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"I Don't Have Time to Be This Busy." Exploring the Concerns of Secondary School Teachers Towards Inclusive Education
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Round, Penny N.; Subban, Pearl K.; Sharma, Umesh – International Journal of Inclusive Education, 2016
The trend towards inclusion in mainstream Australian schools has seen the numbers of students with disabilities educated in regular schools grow significantly. This trend has been supported by legislation such as the Disability Discrimination Act and the Education Standards. For inclusion to be successful, a number of factors are vital and teacher…
Descriptors: Foreign Countries, Secondary School Teachers, Teacher Attitudes, Attitudes toward Disabilities
The Impact of Training on Pre-Service Teacher Attitudes, Concerns, and Efficacy towards Inclusion
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Sharma, Umesh; Nuttal, Anthony – Asia-Pacific Journal of Teacher Education, 2016
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 Teachers' Attitudes Toward Inclusion Scale (TATIS), Concerns about Inclusive Education Scale (CIES), and Teacher's Efficacy in Implementing Inclusive Practices (TEIP)…
Descriptors: Preservice Teachers, Inclusion, Statistical Analysis, Disabilities
Preparedness of Pre-Service Teachers for Inclusive Education in the Solomon Islands
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Sharma, Umesh; Simi, Janine; Forlin, Chris – Australian Journal of Teacher Education, 2015
Recent policy changes in the Pacific Islands have seen a strong emphasis on implementing inclusive education. Preparing teachers for this change in education will be essential if they are to have the knowledge, skills and understandings so that they can become inclusive practitioners. Pre-service teacher education will play a critical role in…
Descriptors: Preservice Teachers, Inclusion, Foreign Countries, Educational Change
Canadian In-Service Teachers' Concerns, Efficacy, and Attitudes about Inclusive Teaching
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Sokal, Laura; Sharma, Umesh – Exceptionality Education International, 2014
The study examined concerns, attitudes, and teacher efficacy of 131 in-service, Kindergarten to Grade 8 teachers in three school divisions in Manitoba, Canada. Analyses were conducted to identify the relationships between teachers' back-ground variables, their attitudes and concerns about teaching in inclusive classrooms, and their efficacy for…
Descriptors: Foreign Countries, Inclusion, Teacher Attitudes, Elementary School Teachers
A System-Wide Professional Learning Approach about Inclusion for Teachers in Hong Kong
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Forlin, Chris; Loreman, Tim; Sharma, Umesh – Asia-Pacific Journal of Teacher Education, 2014
This study examines changes in attitudes, teaching efficacy, and concerns about inclusive education in a sample of 2361 teachers in Hong Kong who took a professional learning course about inclusive education. Participants completed a questionnaire seeking demographic information and their perceptions about these three aspects of inclusive…
Descriptors: Foreign Countries, Inclusion, Faculty Development, Attitude Change
A Survey Study of Chinese In-Service Teachers' Self-Efficacy about Inclusive Education
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Wang, Mian; Zan, Fei; Liu, Jiaqiu; Liu, Chunling; Sharma, Umesh – Journal of International Special Needs Education, 2012
A survey study was conducted to a total of 323 in-service teachers (110 special education teachers and 213 general education teachers) in Shanghai regarding their self-efficacy and concerns about inclusive education. Multivariate analysis results reveal that special teachers have significantly higher self-efficacy about inclusive education than…
Descriptors: Inclusion, General Education, Self Efficacy, Special Education