Teachers’ concerns about inclusive education and the links with teachers’ attitudes

HIGHLIGHTS

SUMMARY

Since its publication, this tool has been used in a large number of studies throughout the world (e_g, Australia, Korea, and Switzerland), often with the goal of comparing individuals` concerns based on their professional status (i.e., teacher or school principal, Sharma and Desai, 2002; Warnes et_al, 2022), country of origin (Sharma et_al, 2018), or training (Sokal et_al, 2013; Song et_al, 2019). If such result is not surprising given the literature (Gunn-órsdóttir and Jóhannesson, 2014, see also Warnes et_al, 2022) it should be noted that this concern was less salient in . . .

 



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