Pre-Service Teachers' Attitudes, Concerns and Sentiments about Inclusive Education: An International Comparison of Novice Pre-Service Teachers.

By U. Sharma, C. Forlin, T. Loreman, Chris Earle. 2006

277 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a4c9f270bad2bd49795ef8e659c30d44a3c05485

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. C. Forlin
2. T. Loreman
3. L. Varcoe
4. C. Boyle
5. Chris Earle
6. U. Sharma
7. Brian Hemmings
8. M. Keen

Citations in the corpus

• Pre-service primary teachers’ attitudes towards inclusive education (2014, background): “This study has shown training to have a positive impact on attitudes towards inclusive education (Carroll et al., 2003; Sharma et al., 2006).”
• Preservice Teachers' Views of Inclusive Education: A Content Analysis (2011, background): “Research has shown that these introductory inclusive education subjects can have a positive influence on the attitudes and confidence of those studying these subjects (Campbell, Gilmore, & Cuskelly, 2003; Loreman & Earle, 2007; Sharma et al., 2006; Stella, Forlin & Lan, 2007).”
• The Concerns of Mainstream Teachers: Coping with inclusivity in an Australian context (2008, background): “…of their own professional competence and knowledge necessary for the successful inclusion of students with disabilities in their classrooms, have also been cited as being of particular concern to teachers in a number of studies (Forlin, 2001; McLeskey & Waldron, 2002; Sharma et al., 2006).”
• The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Measuring Pre-Service Teachers' Perceptions about Inclusion. (2011, methodology): “Previous research employing three separate instruments (Sharma et al., 2006, 2008) has highlighted the need for a shorter, more user friendly scale to capture the multifaceted issues associated with beliefs about adopting inclusion in the classroom (i.e., a measure of sentiments or comfort levels…”
• Teacher preparation for inclusive education: increasing knowledge but raising concerns (2011, unknown): “…in attitude towards inclusion following participation in the course compared to previous research that has identified significant attitude change when the study has been taken as a compulsory course (Chong et al., 2007; Forlin et al., 2007; Loreman, Forlin, et al., 2007; Sharma et al., 2006).”
• Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities (2008, methodology): “For a more comprehensive description the reader is referred to our previous papers (Sharma et al. 2006; Loreman and Earle 2007).”
• Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education (2009, background): “…pre-service teachers are, hence, considered critical to the success of inclusion (Wilczenski, 1992) with preservice teacher education being viewed as the principal vehicle to ensuring teachers acquire the appropriate attitudes and skills to enable inclusion to be successful (Sharma et al., 2006).”
• SEVEN PILLARS OF SUPPORT FOR INCLUSIVE EDUCATION Moving from "Why?" to "How?" (2007, background): “Further to this, the prevailing level of implementation of inclusion in a region impacts attitudes towards inclusive education (Moberg, Zumberg & Reinmaa, 1997; Sharma et al., 2006), so it is important that school jurisdictions develop a wide ‘culture of inclusion’.”
• Inclusion in Mexico: ensuring supportive attitudes by newly graduated teachers (2010, background): “…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 2009) and high perceptions of self-efficacy (Palmer…”