Educators' Beliefs about Inclusive Practices in Western Australia.

By C. Forlin. 2007

149 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/b0cd9626f97734013bff59a3fae4c6b5b39233f0

How researchers see this paper

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

In Education

1. Timo Saloviita
2. U. Sharma
3. T. Loreman
4. C. Forlin
5. C. Boyle
6. Shane Costello
7. L. Varcoe
8. Majda Schmidt

Citations in the corpus

• Attitudes and intention of Greek and Cypriot primary education teachers towards teaching pupils with special educational needs in mainstream schools (2008, background): “Heflin & Bullock (1999) and Bennett et al. (1997) came to the conclusion that the younger teachers were more positive with regard to inclusion, whereas Forlin (1995) argued that those who had a greater number of years of teaching experience had less positive attitudes toward inclusion.”
• An investigation of factors impacting on mainstream teachers’ beliefs about teaching students with learning difficulties (2009, background): “…being generally more supportive of inclusion for children with physical and sensory disabilities, followed by those with mild learning difficulties, with concerns expressed about including students with more severe learning difficulties (Forlin, 1995; Lindsay, 2007; Ward, Center, & Bochner, 1994).”
• Attitudes of Teachers Towards Inclusive Education in Finland (2018, background): “Teachers are most positive to include children with mild impairments and most negative to accept students with severe intellectual disabilities or behavioural problems in their classrooms (e.g., Bowman, 1986; Cook, 2001; Forlin, 1995; Lifshitz, Glaubman, & Issawi, 2004; Moberg, 2003).”
• Teachers’ attitudes toward integration of students with disabilities in Haïti and the United States (2005, result): “This is supported by other research showing that teachers are more disposed to accept students with mild disabilities than students with intellectual and behavioural–emotional disabilities (Clough & Lindsay, 1991; Forlin, 1995; Ward, Center, & Bochner, 1994).”
• Pre-service Secondary Teachers’ Attitudes Towards Inclusive Education (2013, background): “Vol 38, 4, April 2013 131 competency has been identified as an area of significant concern for teachers tasked to implement inclusive education (Forlin, Keen, & Barrett, 2008). For improvement in attitudes towards inclusive education to occur, it has been suggested that ongoing professional training”
• Attitudes of Slovene teachers towards the inclusion of pupils with different types of special needs in primary school (2011, background): “Research results (Gemmell-Crosby and Hanzlik 1994; Forlin 1995; Scruggs and Mastropieri 1996) show that teachers are less favourable towards accepting children with severe disabilities than accepting children with mild disabilities.”
• 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,…”
• Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities (2008, background): “Students with mild learning problems are viewed more favourably by teachers than their counterparts with more severe disabilities (Center and Ward 1987; Forlin 1995).”