University Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education

Abstract

Major objectives of this study were to assess university teachers attitude towards inclusion, their efficacy in implementing inclusive practices and their intentions to teach in inclusive classroom and to find correlation among the aforementioned study variables. The sample comprised of 180 teachers from a multidisciplinary public sector university in Faisalabad. The instruments used for data collection were (1) SACIERto assess the university teachers sentiments, attitude and concerns about inclusive education, (2) TEIP to measure the teachers self-efficacy in implementing inclusive practices and(3) TITIC to assess the teachers intentions to teach in inclusive classroom. The results show teachers positive attitudes, self-efficacy and intentions towards inclusion. There is a moderate positive significant correlation between teachers attitude and their efficacy (r = 0.42) comparatively weak between attitude and intention (r = 0.32) and strong between efficacy and intention (r = 0.75). Findings may support understanding and implementation of inclusive education at the university level in Pakistan.

Full text

Global Social Sciences Review (GSSR)
Vol. IV, No. I (Winter 2019) | Pages: 365 – 372
University Teachers’ Attitude Towards Inclusion, Efficacy and
Intentions to Teach in Inclusive Classrooms in Higher Education
Umair Ayub
M.Phil Scholar, Department of Education, Government College
University Faisalabad, Punjab, Pakistan.
Shumaila Shahzad
Assistant Professor, Department of Education, Government College
University Faisalabad, Punjab, Pakistan.
Muhammad Shabbir Ali
Assistant Professor, University of Education, Faisalabad Campus,
Punjab, Pakistan. Email: shabbir.alisaleemi@ue.edu.pk
Major objectives of this study were to assess university teachers’ attitude towards inclusion, their
efficacy in implementing inclusive practices and their intentions to teach in inclusive classroom
and to find correlation among the aforementioned study variables. The sample comprised of 180 teachers from a
multidisciplinary public sector university in Faisalabad. The instruments used for data collection were (1) SACIE-
Rto assess the university teachers’ sentiments, attitude and concerns about inclusive education, (2) TEIP to measure
the teachers’ self-efficacy in implementing inclusive practices and(3) TITIC to
assess the teachers’ intensions to teach in inclusive classroom. The results show
teachers’ positive attitudes, self-efficacy and intentions towards inclusion. There
is a moderate positive significant correlation between teachers’ attitude and their
efficacy (r = 0.42) comparatively weak between attitude and intention (r = 0.32)
and strong between efficacy and intention (r = 0.75). Findings may support
understanding and implementation of inclusive education at the university level
in Pakistan..
Introduction
Inclusive education (IE) refers to the process of responding to a wide range of learners and involves
the students from different backgrounds and aptitudes who learn in the company of their peers in
general education schools that adapt their way of working with the intention to accommodate the
requirements of all learners (Loreman, 1999). Inclusion is a model as well as philosophy whose primary
objective is based on the concept of social justice as it advocates equal educational opportunity and
provides access to all educational prospects; hence, facilitating all the learners irrespective of the
presence of difference (Freire, 2009; Marschark et al., 2002).
The main agenda of inclusive education is EFA which has become a global incentive. Mainly, this
task was again started in Jomtien by United UNESCO (1990). Later on, a mandate was provided to
UNESCO regarding the frame of action at the new world forum in Dakar (2000); thus, the movement
as well as organization of EFA accelerated. According to UNESCO (1993; 2011) more than 69 million
students with special educational needs (SEN) were prone to abuse, suppression, and exclusion as they
were not provided with education facilities at school and confronted humiliation as well as degradation
from birth.
In order to include learners with SEN in mainstream system of education, the Dakar Framework
of Action put special effort for more wide-ranging approaches to address their needs. Moreover, a
World Conference regarding SEN was held in Salamanca in 1994, which encompassed 92 countries
comprising Pakistan and declared inclusive education to become the norm (Booth et al., 2001). A
framework for Action was approved in this conference in order to provide appropriate guidelines to
normal schools so that they may arrange accommodation to all the children without any discrimination
of their physical as well as mental conditions. Pakistan is also among those countries who committed
to this agenda as to serve educational facilities to the students with SEN and to safeguard their rights.
According to Jordan et al., (2009) the practices for effective IE are markedly dependent on the
sentiments as well as attitude of the teachers regarding the type of disability and their apparent
supportive roles for the students with SEN. Therefore, Symeonidou and Phtiaka (2009) believe that
teachers’ attitude and concern about inclusion is an obvious interpreter of its success or failure. In line
with them, it is mandatory in Pakistan to assess the current status of theoretical, affective and practical
situation regarding inclusive education.
Review of the Literature
Agbenyega (2007) studied the similar teacher attitudes and concerns and concluded that lack of skill
Key Words
Self-Efficacy,
Inclusive Education,
Intentions, Attitude
p-ISSN 2520-0348 | e-ISSN 2616-793X | L-ISSN 2616-793X | DOI: 10.31703/gssr.2019(IV-I).47 | URL: http://dx.doi.org/10.31703/ gssr.2019(IV-I).47
Abstract

Umair Ayub, Shumaila Shahzad and Muhammad Shabbir Ali
366
Global Social Sciences Review (GSSR)
as well as resources to teach the students with SEN is likely to affect the potential inclusion’s implementation.
Attitude is an outlook of a person for a particular entity (Gall et al., 1996), which has three important
constituents i.e. cognitive, affective as well as behavioral component (Eagly & Chaiken, 1993; Triandis, 1971).
Among these three components, cognitive one reflects the beliefs regarding teaching children with SEN in inclusive
educational set up. On the other hand, affective and behavioral components express the tutors’ feelings as well as
opinions about how to behave with pupils with SEN, respectively. Agbenyega (2007) studied the similar teacher
attitudes and concerns and concluded that lack of skills as well as resources to teach students with SEN is likely to
affect the potential inclusion implementation.
A person’s future-looking belief on his capabilities and skills to execute behavior in a successful manner in
order to achieve productive goals is named as self-efficacy (Bandura, 1997). Researchers have explained the
teacher’s efficacy as conviction or faith that can affect students’ behavior towards learning (Guskey & Passaro,
1994). It has been investigated that a teachers’ self-efficacy towards IE plays a pivotal role in shaping his attitude
and impeccably outlines professional management skills; thus, promising the pupil’s success and achievement
(Ahsan et al., 2012), (Moran & Hoy, 2001). According to Lamorey and Wilcox (2005), teachers with low teaching
efficacy sense, work with slight effort and eagerness as they consider that they lack skills as well resources to
effectively treat the students with SEN and to make difference in their attitude. On the contrary, the teachers who
perceive high efficacy work with appreciable keenness and put persistent efforts in their work.
Teachers’ intentions are another important key factor which affects inclusionary practices to teach students
with SEN. Intention is a combination of aspects regarding standards and attitude; thus, leading to a person’s
intention to execute his sense of behavior. It is the direct factor for determining actual behavior (Ajzen & Fishbein,
2005), because a person’s execution of behavior is significantly based upon his intention. Therefore, performing
behavior is perhaps an act on person’s intention to do so.
As far as legislation is concerned, some developed countries such as the USA and UK have passed the law in
order to promote inclusive approaches and to encourage inclusion of pupils, with SEN, in normal schools.
Consequently, such kind of legislation has also made influence on the inclusive educational system as well as
policies in developing countries like Pakistan (Hameed, 2003), Hong Kong, Philippines (Sharma et al., 2008) and
India (Sharma & Deppeler, 2005). However, the progress towards adopting inclusive practices in Pakistan is low as
compared to Western nations.
As per the constitution of Pakistan, every native has the right to get education. According to article 25-A of
constitution, also known as Right to Education (RTE), all children of the age of 5 to 16 years will be provided free
education by the state. Hence, this article depicts effort of state to adopt inclusive approach and to fulfill the agenda
of EFA conference.
Regarding education policy of Pakistan, the budget allocation for special education was made for the first time
in 1972. The era of 1980-1990 was significant in this aspect, because numerous special education policies were
made. However, these policies were not implemented properly due to lack of funds and competent as well as skilled
teachers. Furthermore, till the end of 1990s, special education in Pakistan was only provided in special schools. In
2002, the state formulated a policy to encourage inclusive schooling for SEN students; but, its implementation in
schools persisted as a challenging task (Khan, 1998; Shahzadi, 2000). According to Shahzadi (2000) it is estimated
that only up to 2% of children with SEN were having access to special education till the year 2000. This lack of
adoption of inclusive education policies is due to insufficient teacher training programs and lack of resources
(Hameed, 2003; Hammond & Ingalls, 2003; Sultana, 1993).
Unquestionably, inclusive education is a topic of interest for researchers but somehow Pakistan is not much
active in this field. Only in a one recent study in Pakistan, pre-service teachers’ such an attitude and efficacy were
surveyed to check if these two variables had an impact on their capability to teach disable students in including
classrooms (Sharma et al., 2014).
Objectives of the Study
The Objectives of the Study are:
1. To measure university teachers’ attitude towards inclusion.
2. To assess university teachers’ self-efficacy in implementing inclusive practices.
3. To evaluate university teachers’ intensions to teach in inclusive classroom.
4. To explore the relationship among university teachers’ attitude, self-efficacy and intensions to teach in
inclusive classroom.

University Teachers’ Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in
Higher
Vol. IV, No. I (Winter 2019)
367
Methodology
Keeping in view the aims of the current research work, correlational research is the most suitable design which falls
in positivism paradigm. According to positivists, research is quantitative in nature which helps quantify the study
variables.
Population
The population of the current study consists of all the teachers from Government College University, Faisalabad.
There are total 708 teachers, belonging to six (6) different faculties in Government College University, Faisalabad.
Information related to the number of the teachers was collected from the web site of mentioned university which
may differ from authentic statistics.
Sample and Sampling
In present study, from total 708 teachers the researcher selected/ used the sample of 180 (26%) approximately.
Proportionate stratified sampling technique allowed researcher to draw representative sample. The distribution or
selection of sample from each faculty/ stratum is given below in table 1.
Table 1. Distribution or Selection of Sample from each Faculty/ Stratum
Strata/ Faculty
Number of Teachers in Each Stratum/ Faculty
Strata Sample size
Life Sciences
172
49
Engineering
100
28
Arts and Social Sciences
152
43
Islamic and Oriental Learning
54
15
Physical Sciences
126
36
Economics and Management sciences
104
29
Total
708
180
Instruments of the Study
According to the nature of the Study, researcher used three different standardized instruments after reviewing the
literature. Moreover, research also developed a questionnaire to get information about teachers’ demographic
characteristics. The detailed information of the questionnaires is given below:
Demographic Sheet (DS)
DS included information regarding teachers’ demographic features for instance, gender, age, faculty, designation,
teaching experience, significant interaction with a disable person, awareness of indigenous legislature for disable
youngsters, level of experience and confidence of working with them.
SACIE-R (Forlin et al., 2011) comprises 15 items to report about one-self on 4-point Likert-type scale scored
in ascending order. It has three sections. The SACIE-R model applies best to educational venue. In this study, its
reliability is 0.84. The scale also has 10 negative items, i.e., item number 1, 2, 4, 5, 7, 9, 10, 11, 13, 14 which were
reverse coded before statistical analyses. Depiction of Sub-Sections of SACIE-R is presented in table 2.
Table 2. Explanation of Sub-Sections of SACIE-R
Sub-Sections
Scope
Sr. No. in Scale
No. of Items
Sentiments
how faculty think about attached with people having disabilities
2,5,9,11,13
5
Attitude
how faculty accept students with different learning needs
3,6,8,12,15
5
Concerns
the concerns that faculty may have about inclusive education
1,4,7,10,14
5
The Teacher Efficacy for Inclusive Practices (TEIP)
TEIP (Sharma et al., 2012) determine teachers’ self-efficacy in executing inclusive practices. It comprises 18 items
to report about one-self on 6-point Likert-type scale scored in ascending order. It has three sections (1) Efficacy to
use inclusive instructions, (2) Efficacy in collaboration and (3) Efficacy in managing behavior. This model also
applies best to educational venue. In present study, its reliability is 0.94. The Depiction of Sub-Sections of TEIP is
presented in table 3.

Umair Ayub, Shumaila Shahzad and Muhammad Shabbir Ali
368
Global Social Sciences Review (GSSR)
Table 3. Explanation of Sub-Sections of TEIP
Sub-Sections
Scope
Sr. No. in Scale
No. of Items
EUII
Teachers’ efficacy to use inclusive instructions
1, 2, 3, 4, 5, 6
6
EMB
Teachers’ efficacy in managing behavior during the
inclusion of special students
7, 8, 9, 10, 11, 12
6
EC
Teachers’ efficacy in collaboration for inclusive practices
13, 14, 15, 16, 17, 18
6
Teachers’ Intensions to Teach in Inclusive Classroom (TITIC)
TITIC (Ramli, 2017) comprises 8 items to report about one-self on 5-point Likert-type scale scored in ascending
order. It is a uni-dimensional scale to assess the teachers’ intensions to teach in inclusive classroom. In present
study, its reliability is 0.87.
Data Collection
The researcher himself visited the different departments of the university to collect the data. Firstly, researcher
guaranteed the teachers, that the collected information will be dealt confidentially and used only for research
purpose. Consent was sort from university teachers through a consent letter. Data were collected from university
teachers on SACIE-R, TEIP, TITIC at the same time. The research questionnaire was distributed to almost 220
teachers across the 30 departments. 185 teachers returned the forms back. Returning rate was 93% and it was
ensured that the teachers have filled the required demographic information and all the statements in questionnaire
clearly. Incomplete forms in any respect were discarded.
Data Analysis
Descriptive analysis of SACIE-R, TEIP and TITIC was conducted to assess the current position of teachers on thrice
of study variables. Pearson r allowed discovering the relationship among them.
Results
Table 4. Descriptive Analysis of SACIE-R and its Sub-Sections
N
Minimum
Maximum
M
SD
Sentiments
180
1
4
2.64
0.59
Concerns
180
1
4
2.64
0.61
Attitude
180
1
4
2.79
0.61
Overall SACIE
180
2
4
2.69
0.50
Table 4 shows the descriptive analysis of SACIE-R and its sub-factors. The teachers got lowest score (M=2.64,
SD=0.59) on “sentiments” and highest score (M=2.79, SD=0.61) on “attitude”. Their overall score on SACIE
(M=2.69, SD=0.50) shows that teachers have positive sentiments, attitude and concerns towards the inclusion of
special students as their mean score is more than 2.5.
Table 5. Descriptive Analysis of TEIP and its Sub-Sections
N
Minimum
Maximum
M
SD
EUII
180
1.33
6.00
4.21
1.03
EC
180
1.17
6.00
4.27
0.95
EMB
180
1.17
6.00
4.29
0.98
TEIP
180
1.33
5.83
4.26
0.91
Table 5 shows the descriptive analysis of TEIP and its sub-factors. The teachers got lowest score (M=4.21,
SD=1.03) on “efficacy to use inclusive instructions” and highest score (M=4.26, SD=0.91) on “efficacy in managing
behavior”. Their overall score on TEIP (M=4.26, SD=0.91) shows that teachers reflect positive efficacy for inclusive
practices as their mean score is more than 3.5.
Table 6. Descriptive Analysis of TITIC
!
N
Minimum
Maximum
M
SD
TITIC
180
1
5
3.64
0.77

University Teachers’ Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in
Higher
Vol. IV, No. I (Winter 2019)
369
Table 6 shows the descriptive analysis of TITIC. According to analysis, teachers’ overall score on “intensions”
(M=3.64, SD=0.77) shows that they have positive intensions towards inclusion of special students as their mean
score is more than 3.0.
Table 7. Correlation among SACIE-R, TEIP and TITIC
1
2
3
4
5
6
7
8
9
1
Sentiments
2
Attitude
0.40**
3
Concerns
0.71**
0.52**
4
SACIE
0.84**
0.77**
0.89**
5
EUII
0.33**
0.32**
0.43**
0.43**
6
EMB
0.26**
0.27**
0.28**
0.33**
0.83**
7
EC
0.37**
0.31**
0.31**
0.39**
0.71**
0.75**
8
TEIP
0.35**
0.33**
0.37**
0.42**
0.92**
0.93**
0.89**
9
TITIC
0.29**
0.25**
0.26**
0.32**
0.67**
0.71**
0.71**
0.75**
Pearson Correlation was applied to observe the relationship among SACIE-R, TEIP and TITIC. According to
table 7, there is a positive moderate significant relationship between SACIE-R and TEIP which ranges from 0.26
for Sentiments and EMB to 0.43 for Concerns and SACIE and for EUII. On the other hand, there is a weak to
moderate positive significant correlation between SACIE-R and TITIC which ranges from 0.25 for Attitude and
TITIC to 0.32 for SACIE and TITIC. Table 7 also shows that there is a strong positive significant relationship
between TEIP and TITIC which ranges from 0.67 for EUII and TITIC to 0.75 for TEIP and TITIC.
Discussion
This research aimed at assessing the current status of the university teachers’ attitude, self- efficacy and intentions
to inclusive practices. In addition, it explored the underlying relationship among the study constructs. According to
the analysis it is concluded that university teachers possess positive attitudes, self-efficacy and intensions towards
inclusion.
Moreover, there is a positive significant correlation among university teachers’ attitudes, self-efficacy and
intensions in implementing inclusive practices. The recent study has shown that teachers have positive attitudes
towards inclusionary practices. These results are also imitated by the research of Avramidis, Bayliss and Burden
(2000). On the other hand, Avramidis and Norwich (2002) and Yada (2015) investigated the in-service teachers’
attitude towards inclusion and found that teachers have neutral attitude to teach in inclusive classrooms in Japan.
Inclusive practices are no more a new concept in Pakistan now. It is prevailing as fast in Pakistan as it is growing
day by day all through the global world. Educational policies for inclusion of disable students have made it
practicable to include them within general and streamline educational institutes. As it is no more a new scenario
and teachers have been working with them since long, following the policies, a mutual understanding and
acceptance has been established between teachers and special students and between special students and normal
students. They are no more aliens for any of the person in university premises. That’s why; results of the recent
study are also encouraging about implementation and practicability of inclusive practices in Pakistan. Teachers have
acceptance, warm feelings and welcoming attitude towards them. They are having low concerns dreadfulness about
their disabilities. In universities, such students are given special treatment as per their requirements. They are
provided with educational and personal facilities and equipment which they require to get accommodated in the
education centers easily.
Furthermore, the teachers have shown a satisfactory level of self-efficacy to engage in educational practices
with the special students. They perceive themselves as efficient and effective teachers who could manage classroom
including both types of students, i.e. special and mainstream students. They are proficient in using different
assessment techniques, clarifying their misconceptions using a wide range of methods, designing learning activities
to engage all students, providing appropriate challenging tasks to students according to their potentials, making
them work in cooperative groups and managing their disruptive behavior.
They showed positive intentions to engage with special students in their mainstream classes. They support the
notion of inclusive practices. They are willing to attend in service trainings to learn how to accommodate and
manage special students in general class room.
Another major finding is that, there is positive significant correlation among university teachers’ attitudes, self-
efficacy and intensions to teach in inclusive classrooms. This finding is replicated by many previous studies (Meijer

Umair Ayub, Shumaila Shahzad and Muhammad Shabbir Ali
370
Global Social Sciences Review (GSSR)
& Foster, 1988; Malinen, Savolainen & Xu, 2012) Savolainen et al., (2012) and Weisel and Dror(2006) also studied
the same variables and confirmed a moderate correlation among the study constructs.
Recommendations
It is highly encouraging to find out that university teachers have shown fewer concerns towards the specialty of
disabled students and a positive attitude towards their education in inclusive setup. Still there is a need to organize
some trainings or seminars to get teachers aware of the inclusion policies and how they can be translated into
practice. They need to learn more about some special treatment and use of special equipment which are necessary
to accommodate special students in general classroom.
In addition, Due to limited resources and time, the present study title, “University teachers’ attitudes, concerns,
efficacy and intentions to teach in the inclusive classrooms” was carried out in only single university of District
Faisalabad, Punjab, Pakistan with very limited sample. More studies can be carried out in the other universities/
institutions of the country with more generalized sample. This research is carried out in university only. Therefore,
it is suggested that this kind of research should be carried out at all levels i.e., from college level to school level.
Data may be collected from such teachers who have interaction with students with SEN, so that they may have an
idea about inclusive education and give more authentic information. Questionnaire may contain some open-ended
questions or qualitative research methods like interview may be used in future research works, so that teachers
would express any of their inclusionary experience in a better way or to check the validity of quantitative research
methods.

University Teachers’ Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in
Higher
Vol. IV, No. I (Winter 2019)
371
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 <http://dsq-sds.org/article/view/524/ 701/>.

Umair Ayub, Shumaila Shahzad and Muhammad Shabbir Ali
372
Global Social Sciences Review (GSSR)
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.