Variables that affect teachers’ attitudes towards disability and inclusive education in Mumbai, India

By Kala Parasuram. 2006

294 citations recorded by the source corpus.

Subfields: Education, Physical Therapy, Sports Therapy and Rehabilitation, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e905e79b0c5cb7fcf0cbea93178aee2a65179018

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Citations in the corpus

Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature (2011, background): “However, those results are not replicated in a study of Parasuram (2006), who reported that there were no significant gender differences.”
Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh (2014, background): “Inclusive education (IE) is the flagship in education policy reform both in developed and developing nations throughout the world (Parasuram 2006).”
What do I think about inclusive education? It depends on who is asking. Experimental evidence for a social desirability bias in attitudes towards inclusion (2018, result): “However, other studies do not support this conclusion (e.g. Eichinger, Rizzo, and Sirotnik 1991; Parasuram 2006).”
Teachers’ attitudes towards inclusion in Turkey (2010, background): “Previous research has emphasised the importance of training in special education and its effects on attitudes toward inclusion (Avramidis, Bayliss, and Burden 2000; Avramidis and Kalyva 2007; Jobe, Rust, and Brissie 1996; Koutrouba, Vamvakari, and Theodoropoulos 2008; Parasuram 2006; Shimman 1990).”
Teacher perceived difficulty in implementing differentiated instructional strategies in primary school (2017, result): “The overall results were inconclusive as in some studies the amount of teaching experience had impact on teacher perceptions (Parasuram 2006; Gal, Schreur, and Engel-Yeger 2010; Cardona 2011) whereas in others, teaching experience had no impact on teacher perceptions of inclusion (Avramidis,…”