The DOI matches its Crossref record; 28 of the 28 references it cites were found in a registry or an index.
Teacher, Student, and School Attributes as Predictors of Teachers' Responses to Inclusion
Abstract
General educators ( N = 188) were surveyed regarding their responses to including students with disabilities in their classrooms. Two dimensions of responses were identified: hostility/receptivity and anxiety/calmness. Results indicated that teacher attributes and beliefs, student characteristics, and school climate relate to both dimensions. Specifically, receptivity toward inclusion was associated with higher teacher efficacy, inclusion of students with physical rather than cognitive or behavior disorders, use of differentiated teaching practices, and teacher collaboration. Findings further suggest that with experience, teachers become more hostile toward inclusion. Lower anxiety was associated with the inclusion of students with learning or behavior disorders, high teacher efficacy, and small class size. Results demonstrate the complex nature of teachers' thinking about inclusion and suggest that teacher, student, and school factors need to be considered in the analysis of teachers' willingness to support this innovation.
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Cites
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Cited by
Measuring teacher efficacy to implement inclusive practices
Sharma, U., Loreman, T., & Forlin, C. (2012) · Journal of Research in Special Educational Needs · doi:10.1111/j.1471-3802.2011.01200.x · Cited by 557
Exploring teacher self-efficacy for inclusive practices in three diverse countries
Malinen, O.-P., Savolainen, H., Engelbrecht, P., Xu, J., Nel, M., Nel, N., & Tlale, D. (2013) · Teaching and Teacher Education · doi:10.1016/j.tate.2013.02.004 · Cited by 253
Romi, S., & Leyser, Y. (2006) · European Journal of Special Needs Education · doi:10.1080/08856250500491880 · Cited by 225
(2009) · Cited by 25
Metadata
- Authors
- Soodak, L. C., Podell, D. M., & Lehman, L. R.
- Venue
- The Journal of Special Education
- Publisher
- SAGE Publications
- Published
- 1998-01
- Volume
- 31
- Issue
- 4
- Pages
- 480-497
- ISSN
- 0022-4669 (ISSN-L)
- 1538-4764
- OpenAlex
- W2105997426
- Cited by
- 406
- References
- 28
- FWCI
- 27.80
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
