Christine Irene Forlin

TL;DR: This paper developed an instrument to measure perceived teacher efficacy to teach in inclusive classrooms and developed an 18-item scale on a sample of 607 pre-service teachers selected from four countries (Canada, Australia, Hong Kong and India).

TL;DR: In this article, the effects of training in inclusive education on pre-service teacher attitudes towards inclusion, their sentiments about people with a disability and their concerns about inclusion were investigated using a data set of 603 teachers from Australia, Canada, Hong Kong and Singapore.

TL;DR: The authors found that increasing knowledge about legislation and policy related to inclusion, and improving levels of confidence in becoming inclusive teachers, did not likewise address their concerns, or perceived stress, about having students with disabilities in their classes.

TL;DR: In this article, the effect of demographic differences on changing pre-service teacher attitudes toward inclusion; sentiments towards people with a disability and in reducing their concerns about inclusion when involved in a focused unit of work was investigated.

TL;DR: This article investigated the nature of concerns and attitudes held by preservice teachers regarding inclusive education and their degree of comfort on interaction with people with disabilities and found that participants in the western countries tended to have more positive sentiments and attitudes towards students with disabilities, and more concerns than their Eastern counterparts.