Cite

Alfian, A. (2013). Pendidikan inklusif di Indonesia [Inclusive education in Indonesia]. Journal Pendidikan Biologi [Journal of Biology Education], 4, 68–80. Search in Google Scholar

Algurén, B. (2021). How to bring about change – a literature review about education and learning activities for sustainable development. Discourse and Communication for Sustainable Education, 12(1), 5–21. https://doi.org/10.2478/dcse-2021-000210.2478/dcse-2021-0002 Search in Google Scholar

Alharti, N., & Evans, D. (2017). Special education teachers’ attitudes towards teaching students with learning disabilities in middle schools in Saudi Arabia. International Journal of Modern Education Studies, 1(1), 1–15.10.51383/ijonmes.2017.13 Search in Google Scholar

Al-Zyoudi, M. (2006). Teachers’ attitudes towards inclusive education in Jordanian schools. International Journal of Special Education, 21(2), 55–62. Search in Google Scholar

Avramidis, E., Bayliss, P., & Burden, R. (2000). A survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20(2), 191–211.10.1080/713663717 Search in Google Scholar

Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22(4), 367–389.10.1080/08856250701649989 Search in Google Scholar

Bandung Declaration. (2004). www.idpeurope.org Search in Google Scholar

Bansal, S. (2016). Attitude of teachers towards inclusive education in relation to their professional commitment. Indian Journal of Educational Studies: An Interdisciplinary Journal, 3(1), 2349–6908. Search in Google Scholar

Beattie, J. R., Anderson, R. J., & Antonak, R. F. (1997). Modifying attitudes of prospective educators toward students with disabilities and their integration into regular classrooms. The Journal of Psychology, 131(3), 245–259.10.1080/00223989709603512 Search in Google Scholar

Bothma, M., Gravett, S., & Swart, E. (2000). The attitudes of primary school teachers towards inclusive education. South African Journal of Education, 20(3), 200–204. Search in Google Scholar

Cullen, J. P., Gregory, J. L., & Noto, L. A. (2010). The teacher attitudes toward inclusion scale (TATIS) Technical Report. Online Submission. https://eric.ed.gov/?id=ED509930 Search in Google Scholar

Dapudong, R. C. (2013). Knowledge and attitude towards inclusive education of children with learning disabilities: The case of Thai primary school teachers. Academic Research International, 4(4), 496–512. Search in Google Scholar

Dapudong, R. C. (2014). Teachers’ knowledge and attitude towards inclusive education: Basis for an enhanced professional development program. International Journal of Learning and Development, 4(4), 1–24.10.5296/ijld.v4i4.6116 Search in Google Scholar

De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331–353.10.1080/13603110903030089 Search in Google Scholar

Ediyanto, E., Atika, I. N., Kawai, N., & Prabowo, E. (2017). Inclusive education in Indonesia from the perspective of Widyaiswara in centre for development and empowerment of teachers and education personnel of kindergartens and special education. Indonesian Journal of Disability Studies (IJDS), 4(2), 104–116.10.21776/ub.IJDS.2017.004.02.3 Search in Google Scholar

Ediyanto, E., Maulida, R., Atika, I. N., & Kawai, N. (2020). The pre-service teachers’ attitudes towards inclusive education: An empirical study in Yogyakarta City, Indonesia. Discourse and Communication for Sustainable Education, 11(1), 65–73.10.2478/dcse-2020-0007 Search in Google Scholar

Ediyanto, E. (2020). The development of an instrument to measure Indonesian teachers’ attitudes toward inclusive education. Doctoral Dissertation of Hiroshima University, Japan. https://ir.lib.hiroshima-u.ac.jp/00049557 Search in Google Scholar

Emam, M. M., & Mohamed, A. H. H. (2011). Preschool and primary school teachers’ attitudes towards inclusive education in Egypt: The role of experience and self-efficacy. Procedia-Social and Behavioral Sciences, 29, 976–985.10.1016/j.sbspro.2011.11.331 Search in Google Scholar

Forlin, C., Kawai, N., & Higuchi, S. (2014). Educational reform in Japan towards inclusion: Are we training teachers for success? International Journal of Inclusive Education, 19(3), 314–331.10.1080/13603116.2014.930519 Search in Google Scholar

Forlin, C., Sharma, U., & Loreman, T. (2007). An international comparison of pre-service teacher attitudes towards inclusive education. Disability Studies Quarterly, 27(4), 1–15.10.18061/dsq.v27i4.53 Search in Google Scholar

Harmoinen, S., Koivu, K., & Paasky, L. (2020). University students’ readiness for social activity in climate actions. Discourse and Communication for Sustainable Education, 11(1), 134–152. doi: 10.2478/dcse-2020-001210.2478/dcse-2020-0012 Search in Google Scholar

Heasly, B., Lindner, J., Iliško, Dz., & Salīte, I. (2020). From initiatives, to insights, toimplementation of the sustainability and securitability agenda for 2030. Discourse and Communication for Sustainable Education, 11(1), 1–4.10.2478/dcse-2020-0001 Search in Google Scholar

Heasly, B., Iliško, Dz., Salīte, I., & Lindner, J. (2021). Looking beyond, looking together, looking collaborately, facing the future. Discourse and Communication for Sustainable Education, 12(1), 1–4. doi: 10.2478/dcse-2021-000110.2478/dcse-2021-0001 Search in Google Scholar

Hernandez, D. A., Hueck, S., & Charley, C. (2016). General education and special education teachers’ attitudes towards inclusion. Journal of the American Academy of Special Education Professionals, 11(3), 79–93. Search in Google Scholar

Iliško, Dz. (2021). Towards sustainability as a frame of mind in higher education: Thinking about sustainability rhizomatically. In W. L. Filho, A. L. Salvia, & F. Frankenberger (Ed.), Handbook on teaching and learning for sustainable development (pp. 366–375). doi: https://doi.org/10.4337/9781839104657.0003210.4337/9781839104657.00032 Search in Google Scholar

Ishartiwi, I. (2010). Implementasi pendidikan inklusif bagi anak berkebutuhan khusus dalam sistem persekolahan Nasional [Implementation of inclusive education for children with special needs in the National School System]. Journal Pendidikan Khusus [Journal of Special Education], 6(2), 1–9. Search in Google Scholar

Jerlinder, K., Danermark, B., & Gill, P. (2010). Swedish primaryschool teachers’ attitudes to inclusion–the case of PE and pupils with physical disabilities. European Journal of Special Needs Education, 25(1), 45–57.10.1080/08856250903450830 Search in Google Scholar

Kumar, A., & Midha, P. (2017). Attitudes toward inclusive education among school teachers: A comparative study. The International Journal of Indian Psychology, 4(2), 52–60.10.25215/0402.166 Search in Google Scholar

Kurniawati, F., Minnaert, A., Mangunsong, F., & Ahmed, W. (2012). Empirical study on primary school teachers’ attitudes towards inclusive education in Jakarta, Indonesia. Procedia-Social and Behavioral Sciences, 69, 1430–1436.10.1016/j.sbspro.2012.12.082 Search in Google Scholar

Leyser, Y., Kapperman, G., & Keller, R. (1994). Teacher attitudes toward mainstreaming: A crosscultural study in six nations. European Journal of Special Needs Education, 9(1), 1–15.10.1080/0885625940090101 Search in Google Scholar

Lifshitz, H., Glaubman, R., & Issawi, R. (2004). Attitudes towards inclusion: The case of Israeli and Palestinian regular and special education teachers. European Journal of Special Needs Education, 19(2), 171–190.10.1080/08856250410001678478 Search in Google Scholar

Regulation of the National Education Minister of Indonesia Republic. (2009). Inclusive education for learners who have abnormalities and have special intelligence and/or gifted. Jakarta: Depdiknas. Search in Google Scholar

Salīte, I., Fjodorova, I., Iliško, Dz., Ivanova, O., & Meihami, H. (2020). JTES for sustainable development: An action research environment for the development and sustainable future of the journal identity. Journal of Teacher Education for Sustainability, 22(1), 1–510.2478/jtes-2020-0001 Search in Google Scholar

Saloviita, T., & Schaffus, T. (2016) Teacher attitudes towards inclusive education in Finland and Brandenburg, Germany and the issue of extra work. European Journal of Special Needs Education, 31(4), 458–471.10.1080/08856257.2016.1194569 Search in Google Scholar

Subban, P., & Sharma, U. (2005). Understanding educator attitudes toward the implementation of inclusive education. Disability Studies Quarterly, 25(2), 1–20.10.18061/dsq.v25i2.545 Search in Google Scholar

Sumaryanta, Mardapi, D., Sugiman, & Herawan, T. (2018). Assessing teacher competence and its follow-up to support professional development sustainability. Journal of Teacher Education for Sustainability, 20(1), 106–123.10.2478/jtes-2018-0007 Search in Google Scholar

Sutratinah, T. (1984). Sejarah penelitian dan perkembangan pendidikan khusus untuk anak supernormal [The history of special education research and development for children with disability]. Cakrawala Pendidikan, 4(3), 149–161. Search in Google Scholar

Todorovic, J., Stojiljkovic, S., Ristanic, S., & Djigic, G. (2011). Attitudes towards inclusive education and dimensions of teacher’s personality. Procedia-Social and Behavioral Sciences, 29, 426–432.10.1016/j.sbspro.2011.11.259 Search in Google Scholar

UNESCO. (1994). The Salamanca Statement and Framework for action on special needs education: Adopted by the World Conference on Special Needs Education; Access and Quality. Salamanca, Spain, 7–10 June 1994. https://unesdoc.unesco.org/ark:/48223/pf0000098427 Search in Google Scholar

UNESCO. (2014). Roadmap for Implementing the Global Action Programme on Education for Sustainable Development. Paris: United Nations Educational, Scientific and Cultural Organization. http://unesdoc.unesco.org/images/0023/002305/230514e.pdf Search in Google Scholar

Unianu, E. M. (2012). Teachers’ attitudes towards inclusive education. Procedia-Social and Behavioral Sciences, 33, 900–904.10.1016/j.sbspro.2012.01.252 Search in Google Scholar

eISSN:
2255-7547
Language:
English
Publication timeframe:
2 times per year
Journal Subjects:
Social Sciences, Education, other