Primary school teachers' perceptions of inclusive education in Victoria, Australia

By Pearl K. Subban, U. Sharma. 2006

157 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b8f60751e061dd1c39e523830a61d1d70e170de2

How researchers see this paper

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

1. Timo Saloviita
2. C. Forlin
3. T. Loreman
4. H. Tsakiridou
5. Chris Earle
6. K. Polyzopoulou
7. U. Sharma
8. Wei Gao

Citations in the corpus

• Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities (2008, background): “One variable that has consistently been found to have influenced educators’ attitudes is disability education (Avramidis and Norwich 2002; Center and Ward 1987; Hastings and Graham 1995; Loreman and Earle 2007; Loreman, Forlin, and Sharma 2007; Sharma et al. 2006; Subban and Sharma 2006).”
• Measuring teacher efficacy to implement inclusive practices (2012, background): “, New South Wales and Queensland in Australia) have made it a mandatory requirement for all teachers to complete a subject in special or inclusive education (Subban and Sharma, 2006), or have made outcomes related to inclusion mandatory in teacher preparation programmes (see e.”
• Impacting Pre-service Teachers' Attitudes toward Inclusion (2012, unknown): “…with students with disabilities (Forlin, Loreman, Sharma & Earle, 2009; Ryan, 2009; Brackenreed & Barnett, 2006; Forlin, Jobling & Carroll, 2003; Subban & Sharma, 2006; Gill & Clough, 2004; Alghazo, Dodeen & Algaryouti, 2003; Martin, Ireland, Johnson & Claxton, 2003; Forlin, Jobling & Carroll,…”
• Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs (2014, background): “Teaching experience is found to be an affecting variable of teachers’ attitudes toward inclusion, a result that is in agreement with other studies [10,16,23,31,44,58,68,67].”
• Attitudes of Teachers Towards Inclusive Education in Finland (2018, background): “The latter variable has found to be associated with more positive attitudes towards inclusion (Boyle, Topping, & Jindal-Snape, 2013; Subban & Sharma, 2006; Wilkerson, 2012).”
• ENHANCING PRESERVICE TEACHERS' SENSE OF EFFICACY AND ATTITUDES TOWARD SCHOOL DIVERSITY THROUGH PREPARATION: A CASE OF ONE U.S. INCLUSIVE TEACHER EDUCATION PROGRAM (2011, background): “Indeed, teachers are less willing to accept children with behavioral or physical disabilities (Subban & Sharma, 2006; Wilzenski, 1992, 1995).”
• Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education (2009, background): “Several studies have investigated pre-service teachers’ concerns about inclusive education (Loreman et al., 2005; Bradshaw & Mundia, 2006; Subban & Sharma, 2006), their readiness for teaching diverse learners (Forlin et al., 1999; Engelbrecht & Forlin, 1998; Forlin, 2001), and their attitudes…”
• Pre-Service Teachers' Attitudes, Concerns and Sentiments about Inclusive Education: An International Comparison of Novice Pre-Service Teachers. (2006, background): “Attitudes towards Inclusive Education Several studies have investigated school educators’ attitudes toward inclusive education (e.g., Forlin, 2004; 2003; Forlin, Jobling, & Carroll, 2001; Hobbs & Westling, 1998; Idol, 1997; Loreman, 2002; Subban & Sharma, 2006).”
• SEVEN PILLARS OF SUPPORT FOR INCLUSIVE EDUCATION Moving from "Why?" to "How?" (2007, background): “Where teachers want to involve all learners, they generally tend to devise activities which support this goal (Forlin, 2003; 2004; Forlin, Jobling, & Carroll, 2001; Subban and Sharma, 2006).”