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Pavlovic, Slavica – Universal Journal of Educational Research, 2016
Inclusive education has been the focus of a number of research studies in Bosnia and Herzegovina. However, most of the research was based on the teachers and to a lesser extent on parents' attitudes towards inclusive education, while pupils' views and voice were mainly neglected. The core of this paper is survey research on primary school pupils'…
Descriptors: Foreign Countries, Inclusion, Primary Education, Elementary School Students
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Ahmmed, Masud; Sharma, Umesh; Deppeler, Joanne – Journal of Research in Special Educational Needs, 2012
Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was…
Descriptors: Evidence, Inclusion, Mainstreaming, Attitudes toward Disabilities
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Ahsan, Tariq; Sharma, Umesh – British Journal of Special Education, 2018
In the process of educational reforms for promoting equity and inclusion in education, pre-service teacher preparedness has been identified as a vital factor that has an impact on the success of inclusive education. Bangladesh, like other parts of the world, has taken various initiatives to promote inclusive education in the country context. This…
Descriptors: Foreign Countries, Preservice Teachers, Student Teacher Attitudes, Inclusion
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Poon-McBrayer, Kim Fong – International Journal of Learning and Change, 2016
China launched the "learning in a regular classroom" (LRC) model for inclusive education in the 1980s. In late 1990s, a few major cities of China began to adopt the resource room model as a key feature of the LRC to improve instructional qualities. This exploratory study examined resource teachers' (RTs) attitude towards inclusive…
Descriptors: Inclusion, Foreign Countries, Special Education, Teacher Education
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Carew, Mark T.; Deluca, Marcella; Groce, Nora; Kett, Maria – International Journal of Inclusive Education, 2019
There has been little empirical study within low- and middle-income countries on how to effectively prepare teachers to educate children with disabilities. This paper reports on the impact of an intervention designed to increase teaching self-efficacy, improve inclusive beliefs, attitudes and practices, and reduce concerns around the inclusion of…
Descriptors: Longitudinal Studies, Self Efficacy, Inclusion, Foreign Countries
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Markova, Maria; Pit-Ten Cate, Ineke; Krolak-Schwerdt, Sabine; Glock, Sabine – Journal of Experimental Education, 2016
Drawing on social cognition frameworks, we experimentally examined preservice teachers' implicit attitudes toward students with special educational needs (SEN) from different ethnic backgrounds and preservice teachers' explicit attitudes toward inclusive education. Preservice teachers (N = 46) completed an evaluative priming task and…
Descriptors: Foreign Countries, Preservice Teachers, Student Teacher Attitudes, Attitudes toward Disabilities
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Ahsan, M. Tariq; Sharma, Umesh; Deppeler, Joanne M. – International Journal of Whole Schooling, 2012
This paper reports on pre-service teachers' preparedness for inclusive education in Bangladesh through measuring their perceived teaching-efficacy, concerns and attitudes towards inclusive education and identifying predictor variables that contribute to those three variables. Using two standardized scales with 1,623 pre-service teachers from 16…
Descriptors: Barriers, Preservice Teacher Education, Predictor Variables, Foreign Countries
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Schlessinger, Sarah L. – International Journal of Inclusive Education, 2018
Inclusive education, understood as a pedagogical commitment to schooling experiences that value diversity and promote equitable participation for all students, has not been broadly taken up in practice in the United States. Much of the research in this field suggests that teachers' attitudes towards inclusive education are the primary barrier to…
Descriptors: Inclusion, Case Studies, Teacher Attitudes, Self Concept
Gyimah, Emmanuel K.; Ackah, Francis R., Jr.; Yarquah, John A. – Online Submission, 2010
An examination of literature reveals that teacher attitude is fundamental to the practice of inclusive education. In order to verify the extent to which the assertion is applicable in Ghana, 132 teachers were selected from 16 regular schools in the Cape Coast Metropolis using purposive and simple random sampling techniques to respond to a four…
Descriptors: Foreign Countries, Teacher Attitudes, Differences, Inclusion
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Srivastava, Meenakshi; de Boer, Anke A.; Pijl, Sip Jan – Teacher Development, 2017
India's educational policy on inclusive education for students with disabilities is in sync with general global developments. Especially in the last couple of years there have been significant legislative achievements towards this endeavour. However, the implementation of inclusive education remains elusive. Besides this, teachers' preparedness…
Descriptors: Foreign Countries, Educational Policy, Inclusion, Disabilities
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Martins, Maria Helena; Borges, Maria Leonor; Gonçalves, Teresa – International Journal of Inclusive Education, 2018
In this article, we present data concerning the inclusion of students with disabilities in higher education (HE) at a Portuguese university. This research is part of a wider project designed to understand the trajectories and experiences of students with disabilities at the University of Algarve. This exploratory study raises questions about…
Descriptors: Foreign Countries, Attitudes toward Disabilities, Inclusion, Higher Education
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Malinen, Olli-Pekka; Savolainen, Hannu; Xu, Jiacheng – Journal of International Special Needs Education, 2013
Five hundred fifty mainland Chinese university students were given a questionnaire that contained a Teacher Efficacy for Inclusive Practices (TEIP) scale. The purpose of the study was a) to test the factor structure of teacher self-efficacy for inclusive practices, b) to investigate the relationship between teacher self-efficacy for inclusive…
Descriptors: Self Efficacy, Inclusion, Preservice Teachers, Questionnaires
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Saloviita, Timo – International Journal of Inclusive Education, 2018
Several instructional strategies have been recommended for use in heterogeneous classrooms, but the frequency of their actual use has remained largely unknown. Therefore, an electronic survey was sent to Finnish comprehensive school teachers (N = 2276) in order to assess the prevalence of three selected inclusive strategies: co-teaching, group…
Descriptors: Foreign Countries, Educational Practices, Inclusion, Team Teaching
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Mahat, Marian – International Journal of Special Education, 2008
The "Multidimensional Attitudes toward Inclusive Education Scale" (MATIES) was developed to effectively measure affective, cognitive and behavioural aspects of attitudes, within the realm of inclusive education that includes physical, social and curricular inclusion. Models within Item Response Theory and Classical Test Theory were used…
Descriptors: Inclusive Schools, Content Validity, Construct Validity, Predictive Validity
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Segall, Matthew J.; Campbell, Jonathan M. – Research in Autism Spectrum Disorders, 2012
It is essential to understand the current practices used to foster inclusive education for students with autism spectrum disorders (ASDs) as well as factors related to the implementation of classroom interventions. In the current study authors assess the experience, knowledge, attitudes and current practices of education professionals regarding…
Descriptors: Inclusion, Mainstreaming, Regular and Special Education Relationship, Pervasive Developmental Disorders
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