High School Teacher Attitudes toward Inclusion.
By Anthony K. Van Reusen, A. Shoho, Kimberly S. Barker. 2001
313 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/c7f2f17b35ab88806b7bcc996312010ff625caa5
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Citations in the corpus
- Pre-service primary teachers’ attitudes towards inclusive education (2014, result): “There is some evidence that female pre-service teachers’ display a more positive attitude towards inclusive education than males (Avramidis et al., 2000; Forlin, Loreman, Sharma, & Earle, 2009; Hodge & Jansma, 2000), while other researchers have found no gender differences in regards to attitudes to”
- The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion (2007, background): “This is hardly surprising given the abundance of attitudinal studies in the literature confirming the influence of training in the formation of positive attitudes towards inclusion (Leyser et al., 1994; Avramidis et al., 2000; Van-Reusen et al., 2000; Shade & Stewart, 2001; Lifshitz et al., 2004).”
- Inclusive Education in Botswana: The Perceptions of School Teachers (2010, background): “Hurley (1993) reported that teachers express concern about inclusive education because of (a) their limited involvement in the process of intergrating students with disabilities, (b) the progress of all students within the inclusive classroom (Avramidis et al., 2000; Hurley, 1993), and (c) the time ”
- Inclusion of Children With Special Needs in Early Childhood Education (2015, background): “For instance, several studies in the United States found that teachers were unwilling to work with children with severe and behavioral disabilities (e.g., Mulvihill, Shearer, & Van Horn, 2002).”
- Attitudes of Slovene teachers towards the inclusion of pupils with different types of special needs in primary school (2011, result): “Educational programmes would probably have to focus longer and more intensively on achieving the teacher’s self-efficacy for the use of concrete intervention strategies that promote both academic and social development of pupils with SN (VanAcker 1993; Woolfson and Bradey 2009).”