Inclusion does not solely apply to students with disabilities: pre-service teachers’ attitudes towards inclusive schooling of all students-Reference-Cited by-同舟云学术

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Inclusion does not solely apply to students with disabilities: pre-service teachers’ attitudes towards inclusive schooling of all students

Published:2021-06-30 Issue: Volume: Page:1-17
ISSN:1360-3116
Container-title:International Journal of Inclusive Education
language:en
Short-container-title:International Journal of Inclusive Education

Author:

Schwab Susanne¹²^ORCID,Resch Katharina¹^ORCID,Alnahdi Ghaleb³

Affiliation:

1. Centre for Teacher Education, Universitat Wien, Wien, Austria

2. Research Focus Area Optentia, North-West University, Vanderbijlpark, South Africa

3. Special Education Department, College of Education, Prince Sattam bin Abdulaziz University, Al Kharj, Saudi Arabia

Funder

Deanship of Scientific Research

Prince Sattam Bin Abdulaziz University

Publisher

Informa UK Limited

Subject

Arts and Humanities (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13603116.2021.1938712

Reference56 articles.

1. The psychometric properties of the Arabic version of the mental retardation attitude inventory-revised (MRAI-R) scale

2. Service learning: preparing teachers to understand better culturally and linguistically diverse learners

3. Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school

4. Teachers' attitudes towards integration / inclusion: a review of the literature

5. Avramidis, E., and A. Toulia. 2020, April 30. Attitudes and Inclusion of Students with Special Educational Needs in Regular Schools. In Oxford Research Encyclopedia of Education. Retrieved June 21, 2020, from https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1237.

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1. Peer tutoring as a strategy for inclusive education in primary education: a case study;International Journal of Inclusive Education;2024-07-25

2. Chinese version of the teachers’ attitudes towards differentiated instruction scale: an adaptation study;Cogent Education;2024-07-21

3. Teacher instructional arrangements for supporting social and academic needs of students with special educational needs in regular classrooms;European Journal of Special Needs Education;2024-07-17

4. Rohingya students’ voices on the experience of inclusion/exclusion in the non-formal schooling: How do issues about being displaced, with(out) disability, having behavioral problems, and gender itself matter?;Teaching and Teacher Education;2024-07

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