بعض العوامل وعلاقتها باتجاهات ومخاوف المعلمين نحو دمج ذوي الإعاقة في التعليم العام "دراسة مقارنة بين معلمي التربية الخاصة قبل وفي أثناء الخدمة"

Ahmmed, M., Sharma, U. & Deppeler, J. (2014). Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh. Disability & Society, 29(2), 317–31.

Al-Ahmadi, N. (2009). Teachers’ perspectives and attitudes towards integrating students with learning disabilities in regular Saudi public schools. Unpublished Ph.D. dissertation, Ohio University, Athens.

Alasim, K., & Paul, P. (2019). Understanding factors that affect teachers’ attitudes toward inclusion of students who are hard of hearing in Saudi Arabia. Deafness & Education International, 21(4), 210-226.

Al-Faiz, H. S. (2006). Attitudes of elementary school teachers in Riyadh, Saudi Arabia toward the inclusion of children with autism in public education. Unpublished Ph.D. dissertation.

Allport, G. W. (1935). Attitudes. In A handbook of social psychology. Worcester, MA: Clark University Press.

AlMahdi, O., & Bukamal, H. (2019). Pre-Service Teachers’ Attitudes Toward Inclusive Education During Their Studies in Bahrain Teachers College. SAGE Open, 9(3).

Alnahdi, G. H. (2019). Rasch validation of the arabic version of the teacher efficacy for inclusive practices (TEIP) scale. Stud. Educ. Eval. 62, 104–110. doi: 10.1016/j.stueduc.2019.05.004

Alquraini, T., (2012). Factors Related to Teachers’ Attitudes Towards the Inclusive Education of Students with Severe Intellectual Disabilities in Riyadh, Saudi. Journal of Research in Special Educational Needs, 12(3), 170–182. doi:10. 1111/j.1471-3802.2012.01248.x.

Amr, M. (2011). Teacher education for inclusive education in the Arab world: the case of Jordan. Prospects, 41 (3), 399-413.

Avramidis, E. & Norwich, B. (2002) ‘Teachers’ attitudes towards integration/inclusion: a review of the literature.’ European Journal of Special Needs Education, 17(2), pp. 129–47.

Avramidis, E., P, Bayliss, & Burden, R. (2000). Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education, 16, 277–93.

Beacham, N., & Rouse, M. (2012). Student teachers’ attitudes and beliefs about inclusion and inclusive practice. Journal of Research in Special Education Needs, 12(1), 3–11.

Bialka, C. S. (2017). Understanding the factors that shape dispositions toward students with disabilities: A case study of three general education pre-service teachers. International Journal of Inclusive Education, 21, 616–636.

Boster, F., (2002). On making progress in communication science. Human Communication Research, 28(4), 473-490.

Brislin, R. W. (1980). Translation and content analysis of oral and written material. In Handbook of Cross-Cultural Psychology. Boston: Allyn & Bacon.

Burke, K., & Sutherland, C. (2004). Attitudes toward inclusion: Knowledge vs. experience. Education, 125(2), 163-172.

Civitillo, S., De Moor, J. M. H., & Vervloed, M. P. J. (2016). Pre-service teachers’ beliefs about inclusive education in the Netherlands: An exploratory study. Support for Learning, 31(2), 104-121. doi:10.1111/1467-9604.12119

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd Ed.). Hillsdale, NJ: Erlbaum

Cohen, J. (1990). Things I have learned (so far). American Psychologist, 45(12), 1304.

Dare, L., Nowicki, E., & Felimban, H. (2017). Saudi children’s thoughts on inclusive education. International Journal of Inclusive Education, 21, 532-543. doi:10.1080/13603116.201 6.1218948.

Eriks-Brophy, A., & Whittingham, J. (2013). Teachers’ perceptions of the inclusion of children with hearing loss in general education settings. American Annals of the Deaf, 158(1), 63–97.

Felimban, H., Nowicki, E. A., Dare, L., & Brown, J. (2016). A comparison of Saudi and Canadian children's knowledge of the causes of learning difficulties. British Journal of Special Education, 43(4), 394-415

Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17–32. doi:10.1080/1359866X.2010.540850

Forlin, C., Keen, M., & Barrett, E. (2008). The Concerns of Mainstream Teachers: Coping with inclusivity in an Australian context. International Journal of Disability, Development & Education, 55(3), 251-264. doi: 10.1080/10349120802268396

Forlin, C., Sharma, U. & Loreman, T. (2014). Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong. International Journal of Inclusive Education, 18(7), 718–30.

Hall, G. E., & Hord, S. (2014). Implementing Change: Patterns, Principles, and Potholes. (4th Ed.). Boston: Allyn and Bacon.

KIM, J. (2011) Influence of teacher preparation programmes on pre-service teachers’ attitudes toward inclusion. International Journal of Inclusive Education, 15(3), 355–377.

Lalvani, P. (2015). Disability, stigma and otherness: Perspectives of parents and teachers. International Journal of Disability. Development and Education. doi:10.1080/1034912X. 2015.1029877.

Lautenbach, F., & Heyder, A. (2019) Changing attitudes to inclusion in preservice teacher education: a systematic review. Educational Research, (61)2, 231-253. DOI: 10.1080/00131881.2019.1596035.

McCarthy, P., & Shevlin, M. (2017). Opportunities and Challenges in Secondary Education for Blind/vision-impaired People in the Republic of Ireland. Disability & Society, 32(7), 1007–1026.

Miesera, S., DeVries, J. M., Jungjohann, J., & Gebhardt, M. (2018). Correlation between attitudes, concerns, self-efficacy and teaching intentions in inclusive education evidence from German pre-service teachers using international scales. Journal of Research in Special Educational Needs. doi:10.1111/1471-3802.12432.

Moberg, S., Muta, E., Korenaga, K., Kuorelahti, M. & Savolainen, H. (2019). Struggling for inclusive education in Japan and Finland: teachers’ attitudes towards inclusive education. European Journal of Special Needs Education, 1–15. https://doi.org/10. 1080/08856257.2019.1615800.

Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows, (Version 15). (3rd Ed.). Crows Nest, N.S.W.: Allen & Unwin.

Rakap, S., & L. Kaczmarek. (2010). Teachers’Attitudes towards Inclusion in Turkey. European Journal of Special Needs Education, 25(1), 59–75

Ravenscroft, J., Davis, J. Bilgin, M. & Wazni, K. (2019). Factors that influence elementary school teachers’ attitudes towards inclusion of visually impaired children in Turkey. Disability & Society, 34(4), 629-656. DOI: 10.1080/09687599.2018.1561355

Reina, R., Santana, A., Montesdeoca, R, & Roldan, A., (2019), Improving Self-Efficacy Towards Inclusion in In-Service Physical Education Teachers: A Comparison between Insular and Peninsular Regions in Spain. Sustainability,11(20), 1-10.

Saloviita, T. (2020). Teacher attitudes towards the inclusion of students with support needs. Journal of Research in Special Educational Needs, 20(1), 64-73. doi:10.1111/1471-3802.12466.

Sharma, & Desai, I. (2002). Measuring concerns about integrated Education in India. Asia and Pacific Journal on Disability, 5(1), 2-14.

Sharma, U., Forlin, C. Loreman, T. & Earle. C. (2006). Pre-service teachers’ attitudes, concerns and sentiments about inclusive education: An international comparison of the novice pre-service teacher. International Journal of Special Education 21(2), 80–93.

Sharma, U., & Jacobs, K. (2016). Predicting in-service educators' intentions to teach in inclusive classrooms in India and Australia. Teaching & Teacher Education, 55, 13e23. http://dx.doi.org/10.1016/j.tate.2015.12.004. April 2016.

Sharma, U., & Sokal, L. (2014). The impact of a teacher education course on pre-service teachers’ beliefs about inclusion: An international comparison. Journal of Research in Special Needs Education. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/1471-3802.12043/abstract.

Song, J., Sharma, U., & Choi, H. (2019). Impact of teacher education on pre-service regular school teachers’ attitudes, intentions, concerns and self-efficacy about inclusive education in South Korea. Teaching and Teacher Education, 86. https://doi org.sdl.idm.oclc.org/10.1016/j.tate.2019.102901.

Wasserstein, R. L., & Lazar, N. A. (2016). The ASA’s statement on P-value s: context, process, and purpose. The American Statistician, 70(2), 129-133.

Yan, T. R., & Deng, M. (2019). Regular Education Teachers’ Concerns on Inclusive Education in China from the Perspective of Concerns-Based Adoption Model. International Journal of Inclusive Education. doi:10.1080/13603116.2018.1435741.