References
- Agbenyega, J. (2007). Examining teachers' concerns and attitudes to inclusive education in Ghana. International Journal of Whole Schooling, 3(1), 41-56.
- Ajzen, I. & Fishbein, M. (2005). The influence of attitudes on behavior. In D. Albarracin, B. Johnson, & M. P. Zanna (Eds.), The handbook of attitudes (pp. 173-221). Mahwah, NJ: Lawrence Erlbaum Associates.
- Ahsan, M. T., Sharma, U. & Deppeler, J. M. (2012). Exploring pre-service teachers' perceived teaching-efficacy, attitudes and concerns about inclusive education in Bangladesh. International Journal of Whole Schooling, 8(2), 1-20.
- Avramidis, E. & Norwich, B. (2002). Teachers attitudes towards integration inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129-147.
- Avramidis, E., Bayliss, P. & Burden, R. (2002). Inclusion in action: An in-depth case study of an effective inclusive secondary school in the south-west of England. International Journal of Inclusive Education, 6(2), 143- 163.
- Bandura, A. (1997). Self-efficacy: The activity of control. New York: W.H. Freeman Co.
- Booth, T., Ainscow, M., Nes, K. & Strømstad, M. (2001). Centre for studies on inclusive education. Index for Inclusion: Developing Learning and Participation in Schools.
- Eagly, A. H. and S. Chaiken. (1993). The nature of attitudes. In A. H. Eagly and S. Chaiken (Eds.), The psychology of attitudes, (pp. 1-21). Fort Worth, TX: Harcourt Brace College.
- Forlin, C., Earle, C., Loreman, T. & Sharma, U. (2011). The sentiments, attitudes, and concerns about inclusive education revised (SACIE-R) scale for measuring pre-service teachers' perceptions about inclusion. Exceptionality Education International, 21, 50-65.
- Freire, S. (2009). Creating inclusive learning environments: Difficulties and opportunities within the new political ethos. The Journal of Deaf Studies and Deaf Education, 14(1), 131-135.
- Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Research methods. In M. D. Gall, W. R. Borg & J. P. Gall (Eds.), Educational research: An introduction (6th ed., pp. 165-370). New York: Longman Publishers.
- Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31(3), 627-643.
- Hameed, A. (2003). Inclusive education: An emerging trend in Pakistan. Paper presented at International Conference on Inclusive Education Hong Kong.
- Hammond, H. & Ingalls, L. (2003). Teachers attitudes toward inclusion: Survey results from elementary school teachers in three Southwestern rural school districts. Rural Special Education Quarterly, 22(2), 24-30.
- Jordan, A., Schwartz, E. & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535-542.
- Khan, F. (1998). Case study on special need education in Pakistan: The process of inclusion. European Journal of Special Needs Education, 13 (1), 98-111.
- Lamorey, S. & Wilcox, J. (2005). Early interventionist self-efficacy scale: A measure and its applications. Early Childhood Research Quarterly, 20(1), 69-85.
- Loreman, T. (1999). Integration: Coming from the outside. Interaction, 13(1), 21-23.
- Malinen, O. P., Savolainen, H. & Xu, J. (2012). Beijing in-service teachers' self-efficacy and attitudes towards inclusive education. Teaching and Teacher Education, 28(4), 526-534.
- Marschark, M., Young, A. & Lukomski, J. (2002). Perspectives on inclusion. Journal of Deaf Studies and Deaf Education, 7, 187-188.
- Meijer, C. J. W., & Foster, S. F. (1988). The effect of teacher self-efficacy on referral chance. The Journal of Special Education, 22(3), 378-385.
- Ramli, L. I. B. (2017). Attitudes of preschool teachers towards the introduction of inclusive education (IE) in Malaysian government preschools. An unpublished PhD thesis in the university of Leeds schools of education.
- Savolainen, H., Engelbrecht, P., Nel, M. & Malinen, O. (2012). Understanding teachers' attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27(21), 51-68
- Shahzadi, S. (2000). Inclusive education: Perspective of services. Paper presented at International Special Education Congress, University of Manchester, July 24-28, 2000.
- Sharma, U. & Deppeler, J. (2005). Inclusive education in India: Challenges and prospects. Disabilities Studies Quarterly, 25(1), Retrieved June 26, 2019, from
- Sharma, U., Forlin, C. & Loreman, T. (2008). Impact of training on pre-service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities. Disability and Society, 23, 773- 85.
- Sharma, U., Loreman, T. & Forlin, C. (2012). Measuring teaching efficacy to implement inclusive practices. Journal of Research in Special Education Needs, 12, 12-21.
- Sultana, N. (1993). Special education in Pakistan. Paper presented at the Annual International Convention of the Council of Exceptional Children, San Antonio, Texas.
- Symeonidou, S. & Phtiaka, H. (2009). Using teachers' prior knowledge, attitudes and beliefs to develop in-service teacher education courses for inclusion. Teaching & Teacher Education, 25(4), 543-550
- Triandis, H. C. (1971). Attitude measurement and methodology. In H. C. Triandis (Eds.), Attitudes and attitude change (pp. 26-59). New York: John Wiley & Sons, Inc.
- Tschannen-Moran, M. & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
- UNESCO. (1993). Special needs in the classroom: Teacher resource pack. Paris: UNESCO.
- UNESCO. (1999). Education for all. The year 2000-assessment. Pakistan Country Report. Paris: UNESCO.
- Weisel, A. & Dror, O. (2006). School climate, sense of efficacy and Israeli teachers' attitudes toward inclusion of students with special needs. Education, Citizenship and Social Justice, 1(2), 157-174.
- World Education Forum. (2000). Inclusion in education: the participation of disabled Learners. Dakar, Senegal.
- Yada, A. (2015). Japanese in-service teachers' attitudes towards inclusive education and self-efficacy for inclusive practices. An unpublished thesis of Masters in university of Jyväskylä
- Agbenyega, J. (2007). Examining teachers' concerns and attitudes to inclusive education in Ghana. International Journal of Whole Schooling, 3(1), 41-56.
- Ajzen, I. & Fishbein, M. (2005). The influence of attitudes on behavior. In D. Albarracin, B. Johnson, & M. P. Zanna (Eds.), The handbook of attitudes (pp. 173-221). Mahwah, NJ: Lawrence Erlbaum Associates.
- Ahsan, M. T., Sharma, U. & Deppeler, J. M. (2012). Exploring pre-service teachers' perceived teaching-efficacy, attitudes and concerns about inclusive education in Bangladesh. International Journal of Whole Schooling, 8(2), 1-20.
- Avramidis, E. & Norwich, B. (2002). Teachers attitudes towards integration inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129-147.
- Avramidis, E., Bayliss, P. & Burden, R. (2002). Inclusion in action: An in-depth case study of an effective inclusive secondary school in the south-west of England. International Journal of Inclusive Education, 6(2), 143- 163.
- Bandura, A. (1997). Self-efficacy: The activity of control. New York: W.H. Freeman Co.
- Booth, T., Ainscow, M., Nes, K. & Strømstad, M. (2001). Centre for studies on inclusive education. Index for Inclusion: Developing Learning and Participation in Schools.
- Eagly, A. H. and S. Chaiken. (1993). The nature of attitudes. In A. H. Eagly and S. Chaiken (Eds.), The psychology of attitudes, (pp. 1-21). Fort Worth, TX: Harcourt Brace College.
- Forlin, C., Earle, C., Loreman, T. & Sharma, U. (2011). The sentiments, attitudes, and concerns about inclusive education revised (SACIE-R) scale for measuring pre-service teachers' perceptions about inclusion. Exceptionality Education International, 21, 50-65.
- Freire, S. (2009). Creating inclusive learning environments: Difficulties and opportunities within the new political ethos. The Journal of Deaf Studies and Deaf Education, 14(1), 131-135.
- Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Research methods. In M. D. Gall, W. R. Borg & J. P. Gall (Eds.), Educational research: An introduction (6th ed., pp. 165-370). New York: Longman Publishers.
- Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31(3), 627-643.
- Hameed, A. (2003). Inclusive education: An emerging trend in Pakistan. Paper presented at International Conference on Inclusive Education Hong Kong.
- Hammond, H. & Ingalls, L. (2003). Teachers attitudes toward inclusion: Survey results from elementary school teachers in three Southwestern rural school districts. Rural Special Education Quarterly, 22(2), 24-30.
- Jordan, A., Schwartz, E. & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535-542.
- Khan, F. (1998). Case study on special need education in Pakistan: The process of inclusion. European Journal of Special Needs Education, 13 (1), 98-111.
- Lamorey, S. & Wilcox, J. (2005). Early interventionist self-efficacy scale: A measure and its applications. Early Childhood Research Quarterly, 20(1), 69-85.
- Loreman, T. (1999). Integration: Coming from the outside. Interaction, 13(1), 21-23.
- Malinen, O. P., Savolainen, H. & Xu, J. (2012). Beijing in-service teachers' self-efficacy and attitudes towards inclusive education. Teaching and Teacher Education, 28(4), 526-534.
- Marschark, M., Young, A. & Lukomski, J. (2002). Perspectives on inclusion. Journal of Deaf Studies and Deaf Education, 7, 187-188.
- Meijer, C. J. W., & Foster, S. F. (1988). The effect of teacher self-efficacy on referral chance. The Journal of Special Education, 22(3), 378-385.
- Ramli, L. I. B. (2017). Attitudes of preschool teachers towards the introduction of inclusive education (IE) in Malaysian government preschools. An unpublished PhD thesis in the university of Leeds schools of education.
- Savolainen, H., Engelbrecht, P., Nel, M. & Malinen, O. (2012). Understanding teachers' attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27(21), 51-68
- Shahzadi, S. (2000). Inclusive education: Perspective of services. Paper presented at International Special Education Congress, University of Manchester, July 24-28, 2000.
- Sharma, U. & Deppeler, J. (2005). Inclusive education in India: Challenges and prospects. Disabilities Studies Quarterly, 25(1), Retrieved June 26, 2019, from
- Sharma, U., Forlin, C. & Loreman, T. (2008). Impact of training on pre-service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities. Disability and Society, 23, 773- 85.
- Sharma, U., Loreman, T. & Forlin, C. (2012). Measuring teaching efficacy to implement inclusive practices. Journal of Research in Special Education Needs, 12, 12-21.
- Sultana, N. (1993). Special education in Pakistan. Paper presented at the Annual International Convention of the Council of Exceptional Children, San Antonio, Texas.
- Symeonidou, S. & Phtiaka, H. (2009). Using teachers' prior knowledge, attitudes and beliefs to develop in-service teacher education courses for inclusion. Teaching & Teacher Education, 25(4), 543-550
- Triandis, H. C. (1971). Attitude measurement and methodology. In H. C. Triandis (Eds.), Attitudes and attitude change (pp. 26-59). New York: John Wiley & Sons, Inc.
- Tschannen-Moran, M. & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
- UNESCO. (1993). Special needs in the classroom: Teacher resource pack. Paris: UNESCO.
- UNESCO. (1999). Education for all. The year 2000-assessment. Pakistan Country Report. Paris: UNESCO.
- Weisel, A. & Dror, O. (2006). School climate, sense of efficacy and Israeli teachers' attitudes toward inclusion of students with special needs. Education, Citizenship and Social Justice, 1(2), 157-174.
- World Education Forum. (2000). Inclusion in education: the participation of disabled Learners. Dakar, Senegal.
- Yada, A. (2015). Japanese in-service teachers' attitudes towards inclusive education and self-efficacy for inclusive practices. An unpublished thesis of Masters in university of Jyväskylä
Cite this article
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APA : Ayub, U., Shahzad, S., & Ali, M. S. (2019). University Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education. Global Social Sciences Review, IV(I), 365-372. https://doi.org/10.31703/gssr.2019(IV-I).47
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CHICAGO : Ayub, Umair, Shumaila Shahzad, and Muhammad Shabbir Ali. 2019. "University Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education." Global Social Sciences Review, IV (I): 365-372 doi: 10.31703/gssr.2019(IV-I).47
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HARVARD : AYUB, U., SHAHZAD, S. & ALI, M. S. 2019. University Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education. Global Social Sciences Review, IV, 365-372.
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MHRA : Ayub, Umair, Shumaila Shahzad, and Muhammad Shabbir Ali. 2019. "University Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education." Global Social Sciences Review, IV: 365-372
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MLA : Ayub, Umair, Shumaila Shahzad, and Muhammad Shabbir Ali. "University Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education." Global Social Sciences Review, IV.I (2019): 365-372 Print.
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OXFORD : Ayub, Umair, Shahzad, Shumaila, and Ali, Muhammad Shabbir (2019), "University Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education", Global Social Sciences Review, IV (I), 365-372
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TURABIAN : Ayub, Umair, Shumaila Shahzad, and Muhammad Shabbir Ali. "University Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education." Global Social Sciences Review IV, no. I (2019): 365-372. https://doi.org/10.31703/gssr.2019(IV-I).47