The Concerns of Mainstream Teachers: Coping with inclusivity in an Australian context
By C. Forlin, M. Keen, E. Barrett. 2008
154 citations recorded by the source corpus.
Subfields: Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/6b8b8ab48fb9545d165a3eb2ea86c39ccc7d9423
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Laura Sokal
- U. Sharma
- Margaret B. Kwoka
- Stephan Kielblock
- Susan Main
- J. Monsen
- L. Hammond
- Donna L. Ewing
In Safety Research
Citations in the corpus
- Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment (2014, background): “Attitude of teachers was found to be significantly different according to their age, which was also found in a study by Forlin et al. (2008).”
- Canadian In-Service Teachers' Concerns, Efficacy, and Attitudes about Inclusive Teaching. (2014, background): “Although the research has shown that many teachers still graduate feeling ill equipped for teaching in inclusive settings (Forlin et al., 2008), in time these feelings of inadequacy may be ameliorated through on-the-job experience alone.”
- Best Practice or Most Practiced? Pre-service Teachers' Beliefs about Effective Behaviour Management Strategies and Reported Self-efficacy (2008, background): “Some of the more challenging behaviours that may be exhibited by children with disabilities have been identified as significant stressors for teachers in inclusive settings (Forlin, 2001; Forlin, Keen, & Barrett, in press ).”
- Teacher preparation for inclusive education: increasing knowledge but raising concerns (2011, unknown): “A recent study by Forlin, Keen, and Barrett ( 2008 ) examined teachers' concerns in regards to inclusion of students with intellectual disabilities in regular settings.”
- Teachers’ attitudes towards inclusive education: a critical review of published questionnaires (2018, background): “For instance, teachers expressed concerns about short attention spans, limited speech, language and communication skills, and/or inappropriate social skills of pupils with SEN when implementing inclusive education (Forlin et al., 2008).”