Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education

By C. Forlin, T. Loreman, U. Sharma, Chris Earle. 2009

411 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/9fc6f8434d84aa570acf5fbb660d862f4b7eaf14

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Citations in the corpus

Changing attitudes to inclusion in preservice teacher education: a systematic review (2019, methodology): “Two articles (i.e. Sharma, Forlin, and Loreman 2008; Forlin et al. 2009) used the same data set and thus, only one was used for further analysis.”
The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion (2016, result): “This study supported previous research (Forlin et al., 2009) by finding that formal education alters pre-service teacher attitudes, concerns, and efficacy towards inclusive education while also revealing that demographic differences influenced the ability of formal education to modify these characte”
The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Measuring Pre-Service Teachers' Perceptions about Inclusion. (2011, background): “This paper does not discuss how participants from various countries differ in their sentiments, attitudes, and concerns as this aspect is beyond the scope of the study and is discussed in detail elsewhere (Forlin et al., 2009; Sharma et al., 2008).”
Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh (2014, background): “Studies conducted in a variety of contexts have found that teacher efficacy is one of the strongest predictors of teachers’ attitudes towards inclusion (for example, Forlin et al. 2009).”
What do I think about inclusive education? It depends on who is asking. Experimental evidence for a social desirability bias in attitudes towards inclusion (2018, background): “Additionally, younger persons are mainly found to have more positive ATI than older persons (e.g. Avramidis, Bayliss, and Burden 2000; Forlin 1995; Forlin et al. 2009).”
Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities (2008, neutral): “2007 ; Loreman and Earle 2007 ; Loreman, Forlin, and Sharma 2007 ; Sharma et al.”
Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong (2014, background): “This is an important topic as attitudes towards inclusion are one of the most influential factors influencing a teacher’s success in an inclusive environment (Forlin et al. 2009).”
Addressing South African Pre-service Teachers’ Sentiments, Attitudes and Concerns Regarding Inclusive Education (2011, background): “It generated international support for its key belief that inclusive schools should educate the majority of students while combating discriminating practices (Forlin et al., 2009).”
Teacher preparation for inclusive education: increasing knowledge but raising concerns (2011, neutral): “…opportunities to engage with people with disabilities in an attempt to lessen their concerns and improve their attitudes towards including students with a range of diverse needs (e.g., Forlin et al., 2007; Jung, 2007; Miller, 2008; Richards & Clough, 2004; Romi & Leyser, 2006; Winter, 2006).”
Pre-service primary teachers’ attitudes towards inclusive education (2014, background): “…of demographic variables on teachers’ attitudes towards inclusion in Australia, they have either investigated in-service teachers (Forlin, 2001; Forlin et al., 2009; Subban & Sharma, 2005) or have largely combined primary and secondary students into the one study (Carroll et al., 2003; Sharma…”
Measuring teacher efficacy to implement inclusive practices (2012, background): “Relevant literature on inclusive education (Danielson, 1996; Forlin et al., 2009; Kuyini and Desai, 2007; Nougaret et al., 2005; Romi and Leyser, 2006; Winter, 2006) and existing scales on teacher efficacy (Gibson and Dembo, 1984; Tschannen-Moran et al.”
Inclusion in Mexico: ensuring supportive attitudes by newly graduated teachers (2010, background): “…that if teachers are to be supportive of the inclusion of students with SEN in their classes, they must have not only relevant skills and knowledge (Forlin et al. 2009) but also positive attitudes (Sharma et al. 2006), appropriate beliefs about disability (Jordan, Schwartz, and McGhie-Richmond…”
Inclusive education: teachers' intentions and behaviour analysed from the viewpoint of the theory of planned behaviour (2014, background): “For example, teachers’ positive attitude has been identified as one of the important prerequisites for inclusive education (Cook 2002; Forlin et al. 2007; Kalyva, Gojkovic, and Tsakiris 2007).”