View full metadata

DOI data

10.3280/ess1-2023oa15285

Serial Article

Cite as

Journal Data
Journal Issue Data
Serial Article Data
Reference list of 10.3280/ess1-2023oa15285

Unstructured Citation

Aiello P., Corona F., and Sibilio M. (2014). Ipotesi di evoluzione funzionale dell'insegnante di sostegno in Italia. Italian Journal of Special Education for Inclusion, 2(2): 21-34.

Unstructured Citation

Aiello P., Di Gennaro D. C., Girelli L., and Olley J. G. (2018). Inclusione e atteggiamenti dei docenti verso gli studenti con disturbo dello spettro autistico: suggestioni da uno studio pilota. Formazione & Insegnamento. Rivista internazionale di Scienze dell'educazione e della formazione, 16(1): 175-188.

Unstructured Citation

Aiello P., Pace E. M., Dimitrov D. M., and Sibilio M. (2017). A study on the perceptions and efficacy towards inclusive practices of teacher trainees. Italian Journal of Educational Research, (19): 13-28.

Unstructured Citation

Aiello P., Sharma U., Di Gennaro D., Dimitrov D., Pace E. M., Zollo I., and Sibilio M. (2019). A study on Italian teachers’ sentiments, attitudes and concerns towards inclusive education. Formazione, lavoro, persona, 20: 10-24.

Unstructured Citation

Ainscow M., Booth T., and Dyson A. (2006). Improving schools, developing inclusion. Routledge.

https://doi.org/10.4324/9780203967157

Unstructured Citation

Antonios F. (2022). Ma come la pensano gli insegnanti?: L’emancipazione dalla pedagogia della distinzione: atteggiamenti e opinioni sull’inclusione degli studenti con ASD in Grecia. In Transformando la educación a través del conocimiento (pp. 366-377). Octaedro.

Unstructured Citation

Barned N. E., Knapp N. F., and Neuharth-Pritchett S. (2011). Knowledge and attitudes of early childhood preservice teachers regarding the inclusion of children with autism spectrum disorder. Journal of Early Childhood Teacher Education, 32(4): 302-321.

https://doi.org/10.1080/10901027.2011.622235

Unstructured Citation

Bellacicco R. (2019). Un profilo inclusivo per il docente di sostegno in formazione: l’efficacia del corso di specializzazione dell’Ateneo di Torino. Education Sciences & Society, 1: 135-156.

https://doi.org/10.3280/ess1-2019oa7536

Unstructured Citation

Bolourian Y., Losh A., Hamsho N., Eisenhower A., and Blacher J. (2022). General education teachers’ perceptions of autism, inclusive practices, and relationship building strategies. Journal of autism and developmental disorders, 52(9): 3977-3990.

https://doi.org/10.1007/s10803-021-05266-4

Unstructured Citation

Brown P., Corrigan M. W., and Higgins-D’Alessandro A. (Eds.) (2012). Handbook of prosocial education (Vol. 1). Rowman & Littlefield.

Unstructured Citation

Canevaro A. (2004). La formazione degli insegnanti per l’inclusione. L’integrazione scolastica e sociale, 3(2): 104-113.

Unstructured Citation

Cassimos D. C., Polychronopoulou S. A., Tripsianis G. I., and Syriopoulou-Delli C. K. (2015). Views and attitudes of teachers on the educational integration of students with autism spectrum disorders. Developmental neurorehabilitation, 18(4): 241-251.

https://doi.org/10.3109/17518423.2013.794870

Unstructured Citation

Cottini L. (2017). Didattica speciale e inclusione scolastica (pp. 1-435). Roma: Carocci.

Unstructured Citation

Cottini L. (2018). La dimensione dell'inclusione scolastica richiede ancora una didattica speciale?. L’integrazione scolastica e sociale, 17(1): 11-19.

Unstructured Citation

De Anna L., Gaspari P., Mura A. (a cura di) (2015). L’insegnante specializzato. Itinerari di formazione per la professione. Milano: FrancoAngeli.

Unstructured Citation

European Agency for Special Needs and Inclusive Education (2022). Profile for Inclusive Teacher Professional Learning: Including all education professionals in teacher professional learning for inclusion. (A. De Vroey, A. Lecheval and A. Watkins, eds.). Odense, Denmark.

Unstructured Citation

Forlin C., and Chambers D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of teacher education, 39(1): 17-32.

https://doi.org/10.1080/1359866X.2010.540850

Unstructured Citation

Gall M.D., Borg W.R. and Gall J.P. (1996). Educational research: An introduction (6th ed.). New York: Longman.

Unstructured Citation

Gazzetta Ufficiale. (Serie Generale n. 39 del 17-02-1992 - Suppl. Ordinario n. 30) Legge 5 febbraio 1992, n. 104. Legge-quadro per l’assistenza, l’integrazione sociale e i diritti delle persone handicappate. Available at: https://www.gazzettaufficiale.it/eli/id/1992/02/17/092G0108/sg.

Unstructured Citation

Gazzetta Ufficiale n.78 (2-4-2012). Decreto 30 settembre 2011. Criteri e modalità per lo svolgimento dei corsi di formazione per il conseguimento della specializzazione per le attività di sostegno, ai sensi degli articoli 5 e 13 del decreto 10 settembre 2010, n. 249. Available at: https://www.gazzettaufficiale.it/atto/stampa/serie_generale/originario.

Unstructured Citation

Gioia D. A., Corley K. G., and Hamilton A. L. (2013). Seeking qualitative rigor in inductive research: Notes on the Gioia methodology. Organizational research methods, 16(1): 15-31.

https://doi.org/10.1177/1094428112452151

Unstructured Citation

Goussot A. (2014). Quale evoluzione per il sostegno? L’insegnante specializzato di sostegno come tecnico della mediazione pedagogica e dei percorsi indiretti?. Italian Journal of Special Education for Inclusion, 2(2): 55-66.

Unstructured Citation

Gregor E. M., and Campbell E. (2001). The attitudes of teachers in Scotland to the integration of children with autism into mainstream schools. Autism, 5(2): 189-207.

https://doi.org/10.1177/1362361301005002008

Unstructured Citation

Humphrey N., and Symes W. (2013). Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes, experience and knowledge. International Journal of Inclusive Education, 17(1): 32-46.

https://doi.org/10.1080/13603116.2011.580462

Unstructured Citation

Ianes D., Demo H., and Zambotti F. (2010). Gli insegnanti e l'integrazione: atteggiamenti, opinioni e pratiche. Edizioni Erickson.

Unstructured Citation

Khalfaoui A., García-Carrión R., and Villardón-Gallego L. (2021). A systematic review of the literature on aspects affecting positive classroom climate in multicultural early childhood education. Early Childhood Education Journal, 49(1): 71-81.

https://doi.org/10.1007/s10643-020-01054-4

Unstructured Citation

Kisbu-Sakarya Y., and Doenyas C. (2021). Can school teachers’ willingness to teach ASD-inclusion classes be increased via special education training? Uncovering mediating mechanisms. Research in Developmental Disabilities, 113, 103941.

https://doi.org/10.1016/j.ridd.2021.103941

Unstructured Citation

Lanterman C. S., and Applequist K. (2018). Pre-service teachers' beliefs: Impact of training in universal design for learning. Exceptionality Education International, 28(3).

https://doi.org/10.5206/eei.v28i3.7774

Unstructured Citation

Leatherman J. M., and Niemeyer J. A. (2005). Teachers’ attitudes toward inclusion: Factors influencing classroom practice. Journal of Early Childhood Teacher Education, 26(1): 23-36.

https://doi.org/10.1080/10901020590918979

Unstructured Citation

Murdaca A. M., Oliva P., and Panarello P. (2016). L’insegnante inclusivo: fattori individuali, percezione della disabilità e strategie didattiche. Formazione & Insegnamento. Rivista internazionale di Scienze dell'educazione e della formazione, 14(3): 277-286.

Unstructured Citation

Parsons L. D., Miller H., and Deris A. R. (2016). The effects of special education training on educator efficacy in classroom management and inclusive strategy use for students with autism in inclusion classes. Journal of the American Academy of Special Education Professionals, 8(1): 7-16.

Unstructured Citation

Roche R.O. (2002). L’intelligenza prosociale. Trento: Erickson.

Unstructured Citation

Russell A., Scriney A., and Smyth S. (2022). Educator Attitudes towards the inclusion of students with autism spectrum disorders in mainstream education: a systematic review. Review Journal of Autism and Developmental Disorders, 1-15.

https://doi.org/10.1007/s40489-022-00303-z

Unstructured Citation

St. Louis K. O., Węsierska K., and Polewczyk I. (2018). Improving Polish stuttering attitudes: An experimental study of teachers and university students. American journal of speech-language pathology, 27(3S): 1195-1210.

https://doi.org/10.1044/2018_AJSLP-ODC11-17-0179