothesis 2b) illustrate paths in the hypothetical SEM, which are based on the results of several studies (Kuyini and Desai, 2007; MacFarlane and Woolfson, 2013; Monsen, Ewing and Kwoka, 2014; Sch€ule, Schriek, Besa, et al., 2016; Stanovich and Jordan, 1998; Yan and Sin, 2”
Measuring teacher efficacy to implement inclusive practices (2012, background): “The requirement is based on the premise that without such training, teachers will not be able to meet the needs of diverse student populations in their classrooms (Kuyini and Desai, 2007; Sharma, Forlin and Loreman, 2008; Winter, 2006).”
Evaluating the effect of a teacher training programme on the primary teachers’ attitudes, knowledge and teaching strategies regarding special educational needs (2017, background): “From another research finding, it is also known that teachers’ less positive attitudes and lack of knowledge accounted for a limited use of effective teaching strategies within inclusive settings (Kuyini & Desai, 2007).”
Inclusive Education in India: Are the Teachers Prepared?. (2013, background): “A number of writers (Hargreaves, 1994; Kuyini & Desai, 2007) point out that school systems are particularly resistant to change; resistant to the introduction and implementation of new ideas especially if they have teachers who do not have appropriate skills and knowledge to implement the desired…”
Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs (2014, result): “Differences referring to factor analysis of the scale was noted in previous research (Kuyini & Desai, 2007).”
Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh (2014, methodology): “Some researchers have used the theory in other developing countries (for example, Protogerou et al. 2012) and also within the context of disability and inclusion (for example, Kuyini and Desai 2007).”