Different personal traits could predict not only prejudice, but also practices aimed at the inclusion of vulnerable minorities in higher education. On the basis of this assumption, the study presented here sets out to confirm a predictive model of inclusive practices among university teaching staff, incorporating variables of personality,…

This study examines in-service teachers' attitudes and teacher self-efficacy in implementing inclusive practices in Hong Kong classrooms. The predictors of teachers' attitudes and teacher self-efficacy for inclusive practices were also investigated. Participants of the study comprised 1110 primary and secondary in-service teachers. Results reveal…

The intention of teachers towards adopting inclusive practices is vital to determining teaching behaviour in classrooms. Although some previous studies have reported that variables such as attitudes, subjective norms and self-efficacy combine to predict intention of teachers, such studies are sparse in sub-Saharan Africa and mainly limited to…

Students with Emotional and Behavioural Disorders (EBD) pose a challenge for students themselves and those in their close environment, including parents, teachers, and peers. In light of the inclusion movement more students with EBD are assigned to mainstream classrooms. The aim of this article is to present a comprehensive six step work protocol…

Supporting instructor implementation of equitable and inclusive teaching approaches is a critical area of focus in educational development. However, there is limited empirical evidence on factors that either support or hinder instructors' implementation of inclusive teaching. The results of this national survey study reveal several predictors of…

The increased prevalence of autism in the United States (1 in 54 youth) requires educators to implement evidence-based practices (EBPs). However, it is unclear which EBPs, if any, general and special education teachers and paraeducators are commonly trained to use or whether they consistently use those EBPs to support the inclusion of students…

The attitudes teachers hold towards inclusion are one of the most widely researched themes in the field of inclusive education. Contrary to the most attitudinal studies which are solely focusing on examining the impact of a host of factors in the formation of teacher attitudes, the present study sought to link the reported attitudes towards…

As several countries have committed themselves to the promotion of inclusive school systems, teachers might feel overwhelmed by the additional competencies needed for inclusive teaching. Beyond an increase in specialised knowledge, these competencies include a coherent belief system to facilitate the adoption of inclusive practices. Currently,…

In this quantitative and qualitative mixed study, the researcher focused on a range of factors that drive principals' decision making and examined the variables that affect principals' decision-making. The study assessed the extent to which principals' leadership and decision-making processes exert influence on the operations of inclusion…

Background: Inclusive education of children with intellectual disabilities (ID) is intended to maximize their educational experience within the mainstream school setting. While policy mandates inclusion, it is classroom teachers' behaviours that determine its success. Aims: This study provided a novel application of the theory of planned behaviour…

Policies of inclusion challenge the construct of readiness and require schools to prepare for the diversity of children as they transition to school. However, there is limited empirical evidence concerning how this challenge is met. This paper presents two Australian studies that investigate inclusive practices in the transition to school. Study 1…

This article aims to revisit the relationship between school-level variables and students' educational opportunities through the lens of institutional habitus. This approach is particularly well suited to explore the notion of school culture because it brings to the forefront the impact of social context, avoiding some of the limitations typically…

This study examined the concerns of regular secondary school teachers in Delhi, India in order to work with students with disabilities in inclusive education settings. A total of 470 teachers responded to a two-part questionnaire. Part-one of the questionnaire collected information related to personal and professional characteristics of the…

This quantitative, descriptive study explored and described urban and suburban school leaders' perceptions of the definition of "inclusion" and perceptions of their level of involvement in the implementation of inclusion. Additionally, the study determined if there was a significant difference in the urban and suburban school leaders'…

It is increasingly important for postsecondary disability services personnel to provide targeted disability-related training to faculty rather than support college students with disabilities on a case-by-case basis. In this study, we examined faculty attitudes toward disability-related topics and inclusive teaching practices at two public…