Educators' beliefs about inclusive practices in Western Australia
Author:
- 1 March 1995
- journal article
- Published by Wiley in British Journal of Special Education
- Vol. 22 (4) , 179-185
Abstract
This paper addresses the issue of principals' and teachers' beliefs about the inclusion of students with a disability into regular classrooms. It reports the results of research undertaken in education support centres and regular primary schools in Western Australia. The implications of educators' beliefs for their commitment towards inclusive practices form the basis of the discussion.Keywords
This publication has 12 references indexed in Scilit:
- Teacher Commitment, Working Conditions, and Differential Incentive PoliciesReview of Educational Research, 1993
- Acknowledging quality in New Zealand special educationAustralasian Journal of Special Education, 1993
- Acknowledging quality in New Zealand special educationAustralasian Journal of Special Education, 1993
- Opportunities for choice in day programs for adults with severe intellectual disabilitiesAustralasian Journal of Special Education, 1993
- Opportunities for choice in day programs for adults with severe intellectual disabilitiesAustralasian Journal of Special Education, 1993
- Predictors of Commitment, Job Satisfaction, and Intent to Stay in Teaching: A Comparison of General and Special EducatorsThe Journal of Special Education, 1992
- Stress in Teaching: a study of occupational stress and its determinants, job satisfaction and career commitment among primary schoolteachersEducational Psychology, 1991
- Consultation-Based Programming: Instituting the Collaborative Ethic in SchoolsExceptional Children, 1990
- Teachers’ Attitudes Towards the Integration of Disabled Children into Regular SchoolsThe Exceptional Child, 1987
- Dynamics of a stressful encounter: Cognitive appraisal, coping, and encounter outcomes.Journal of Personality and Social Psychology, 1986