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Alduais, Ahmed; Deng, Meng – Journal of Research in Special Educational Needs, 2022
A key objective of inclusive education is to provide learners with special educational needs with an environment that fosters a sense of belonging. They lose the sense of belonging when they feel being separated from the rest of society. Segregation is, however, a logically necessary method and means of the pursuit of inclusion. The focus of this…
Descriptors: Foreign Countries, Inclusion, Students with Disabilities, Regular and Special Education Relationship
Schwab, Susanne; Alnahdi, Ghaleb H. – Journal of Research in Special Educational Needs, 2020
Applying the 'theory of planned behaviour' to teachers' actions in the classroom, it can be assumed that teachers' positive attitudes towards inclusive education and high self-efficacy beliefs result in an increased use of inclusive teaching practices. However, scientific evidence for this assumption is lacking. This study aimed to investigate…
Descriptors: Teacher Attitudes, Inclusion, Self Efficacy, Teacher Effectiveness
Park, Mi-Hwa; Dimitrov, Dimiter M.; Das, Ajay; Gichuru, Margaret – Journal of Research in Special Educational Needs, 2016
The "Teacher Efficacy for Inclusive Practices" (TEIP) scale is designed to measure teacher-self efficacy to teach in inclusive classrooms. The original study identified three scale factors: "efficacy in using inclusive instruction" ("EII"), "efficacy in collaboration" ("EC"), and "efficacy in…
Descriptors: Teacher Effectiveness, Self Efficacy, Rating Scales, Attitude Measures