“I Believe in Inclusion, But…”: Regular Education Early Childhood Teachers' Perceptions of Successful Inclusion

By Mary-Katherine Smith, Kenneth E. Smith. 2000

157 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a354d2a6e15d615b6567039b5357d9fe4d22c250

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. A. D. de Boer
2. A. Minnaert
3. S. Pijl
4. Janet R. DeSimone
5. R. Berry
6. Rene S. Parmar
7. E. Avramidis
8. John R. Freer

In Education

1. A. D. de Boer
2. A. Minnaert
3. S. Pijl
4. Janet R. DeSimone
5. P. Panteli
6. R. Berry
7. S. Batsiou
8. Evangelos Bebetsos

Citations in the corpus

• Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature (2011, background): “Besides the type of disability, teachers’ attitudes also seem to be related to other variables, such as experience with inclusive education (Moberg 2003), and class size (Anderson, Klassen, and Georgiou 2007; Rose 2001; Scruggs and Mastropieri 1996; Smith and Smith 2000).”
• Attitudes and intention of Greek and Cypriot primary education teachers towards teaching pupils with special educational needs in mainstream schools (2008, background): “Research (Avissar, 2000 ; Smith & Smith, 2000 ) carried out abroad shows that teachers have generally a positive attitude towards inclusion.”
• Middle School Mathematics Teachers’ Beliefs about Inclusion of Students with Learning Disabilities (2006, background): “Consistent with findings of Smith and Smith (2000) and Rao and Lim (1999), the majority of the respondents in the current study agreed that their preservice teacher preparation programs did not equip them with the necessary skills to face the challenges of teaching students with LD in mathematics…”
• Preparation for Inclusion in Teacher Education Pre-Service Curricula (2013, background): “Teachers interviewed by M. K. Smith and Smith (2000) reported a paucity of inclusion training among general education teachers in their preservice preparation.”
• Inclusion of Children With Special Needs in Early Childhood Education (2015, result): “Other research findings concur with the positive effect of special education training (e.g., Feng & Sass, 2013; Smith & Smith, 2000; Yang & Rusli, 2012).”
• PRESERVICE AND EARLY CAREER TEACHERS' ATTITUDES TOWARD INCLUSION, INSTRUCTIONAL ACCOMMODATIONS, AND FAIRNESS: THREE PROFILES (2010, background): “Regardless of teaching level, concerns of inservice teachers regarding inclusion tend to focus on environmental matters such as insufficient time, skills, training, and resources ( Scruggs & Mastropieri, 1996 ; Smith & Smith, 2000 ) and on balancing the needs of students with and without disabiliti”
• General Education Teachers' Experiences with Inclusion of Students who use Augmentative and Alternative Communication (2003, background): “The interview themes were developed through a review of the literature relating to the inclusion of students with severe disabilities (e.g., Gemmell-Crosby & Hanzlik, 1994; McGregor & Pachuski, 1996; Smith & Smith, 2000; Todis, 1996).”