This poetic inquiry sought to understand the tensions, perspectives and experiences of teachers as they work to create more inclusive mindsets and identities despite working in a system that allows for ability profiling and disability stigma in schools. This work fills a gap in the literature in that not much is known about the journeys teachers…

This study examined teachers' concerns about inclusion in mainstream Early Childhood Development (ECD) in Mashonaland West educational province of Zimbabwe. Embedded within the "core expertise" of inclusive pedagogy, the study draws on a sample of twenty-one mainstream ECD teachers purposively selected from the educational province.…

The number of enrolment of children especially the handicaps found in regular schools is on the increase since the 2005 because of the UN educational policy on inclusive education. This has adverse effects on the learning environment, the psycho-social and professional attitudes of both teachers and the special needs children in regular schools.…

This study explores teachers' knowledge and attitudes toward the inclusion of students with special education needs (SEN) in mainstream schools in Jordan. It also examines the barriers the teachers perceived to hinder successful inclusions. The study sample consisted of 87 primary school teachers who responded to an open-ended questionnaire asking…

Problem Statement: The literature from Cameroon depicts that the implementation of inclusive education is not only in its embryonic stage but faces resistance from educators who are still not accepting of the presence of students with disabilities in general education classrooms. This resistance has been attributed to several factors ranging from…

Current literature and recent legislation advocate parental involvement in education as "best subsequent reauthorizations practice." The Individuals with Disabilities Education Act (IDEA) Amendment of 1997 and its promote parental participation in the special education process by requiring schools to consider parents as equal partners in…

In Saudi Arabia, the majority of students with severe intellectual disabilities are still educated in special schools that do not meet their unique needs for interaction with their typically developing peers in public schools settings where they could improve social, communication and academic skills. One of the most significant obstacles to…

The purpose of the present study is to display a detailed investigation of the views of the elementary teachers in the specification of defections in the inclusive education applications and in the evaluation of success. In accordance with this aim, in 16 different cities of Turkey, 23 teachers who have been working in schools where inclusive…

The conceptualization of normal in schools is problematic. It mediates perceptions about ability, achievement and behavior. Normal implies a hierarchy, naturalizing the idea that some students can achieve better than others. This practice places the blame on the student by locating the problem within the child while failing to consider ways to…

This study discusses the results of a collaborative action research project in a multi-disciplinary school for children with disabilities. The aim was to alter practices and views of the professionals concerned in order to promote the inclusion of four children in mainstream schools. Three interrelated programmes were designed and implemented over…

The 2004 amendment of the Individuals with Disabilities Education Act (IDEA) required major changes for schools in educating students with disabilities. For teachers, this act brought new challenges to the general education classroom. Guided by the conceptual frameworks of Moustakas and Cresswell, this phenomenological study examined the attitudes…

Teachers are seen as key persons to implement inclusive education. Positive attitudes are therefore argued as playing a considerable role in implementing this educational change successfully. The aim of this study is to examine what attitudes teachers hold towards inclusive education, which variables are related to their attitudes and if these…

General education teachers in the Republic of Korea were investigated regarding their participation in programs to include students with disabilities in general education settings. Previous studies have shown that even general education teachers with positive attitudes towards inclusion are reluctant in practice to have students with disabilities…

In 1991, the Australian Government designated students with disabilities as one of the six equity groups that were under-represented in higher education. Since that time, there has been only a modest increase in enrolments of students with disabilities despite government polices and funding of disability support services and programs. People with…

This study investigated the opinions of general education teachers working in public elementary schools in Turkey regarding the inclusion of students with disabilities into their classrooms and their willingness also to include students with more severe learning disabilities. One hundred and ninety-four general education teachers completed the…