Education for all in the North and the South: Teachers' attitudes towards inclusive education in Finland and Zambia

Education and Training in Developmental Disabilities

Volumn 38, Issue 4, 2003, Pages 417-428

  Moberg, Sakari ^a  

^a UNIVERSITY OF JYVÄSKYLÄ   (Finland)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 16244362701     PISSN: 15470350     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (31)

1. Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration/inclusion: A review of the literature. Eur.J. of Special Needs Education, 17, 129-147.
2. Booth, T. (1999). Viewing inclusion from a distance: Gaining perspective from comparative study. Support for Learning 14, 164-168.
3. Bowman, I. (1986). Teacher-training and the integration of handicapped pupils: Some findings from a fourteen nation Unesco Study. Eur. J. of Special Needs Education, 11, 29-38.
4. Bunch, G., Lupart, J., & Brown, M. (1997). Resistance and acceptance: Educator attitudes to inclusion of students with disabilities. Toronto: York University.
5. Buell, M. J., Hallam, R., & Gamel-McCormick, M. (1999). A survey of general and special education teachers' perceptions and in-service needs concerning inclusion. International Journal of Disability, Development and Education, 46, 143-156.
6. Chazan, M. (1994). The attitudes of mainstream teachers towards pupils with emotional and behavioral difficulties. Eur. J. of Special Needs Education, 9, 261-274.
7. D'Alonzo, B.J., Giordano, G., & Vanleeuwen, D. M. (1997). Perceptions by teachers about the benefits and liabilities of inclusion. Preventing School Failure, 42, 4-11.
8. Daane, C. J., Beirne-Smith, M., & Latham, D. (2000). Administrators' and teachers' perceptions of the collaborative efforts of inclusion in the elementary grades. Education, 121, 331-338.
9. Dykens, E. M., & Hodapp, R. M. (2001). Research in mental retardation: Toward an etiologic approach. Journal of Child Psychology and Psychiatry, 42, 49-71.
10. Dyson, A. (1999). Inclusion and inclusions: Theories and discourses in inclusive education. In H. Daniels & P. Garner (Eds.), World yearbook of education 1999 (pp. 36-53). London: Kogan Page.
11. Engelbrecht, P., Swart, E., & Eloff, I. (2001). Stress and coping skills of teachers with a learner with Down's syndrome in inclusive classrooms. South African Journal of Education, 21, 256-260.
12. Kasonde-Ng'andu, S., & Moberg, S. (2001). Moving towards inclusive education: A baseline study on the special educational needs in the north-western and western provinces of Zambia. Education Sector Support Programme. Ministry of Education in Zambia/Ministry for Foreign Affairs of Finland.
13. Lipsky, D. K., & Gartner, A. (Eds.). (1997). Inclusion and school reform: Transforming American classrooms. Baltimore: Brookes.
14. Lunt, I., & Norwich, B. (1999). Can effective schools be inclusive schools? London: Institute of Education University of London.
15. Ministry of Education. (1996). Educating our future: National policy on education. Republic of Zambia, Ministry of Education.
16. Minke, K. M., Bear, G. G., Deemer, S. A., & Griffin, S. M. (1996). Teachers' experiences with inclusive classrooms: Implications for special education reform. The Journal of Special Education, 30, 152-186.
17. Moberg, S. (1997). Inclusive educational practices as perceived by prospective special education teachers in Estonia, Finland and the United States. International Journal of Rehabilitation Research, 20, 29-40.
18. OECD. (2001). Knowledge and skills for life: First results from the OECD Programme for International Student Assessment (PISA) 2000. Paris: OECD.
19. Oison, M. R., Chalmers, L., & Hoover, J. H. (1997). Attitudes and attributes of general education teachers identified as effective inclusionists. Remedial and Special Education, 18, 28-35.
20. Rose, R. (2001). Primary school teacher perceptions of the conditions required to include pupils with special education needs. Educational Review, 53, 147-156.
21. Ryndak, D. L., Jackson, L., & Billingsley, F. (2000). Defining school inclusion for students with moderate to severe disabilities: What do experts say? Exceptionality, 8, 101-116.
22. Semmel, M. I., Abernathy, T. V., Buteral, G., & Lesar, S. (1991). Teacher perceptions of the regular education initiative. Exceptional Children, 58, 9-22.
23. Scruggs, T. E., & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/inclusion 1958-1995: A research synthesis. Exceptional Children, 63, 59-74.
24. Soodak, L. C., Podell, D. M., & Lehman, L. R. (1998). Teacher, student, and school attributes as predictors of teachers' responses to inclusion. The Journal of Special Education, 31, 480-497.
25. Stainback, S., & Stainback, W. (1996). Inclusion, a guide for educators. Baltimore: Brookes.
26. Stoler, R. D. (1992). Perceptions of regular education teachers toward inclusion of all handicapped students in their classrooms. Clearing House, 66, 60-62.
27. UNESCO. (1994). Salamanca Statement and framework on action for special needs education. Paris: UNESCO.
28. UNESCO. (2000). Dakar framework for action; Education for all: Meeting our collective commitments. Paris: UNESCO.
29. United Nations. (1994). Standard Rules on the Equalisation of Opportunities for Persons with Disabilities, General Assembly Resolution A/RES/48/96.
30. Villa, R. A., Thousand, J. S., Meyers, H., & Nevin, A. (1996). Teacher and administrator perceptions of heterogeneous education. Exceptional Children, 63, 29-45.
31. Vlachou, A. D. (1997). Struggles for inclusive education: An ethnographic study. Buckingham - Philadelphia, PA: Open University Press.