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Alsarawi, Aeshah; Sukonthaman, Rumpasri – International Journal of Disability, Development and Education, 2023
Inclusive education means that all students, including students with disabilities, have the right to access general education classrooms and receive high-quality instruction and appropriate levels of support to enable them to succeed. Given the importance of teacher preparation programs as the first incubator to shape teachers' attitudes towards…
Descriptors: Inclusion, Preservice Teachers, Knowledge Level, Student Attitudes
Low, Hui Min; Lee, Lay Wah; Che Ahmad, Aznan – International Journal of Disability, Development and Education, 2020
Despite many nations having policies that mandate inclusive education for students with Autism Spectrum Disorder (ASD), the levels of implementation vary. In recent years, there has been increasing recognition of the grassroots' interpretation of inclusive education for students with ASD in order to identify local contextual barriers and enablers…
Descriptors: Knowledge Level, Teacher Attitudes, Special Education Teachers, Autism
Kuok, Angus C. H.; Teixeira, Vitor; Forlin, Chris; Monteiro, Elisa; Correia, Ana – International Journal of Disability, Development and Education, 2022
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…
Descriptors: Foreign Countries, Self Efficacy, Teacher Role, Teacher Burnout
Hind, Kristie; Larkin, Rebecca; Dunn, Andrew K. – International Journal of Disability, Development and Education, 2019
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…
Descriptors: Teacher Attitudes, Opinions, Inclusion, Mainstreaming
Freitag, Sara; Dunsmuir, Sandra – International Journal of Disability, Development and Education, 2015
This study used the Theory of Planned Behaviour to explore the attitudes, behavioural intentions and behaviour of 318 mainstream primary school children in an urban East London borough towards peers with Autism Spectrum Disorders (ASD). Pupils were presented with a vignette about a hypothetical peer with ASD then completed self-report…
Descriptors: Elementary School Students, Foreign Countries, Behavior Theories, Attitude Measures
Oswald, Marietjie; Swart, Estelle – International Journal of Disability, Development and Education, 2011
This article recounts the findings of a study that investigated pre-service teachers' attitudes and concerns regarding inclusive education and their degree of comfort when interacting with people with disabilities after completing courses on inclusive education. One hundred and eighty pre-service teachers from one higher education institution in…
Descriptors: Barriers, Higher Education, Inclusion, Intervention
Leyser, Yona; Zeiger, Tali; Romi, Shlomo – International Journal of Disability, Development and Education, 2011
The impact of three variables on the self-efficacy of 992 general and special education preservice teachers was examined. These variables were years of preservice education, experience with children with special educational needs, and training in inclusion or exceptional education. All participants responded to a teacher self-efficacy scale that…
Descriptors: Preservice Teacher Education, Education Majors, Preservice Teachers, Educational Needs