Teachers' attitudes towards integration / inclusion: a review of the literature

By E. Avramidis, B. Norwich. 2002

2,014 citations recorded by the source corpus.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/92cc567bc7cb2358e4eaaad742a1b8370569fd1a

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Citations in the corpus

Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers’ perceptions of inclusion? (2013, result): “Avramidis and Norwich ( 2002 ), in a later review that included studies from other countries, mainly European countries, agreed with Scruggs and Mastropieri's conclusions and found that teacher acceptance of inclusion was not total.”
Changing attitudes to inclusion in preservice teacher education: a systematic review (2019, background): “…(Ajzen 1991) and empirical evidence (Kraus 1995), teachers’ attitude towards inclusion has been shown to impact on their teaching behaviour (e.g. Yeo et al. 2014) and is, thus, considered to be one of the most influential factors for successfully implementing inclusion (Avramidis and Norwich 2002).”
Trainee and recently qualified physical education teachers' perspectives on including children with special educational needs (2009, methodology): “If, as the PE NC 2000 suggests, ‘teachers must take action and ensure that their pupils are enabled to participate’, (DfES/QCA 1999 , 33) there is a need to develop methods for increasing teachers' knowledge, understanding and skills on both the philosophy of inclusion as well as the practice of ad”
Attitudes of Teachers Towards Inclusive Education in Finland (2018, background): “Because of their importance, teachers’ attitudes towards integration or inclusion have been studied extensively for decades (Avramidis & Norwich, 2002; Chazan, 1994; de Boer, Pijl, & Minnaert, 2011; Scruggs &Mastropieri, 1996).”
Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices (2017, background): “Avramidis and Norwich (2002) pointed out that even though teachers have positive attitudes towards inclusive education, they do not agree on ‘totalinclusion’ and the attitudes are strongly influenced by child-related variables (e.”
Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature (2011, background): “The latter is supported by other studies (Avramidis and Norwich 2002; Balboni and Pedrabissi 2000; Leyser et al. 1994).”
Evaluating the effect of a teacher training programme on the primary teachers’ attitudes, knowledge and teaching strategies regarding special educational needs (2017, background): “A number of researchers have revealed that teachers play a significant role in educating students with SEN (Avramidis & Norwich, 2002; Forlin, 2001).”
Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands (2010, background): “Teachers are important actors too, as it is widely acknowledged that their view is a key element in the successful implementation of inclusive education (Avramidis & Norwich, 2002 ; Monsen & Frederickson, 2004 ).”
Attitudes towards Inclusion and Self-Efficacy of Principals and Teachers. (2014, background): “Research has shown that for students with SEN, an important consideration for successful inclusion is whether or not teaching staff and school principals cultivate positive attitudes towards inclusive education (Avramidis & Norwich, 2002; Forlin, Earle, Loremann, & Sharma 2011).”
The Influence of an Inclusive Education Course on Attitude Change of Pre‐service Secondary Teachers in Hong Kong (2007, background): “Numerous research has been done on examining teacher's attitudes and concerns towards inclusive education since successful implementation of any inclusive policy is reported to be largely dependent on teacher's positive attitudes about it (Avramidis & Norwick, 2002 ).”
Attitudes and Self-Efficacy of Pre-Service Teachers towards Inclusion in Pakistan. (2015, background): “, 2008), training on how to successfully teach with children with a disability in a classroom has been found to have a positive influence on educators’ attitudes towards inclusion (Avramidis and Norwich, 2002; Loreman and Earle, 2007; Savolainen et al., 2011).”
Canadian In-Service Teachers' Concerns, Efficacy, and Attitudes about Inclusive Teaching. (2014, background): “…determinant of success in inclusive classrooms and that teachers’ attitudes affect their behaviours, in turn influencing the classroom climate and students’ opportunities for success (e.g., Avramidis & Norwich, 2002; Cook, 2002; Jordan, Schwartz, & McGhie-Richmond, 2009; Silverman, 2007).”