The purpose of this systematic review was to investigate the learning, social, and psychological outcomes of students with moderate, severe, and complex disabilities (MSCD) in inclusive settings. The review discusses barriers to conducting rigorous research in this field. Whilst an initial literature search located 1,338 records, only 18 were…

This study examined teachers' self-efficacy to teach in inclusive classrooms. The study implemented a quantitative descriptive design. Analyses were conducted using three stages: Cronbach's alpha, descriptive statistics, and multivariate analysis of variance. The findings indicated that teachers had a good level of confidence in their ability to…

This study examined responses from 508 full-time teachers working in inclusive schools in Macao (SAR). The intention was to understand the teachers' perceptions about their roles and how they responded to inclusive practices in their school. Teachers' perceived levels of emotional exhaustion and cognitive work engagement were assessed in relation…

This study used a mixed methods approach to determine mainstream teachers' attitudes towards inclusion of children with social, emotional and behavioural difficulties (SEBD) considering the influence of age, experience, qualifications and the support they receive. The study further considered whether there was a link between attitudes and…