The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion

By E. Avramidis, E. Kalyva. 2007

433 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/cff152acb7e76a93744494a412ca5d5e915ac375

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Citations in the corpus

Which variables relate to the attitudes of teachers, parents and peers towards students with special educational needs in regular education? (2012, background): “Additionally, knowing someone with a disability in daily life is often regarded as a variable which positively affects attitudes (Avramidis and Kalyva 2007 ; Kalyva, Georgiadi, and Tsakiris 2007 ).”
Attitudes and concerns of pre-service teachers regarding inclusion of students with disabilities into regular schools in Pune, India (2009, background): “In one such study, Avramidis and Kalvya ( 2007 ) investigated the attitudes of 155 in-service teachers in northern Greece.”
Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs (2014, background): “Another interesting finding is that previous participation in special education seminars affects teachers’ attitudes toward inclusion, as it is verified by other studies [7,11,19,43].”
The psychometric evaluation of a questionnaire to measure attitudes towards inclusive education (2012, result): “As shown in other attitude studies (Avramidis and Kalyva 2007; Balboni and Pedrabissi 2000; Siperstein et al. 2007), experience with children with SEN is found to be a variable, which positively influences people’s attitudes.”
Teachers’ attitudes towards inclusion in Turkey (2010, background): “On the other hand, researchers found that teachers who had substantial experience with teaching children with special needs had more positive attitudes towards inclusion than their colleagues with less experience (Avramidis, Bayliss, and Burden 2000 ; Avramidis and Kalyva 2007 ; LeRoy and Simpson ”
Teacher perceived difficulty in implementing differentiated instructional strategies in primary school (2017, background): “…philosophy of inclusion, although they are less positive when they have to adapt their classroom practices to respond to the learner needs (Cardona 2000; Avramidis and Kalyva 2007; Hsieh et al. 2012; Shevlin, Winter, and Flynn 2013; Agbenyega and Klibthong 2014; Bailey, Nomanbhoy, and Tubpun 2015).”
Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers’ perceptions of inclusion? (2013, background): “More recent works such as those of Avramidis and Kalyva ( 2007 ) and Khochen and Radford ( 2012 ) point out the constant demand of teachers to receive appropriate initial and long-term training for inclusion.”
Pre-service primary teachers’ attitudes towards inclusive education (2014, background): “Some researchers have concluded that on the whole pre-service and in-service teachers display positive attitudes towards including students with special needs into mainstream classrooms (Avramidis et al., 2000; Avramidis & Kalyva, 2007; Scruggs & Mastropieri, 1996).”
Swedish primary‐school teachers’ attitudes to inclusion – the case of PE and pupils with physical disabilities (2010, background): “(See discussion in Avramidis and Kalya [ 2007 ]; Deal [ 2006 ]; and Obrusnikova [ 2008 ]).”
Evaluating the effect of a teacher training programme on the primary teachers’ attitudes, knowledge and teaching strategies regarding special educational needs (2017, methodology): “It is argued that teachers’ attitudes and knowledge of special needs and relevant teaching strategies are influenced by the training they received (eg Avramidis & Kalyva, 2007; Avramidis & Norwich, 2002; Ellins & Porter, 2005).”
Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature (2011, methodology): “Avramidis and Kalyva (2007) found a significant difference between schools who had much experience and those with little or no experience with inclusive education, F(1, 153) = 12.33, p 0.001.”
Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh (2014, background): “…studies suggest that younger teachers with fewer years of teaching experience hold positive attitudes towards integration and inclusion (Cornoldi et al. 1998), and that more years of teaching experience might enhance teachers’ positive attitudes towards inclusion (Avramidis and Kalyva 2007).”