French teachers’ general attitude toward inclusion: the indirect effect of teacher efficacy
Author:
Affiliation:
1. Ecole Superieure du Professorat et de l’Education Lille Nord de France, Villeneuve d’Ascq, France;
2. University of Luxembourg, Esch-sur-Alzette, Luxembourg
Funder
Ecole du Professorat et de l'Education – Lille Nord de France
Publisher
Informa UK Limited
Subject
Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology
Link
https://www.tandfonline.com/doi/pdf/10.1080/01443410.2018.1472219
Reference61 articles.
1. The barriers to social inclusion as perceived by people with intellectual disabilities
2. General Education Teachers in the United Arab Emirates and Their Acceptance of the Inclusion of Students with Disabilities
3. The Relationship Between Efficacy and the Instructional Practices of Special Education Teachers and Consultants
4. Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school
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