Inclusive Teachers' Attitudes toward Their Students with Disabilities: A Replication and Extension

By Bryan G. Cook. The Elementary school journal, 2004

91 citations recorded by the source corpus.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/ef2a77220999cb598d7358225d96d13e8e7bbe12

How researchers see this paper

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

In Education

In Safety Research

In Sociology and Political Science

Citations in the corpus

Teacher Expectations of Students' Classroom Behavior across the Grade Span: Which Social Skills are Necessary for Success? (2006, background): “Similarly, in a study of inclusive teachers’ attitudes toward students with disabilities, Cook (2004) reported that teachers in high SES school districts were more likely to identify children with disabilities as needing more attention than teachers in lower SES school systems.”
Inclusive Teachers' Attitudinal Ratings of Their Students With Disabilities (2007, methodology): “Because the assumptions of regression analysis restricts the number of independent variables involved in a particular equation as a function of number of subjects, a limited number of independent variables were selected on the basis of findings from previous research (Cook, 2004; Cook et al., 2000).”
Including High School Students with Severe Disabilities in General Education Classes: Perspectives of General and Special Educators, Paraprofessionals, and Administrators (2006, background): “However, investigations of educators’ perceptions concerning inclusion in general education have largely focused on preschool, elementary, and middle school staff (e.g., Cook, 2004; Scruggs & Mastropieri, 1996), with less attention directed toward high school staff.”
PRESERVICE AND EARLY CAREER TEACHERS' ATTITUDES TOWARD INCLUSION, INSTRUCTIONAL ACCOMMODATIONS, AND FAIRNESS: THREE PROFILES (2010, background): “Level of teaching experience has been found to be associated with both higher acceptance of students with disabilities (Cook, 2004; McLeskey, Waldron, So, Swanson, & Loveland, 2001) and less willingness to teach these students (Burke & Sutherland, 2004).”
Changes in Preservice Teacher Attitudes Toward Inclusion (2012, background): “As the number of students educated in inclusive settings has increased over the past decade, many educators have reported serious reservations about their ability to support the inclusive placement of students with disabilities in their classrooms (Cook, 2004; Friend & Bursuck, 2009).”