Teacher Perceptions of Mainstreaming/Inclusion, 1958-1995
A Research Synthesis
Dados Bibliográficos
| ID | 5833775 |
|---|---|
| Autores | Thomas E Scruggs (Purdue University), Margo A Mastropieri (Purdue University) |
| Ano | 1996 |
| Volume | 63 |
| Fascículo | 1 |
| Páginas | 59-74 |
| Data de publicação | 1996-10-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Exceptional Children (JOURNAL) |
| Identificadores do periódico | ISSN: 0887-5405 • E-ISSN: 2163-5560 |
| Editora | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/001440299606300106 |
| OpenAlex | W1915197889 |
| Idioma | EN |
| Citações recebidas | 109 |
| Referências citadas | 30 |
Twenty-eight investigations were identified in which general education teachers were surveyed regarding their perceptions of including students with disabilities in their classes. Research synthesis procedures were employed to summarize responses and examine the consistency of responses across time, geographical location, and item type. Overall, we found that about two thirds of general classroom teachers supported the concept of mainstreaming/inclusion. A smaller majority were willing to include students with disabilities in their own classes, but responses appeared to vary according to disabling condition and implicit obligations on the teacher. Although about half or more of the teachers felt that mainstreaming/inclusion could provide some benefits, only one third or less of teachers believed they had sufficient time, skills, training or resources necessary for mainstreaming/inclusion. Reported attitudes did not appear to covary with either geographical region or time of publication. Implications for policy and practice are provided
General education · Collaborative Teaching and Inclusion · Disability Education and Employment · Inclusion and Disability in Education and Sport
Actitudes de los estudiantes del Grado de Magisterio y del Máster de Educación Especial hacia la inclusión educativa
Construcción del discurso en torno a la Educación Inclusiva
The challenges of realising inclusive education in South Africa
Attitudes of Teachers Towards Inclusive Education in Finland
What is meant by inclusion? An analysis of European and North American journal articles with high impact
Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs
A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority
Co-Teaching in Inclusive Classrooms
Students’ Attitudes towards Peers with Disabilities
Teachers’ attitudes towards inclusion in high schools
Empirical paper. The roles of special educators and classroom teachers in an inclusive school
The transformation of school culture and teachers’ perspectives on Send within Guyana’s mainstream elementary school system between the decade 2014 and 2024.
Self-efficacy among Classroom, Subject and Special Education Teachers
Inclusive Education for Students with Special Educational Needs
The concerns about inclusive education scale
The Elusive Meaning of Inclusive Education in Five Countries—and the United States
Ecce teachers’ attitudes in Ireland towards including children with special educational needs
Supplemental reading interventions implemented by paraprofessionals
Perception of Teachers and Expert Associates on the Application of the Individualized Approach in Working with Students with Disabilities / Stav učitelja i stručnih suradnika prema primjeni individualiziranog pristupa u radu s učenicima s teškoćama
The Coping Orientation and Resources of Teachers Educating Learners with Intellectual Disabilities
Changing student teachers’ attitudes towards disability and inclusion
Understanding teachers’ attitudes and self-efficacy in inclusive education
The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion
Mainstreaming the Environment
Peer-Assisted Learning Strategies
Teachers’ Knowledge and Attitudes toward Sustainable Inclusive Education for Students with Emotional and Behavioral Disorders
Inclusive EFL Teaching for Young Students with Special Needs
A study of inclusive education provision in Zambia
The attitudes of primary school teachers toward inclusive education in rural and urban China
Attitudes of Mainstream and Special-Education Teachers toward Intellectual Disability in Italy
The Influence of Decision Making on Social Inclusion of Persons with Disabilities
Teacher Attitudes towards the Inclusion of Children with Mild Hearing Impairments into the Regular School Settings
Regular primary schoolteachers’ attitudes towards inclusive education
Okul Öncesi Öğretmenlerinin Kaynaştırma Eğitimine Yönelik Duyguları, Tutumları, Kaygıları ile Öğretmen Yeterlilikleri Arasındaki İlişkinin İncelenmesi
The Changing Paradigm of Special Education in Mexico
Peer Acceptance and Friendships of Students with Disabilities in General Education
An examination of Chinese preservice and inservice early childhood teachers’ perspectives on the importance and feasibility of the implementation of key characteristics of quality inclusion
The mediation effect of preservice teacher attitude toward inclusion for students with autism in South Korea
Teacher educational beliefs and sociometric status of special educational needs (SEN) students in inclusive classrooms
Repositioning of special schools within a specialist, personalised educational marketplace – the need for a representative principle
I wasn't trained to work with them
Preparing pre‐service secondary education majors for inclusive classrooms in the USA
Inclusion needs a different school culture
Factors related to pre-service teachers' attitudes towards inclusion
Do inclusion practices for pupils with special educational needs in the English as a foreign language class in Israel reflect inclusion laws and language policy requirements
The attitudes of teachers towards inclusive education in Vojvodina
Mainstream‐ special school inclusion partnerships
Disabilities and inclusive practices within Toronto preschools
Teacher perceived difficulty in implementing differentiated instructional strategies in primary school
Understanding the factors that shape dispositions toward students with disabilities
From normalisation to inclusion
The Inclusion Lottery
Competing philosophies in the classroom
Pre-service education and attitudes towards inclusion
Exploring preservice teachers' attitudes towards inclusion
Attitudes of pre-service mainstream teachers in Singapore towards people with disabilities and inclusive education
Comparison of a traditional and an inclusive secondary school culture
The implementation of best education practices for a student severely affected by autism
Relationships with special needs students
Teachers’ attitudes towards inclusion in physical education
Voices of experience
Implementing the Three Block Model of Universal Design for Learning
Influence of teacher preparation programmes on preservice teachers’ attitudes toward inclusion
Confidence in their own ability
Using the Index for Inclusion to measure attitudes and perceptions of inclusion in teacher and school building leader candidates in the USA and Austria
Greek teachers’ belief systems about disability and inclusive education
A comparison of Australian and Swiss secondary school teachers’ attitudes, concerns, self-efficacy, and intentions to teach in inclusive classrooms
Inclusive schooling
Beyond the binary
Taiwanese first-grade teachers' perceptions of inclusive education
Secondary teachers’ experiences with students with disabilities
Inclusion of pupils with intellectual disabilities
Inclusion in PK‐12
Inclusive education in Spain
Sustainability of inclusive education in Ghana
Inclusion and burnout in physical education
Enabling Outcomes for Students with Developmental Disabilities through Collaborative Consultation
Exploring the Truth of Michael Yudin’s Claim
Inclusive Education in Botswana
From unconscious to conscious inclusion
The challenges of inclusive education in Lebanon
A Slippery Road to Equality
A Heart to Learn and Care? Teachers' responses toward special needs children in mainstream schools in Hong Kong
Exploring factors influencing parents' and early childhood practitioners' beliefs about inclusion
Inclusion in the context of competing values in early childhood education
Mainstreaming blended finance in climate-smart agriculture
Impact of teacher education on pre-service regular school teachers' attitudes, intentions, concerns and self-efficacy about inclusive education in South Korea
Perceptions of ‘inclusion’ and perceived preparedness among school teachers in Sri Lanka
Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools
Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school
Simplified language materials—Their usage and value to teachers and support staff in mainstream settings
Teacher's academic optimism
Measuring pre-service teachers' attitudes towards inclusive education
Individual and cultural factors in teachers’ attitudes towards inclusion
Inclusive and collaborative practices in co-taught classrooms
Authentic inclusion-utopian thinking? – Irish post-primary teachers' perspectives of inclusive education
The Supporting Effective Teaching (SET) project
Beijing in-service teachers' self-efficacy and attitudes towards inclusive education
Local special education administrators’ understanding of inclusive education in China
De l’intégration à l’inclusion scolaire
| Obras citantes distintas | 109 |
|---|---|
| Citações por ano | 3,76 |
| Intervalo de citações | 1997 - 2026 (30) |
| Velocidade de citação | current |
| Altamente citado | Sim |
| Tipos de citação | Neutras: 107 |