Research illustrates that self-efficacy beliefs related to inclusive education impact teaching
practices and could positively impact on students. This study explores how teacher self …

Teachers' belief systems about the inclusion of students with special needs may explain
gaps between policy and practice. We investigated three inter-related aspects of teachers' …

This meta-study aims to examine the size of the relationship between teachers' self-efficacy
and attitudes toward inclusive education of K-12 students with special educational needs …

Over the past decades, an abundance of studies have assessed teacher attitudes and self-
efficacy beliefs related to inclusive education. However, empirical evidence on the causal …

This article presents a meta-analysis that attempts to establish how the presence of students
with special educational needs in the classroom impacts students without special …

Using a sample of 359 in-service teachers, this study examines Japanese teachers' attitudes
toward inclusive education and their self-efficacy for inclusive practices. The results indicate …

The success of inclusive education is dependent upon classroom teachers implementing
adaptations for children with disabilities. Given that willingness to make such adaptations is …

The purpose of this study was to explain teachers' perceived efficacy for teaching in
inclusive classrooms by using a sample of 1911 in-service teachers from China, Finland …

Inclusive education is now firmly established as the main educational policy for children with
special educational needs and disabilities, which emerges as the mean of creating an …

Thirty pre-service teachers took part in a nine-week university course focussed on the
benefits of inclusive education and the techniques needed to successfully implement it. The …