Teachers’ Levels of Knowledge and Attitudes towards the Inclusion of Children with Special Educational Needs in Regular Classrooms-Reference-Cited by-同舟云学术

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Teachers’ Levels of Knowledge and Attitudes towards the Inclusion of Children with Special Educational Needs in Regular Classrooms

Published:2022-01-02 Issue:1 Volume:19 Page:76-102
ISSN:1814-6627
Container-title:Africa Education Review
language:en
Short-container-title:Africa Education Review

Author:

Kotor Asare¹^ORCID,Boateng Phillip²^ORCID,Sekyere Frank Owusu²^ORCID,Aboagye Michael Osei²^ORCID,Martin Georgina³^ORCID,Ntoaduro Afua²^ORCID

Affiliation:

1. Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Ghana

2. AAMUSTED, Ghana

3. Wiawso College of Education, Ghana

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/18146627.2023.2177687

Reference66 articles.

1. Finding something good in the bad: the curvilinear emotional demand-conflict teacher–child relationship link

2. Teacher burnout in pre-schools: A cross-cultural factorial validity, measurement invariance and latent mean comparison of the Maslach Burnout Inventory, Educators Survey (MBI-ES)

3. Leading Inclusive Early Childhood Education: The Architecture of Resources Necessary to Support Implementation and Change Practice

4. Examining Teachers’ Concerns and Attitudes to Inclusive Education in Ghana;Agbenyega J. S.;International Journal of Wholeschooling,2007

5. Examining Early Childhood Education System in Ghana: How Can Bourdieuian Theorisation Support a Transformational Approach to Pedagogy?

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