Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment-Reference-Cited by-同舟云学术

Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment

Published:2013-10-02 Issue:1 Volume:17 Page:113-126
ISSN:1387-1579
Container-title:Learning Environments Research
language:en
Short-container-title:Learning Environ Res

Author:

Monsen Jeremy J.,Ewing Donna L.,Kwoka Maria

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Communication,Education

Link

http://link.springer.com/content/pdf/10.1007/s10984-013-9144-8.pdf

Reference31 articles.

1. Broderick, A., Mehta-Parekh, H., & Reid, D. K. (2005). Differentiating instruction for disabled students in inclusive classrooms. Theory into Practice, 44, 194–202.

2. Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159.

3. Cook, B. G., Cameron, D. L., & Tankersley, M. (2007). Inclusive teachers’ attitudinal ratings of their students with disabilities. The Journal of Special Education, 40, 230–238.

4. Department for Children, Schools and Families (DCSF). (2010). Evaluation of impact of DCSF investment in initiatives designed to improve teacher workforce skills in relation to SEN and disabilities: The first 6 months. London: DCSF.

5. Department for Education and Skills (DfES). (2001). Inclusive schooling: Children with special educational needs. Nottingham: DfES.

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