Inclusion: identifying potential stressors for regular class teachers

By C. Forlin. 2001

311 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a1b473194d273eb1d0061d098cbf2f6b74aa45a9

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. E. Barrett
2. M. Keen
3. R. Chaplain
4. F. Betoret
5. E. Swart
6. M. Oswald
7. P. Engelbrecht
8. I. Eloff

In Education

1. U. Sharma
2. T. Loreman
3. C. Forlin
4. C. Boyle
5. A. D. de Boer
6. A. Minnaert
7. Timo Saloviita
8. Chris Earle

Citations in the corpus

• The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion (2007, background): “, 2000; Leyser & Tappendorf, 2001) and a reduction in stress when coping with the demands of inclusion (Forlin, 2001).”
• 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).”
• 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).”
• Stress and psychological distress among trainee secondary teachers in England (2008, background): “Forlin ( 2001 ) also found that female teachers reported greater stress from threats to their perceived professional competence than their male counterparts.”
• Self‐efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach (2009, background): “Considerable research has been conducted in order to identify occupational stressors in the teaching environment (Boyle, Borg, Falzon, & Baglioni, 1995 ; Farber, 1991 ; Friedman, 1991 , 1999 ; Forlin, 2001 ; Pithers & Soden, 1998 ; Pithers & Fogarty, 1995 ; Sulsky & Smith 2005 ).”
• Pre-service primary teachers’ attitudes towards inclusive education (2014, background): “…focused primarily on demographic variables, 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,…”
• Occupational stress in UK higher education institutions: a comparative study of all staff categories (2005, result): “The survey results are not surprising and are matched by other international studies (Blampied & Wallace, 2001; Fish & Fraser, 2001; Forlin, 2001; Gillespie et al., 2001; Kinman, 2001; Paulik, 2001; Schonfeld, 2001; Taris et al., 2001; van Dick & Wagner, 2001; Winefield, 2001; Winefield & Jarrett,…”
• Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities (2008, background): “A number of researchers (Avramidis and Norwich 2002 ; Forlin 2001 ) have come to the conclusion that successful implementation of inclusion reforms depends largely on the goodwill of educators.”
• The measurement of classroom management self‐efficacy: a review of measurement instrument development and influences (2011, background): “This research interest in behaviours causing most concern and challenge may reflect the growing expectation and pressure on mainstream teachers who are expected to educate and manage all students under the policy of inclusion (Forlin, 2001; Soodak & McCarthy, 2006).”
• The Concerns of Mainstream Teachers: Coping with inclusivity in an Australian context (2008, methodology): “This instrument, the Teacher Stress and Coping Questionnaire (TSC), was developed from information gathered during focus group interviews conducted with 17 regular primary teachers and teaching principals from one region in Queensland, and has since been validated through its use in research in Aust”
• Preservice Teachers' Views of Inclusive Education: A Content Analysis (2011, background): “However, some writers, including Tait and Purdie (2000), Forlin (2001), and Winter (2006) have suggested how other subjects and experiences could be linked to boost preparation and change attitudes.”
• Including Learners with Intellectual Disabilities: stressful for teachers? (2003, methodology): “…the data obtained from focus group interviews with mainstream primary class teachers and principals from 13 schools within one region in Queensland and has since been used and evaluated in research conducted in Australia, as well as in South Africa (Engelbrecht, Swart, & Eloff, 2001; Forlin, 2001).”
• Gender and age differences in occupational stress and professional burnout between primary and high‐school teachers in Greece (2006, background): “of evidence showing that in-class stressors rather than organisational stressors constitute the major stressors affecting teachers and these can lead to feelings of low self-efficacy and feelings that their job is meaningless (Male and May, 1998; Lewis, 1999; Forlin, 2001).”
• Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education (2009, background): “…Bradshaw & Mundia, 2006; Subban & Sharma, 2006), their readiness for teaching diverse learners (Forlin et al., 1999; Engelbrecht & Forlin, 1998; Forlin, 2001), and their attitudes towards inclusive educational practices (Carroll et al., 2003; Sharma et al., 2003; Loreman et al. et al., 2005;…”