Building Teacher Capacity for Inclusive Practice With Autistic Pupils: A Mixed-Methods Study of Self-Efficacy, Training, Attitudes, and School Context

This publication is included in the Autistic Autism Scholarship Project. one author of this publication is identified as autistic in the project.

About the autistic author marker

Metadata sources used for this reference

OpenAlex Crossref
Learn more about the sources used

Cook, A. & Boddy, A. (2026). Building Teacher Capacity for Inclusive Practice With Autistic Pupils: A Mixed-Methods Study of Self-Efficacy, Training, Attitudes, and School Context. Autism, 13623613261478886-13623613261478886. https://doi.org/10.1177/13623613261478886

Publication date: 3 Sep 2026 Added to AutiHub: 10 Sep 2026 Type: Article Article language: English
Publisher source (DOI) OpenAlex source

This publication is integrated into AutiHub through:

Authors

Publication authors
2
Publication authors identified as autistic
1 / 2 (50.0%)
  1. Anna Cook
  2. Alice Boddy *

Abstract

Autistic pupils in mainstream secondary schools often experience unmet needs, yet limited research has examined the combined influence of multiple theoretically relevant predictors of teachers’ self-efficacy and intentions to implement inclusive practice for autistic pupils. This mixed-methods study surveyed 126 staff from six secondary schools, assessing autism-specific training, perceived inclusiveness of the school environment, experience with autistic pupils, neurodiversity-affirming attitudes, personal connection to autism, and staff role. Teacher self-efficacy and intentions for inclusive practice were measured using adapted scales, and hierarchical multiple regression identified significant predictors. Autism-specific training, perceived quality of the inclusive environment, years of experience with autistic pupils, classroom teacher role, and neurodiversity-affirming attitudes predicted higher self-efficacy. Together, these explained 42.1% of the variance. Intentions for inclusive practice were predicted by neurodiversity-affirming attitudes and training, explaining 27.5% of the variance. Thematic analysis of open-text responses revealed practical adjustments including clear communication, sensory adaptations, and emotional regulation supports, alongside challenges such as resource constraints, complex classroom dynamics, and inconsistent institutional support. Findings highlight the value of targeted autism-specific training and fostering neurodiversity-affirming attitudes, supported by inclusive school environments, to strengthen teacher capacity and sustain inclusive practice. Lay Abstract Many autistic pupils in mainstream secondary schools do not have their needs fully met. This can affect their learning, well-being, and opportunities to take part in school life. Teachers play a vital role in making schools more inclusive, but their ability and motivation to do so can be influenced by many different factors. Most research has looked at these factors separately. This study is one of the first to examine several important influences together, to see which are most strongly linked to teachers feeling confident (self-efficacy) and intending to use inclusive practices for autistic pupils. We worked with 126 staff from six secondary schools, including teachers, leaders, teaching assistants, and other support staff. We looked at the impact of autism-specific training, school environment, experience with autistic pupils, attitudes towards neurodiversity, personal connection to autism, and staff role. Participants were also asked to describe examples of strategies they use to support autistic pupils, and the challenges they face. We found that confidence was highest among staff who had autism-specific training, worked in a more inclusive school environment, had more years of experience with autistic pupils, were classroom teachers (rather than in leadership roles), and had more positive, neurodiversity-affirming attitudes. Together, these factors explained more than two fifths (about 42%) of the differences in how confident staff felt. Intentions to use inclusive practices were strongest among staff with neurodiversity-affirming attitudes and autism-specific training, and these two factors together explained just more than a quarter (about 28%) of the differences in how strong those intentions were. Staff described a wide range of helpful strategies, such as giving clear instructions, adapting sensory environments, and supporting emotional regulation. However, they also reported challenges such as limited time, resources, and inconsistent support from school systems. The findings show that targeted autism-specific training, positive attitudes towards neurodiversity, and inclusive school environments can work together to strengthen teacher confidence and commitment to inclusion. Removing systemic barriers will help ensure that staff can put these skills and values into practice to benefit autistic pupils.

Bibliography cited by this reference

Cited references are imported from external metadata sources when they are available. The list may be partial.

Cited bibliography overview

These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 12 Sep 2026 17:55.

Cited references
92
With a DOI
80
Without a DOI, from raw bibliography text
12
2 / 92 (2.2%) cited references include at least one author identified as autistic.
References with data to complete
6 / 92 (6.5%)
References with detected author names
86 / 92 (93.5%)
Without detected author names
6
Without a structured title
6
Without a stable identifier
12
References with raw author names still to review
0
References with external metadata lookup issues
0
These indicators apply to cited references displayed on this page, after technical duplicates have been merged. A reference without a DOI can still support author statistics when a title and author names are available.
Author names detected in the cited bibliography
229
From DOI or external metadata
229
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
7
20 / 229 (8.7%) names are linked to an author already present in AutiHub. 209 / 229 (91.3%) names are not yet linked.
Names linked to a person identified as autistic
2 / 229 (0.9%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 2 / 20 (10.0%). Distinct people identified as autistic: 2 / 198 (1.0%).
  1. Albert Bandura , W. H. Freeman , Richard Lightsey (1999). Self-Efficacy: The Exercise of Control . Journal of Cognitive Psychotherapy, 13(2), 158-166. Springer Publishing Company.
    Type: Article DOI: 10.1891/0889-8391.13.2.158 OpenAlex: https://openalex.org/W1562208008
    Crossref OpenAlex
  2. Mohammed Abdulrhman Alassaf (2025). Teachers’ knowledge and attitudes toward inclusive education for children with autism in mainstream schools . Frontiers in Education, 10. Frontiers Media SA.
    Type: Article DOI: 10.3389/feduc.2025.1630710 OpenAlex: https://openalex.org/W4413066024
    Crossref OpenAlex
  3. Kristen Robertson , Brandt Chamberlain , CONNIE KASARI (2003). General Education Teachers' Relationships with Included Students with Autism . Journal of Autism and Developmental Disorders, 33(2), 123-130. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1023/a:1022979108096 OpenAlex: https://openalex.org/W1579543141
    Crossref OpenAlex
  4. Rose M Allinder (1994). The Relationship Between Efficacy and the Instructional Practices of Special Education Teachers and Consultants . Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 17(2), 86-95. SAGE Publications.
    Type: Article DOI: 10.1177/088840649401700203 OpenAlex: https://openalex.org/W2171508021
    Crossref OpenAlex
  5. Umesh Sharma , Tim Loreman , Chris Forlin (2012). Measuring teacher efficacy to implement inclusive practices . Journal of Research in Special Educational Needs, 12(1), 12-21. Wiley.
    Type: Article DOI: 10.1111/j.1471-3802.2011.01200.x OpenAlex: https://openalex.org/W1726725194
    Crossref OpenAlex
  6. Ghaleb H. Alnahdi , Susanne Schwab (2021). Special Education Major or Attitudes to Predict Teachers' Self-Efficacy for Teaching in Inclusive Education . Frontiers in Psychology, 12, 680909-680909. Frontiers Media SA.
    Type: Article DOI: 10.3389/fpsyg.2021.680909 OpenAlex: https://openalex.org/W3175297340
    Crossref OpenAlex
  7. Wendy Symes , Neil Humphrey (2011). School factors that facilitate or hinder the ability of teaching assistants to effectively support pupils with autism spectrum disorders (ASDs) in mainstream secondary schools . Journal of Research in Special Educational Needs, 11(3), 153-161. Wiley.
    Type: Article DOI: 10.1111/j.1471-3802.2011.01196.x OpenAlex: https://openalex.org/W1816171632
    Crossref OpenAlex
  8. Johanna Anglim , Paula Prendeville , William Kinsella (2018). The self-efficacy of primary teachers in supporting the inclusion of children with autism spectrum disorder . Educational Psychology in Practice, 34(1), 73-88. Informa UK Limited.
    Type: Article DOI: 10.1080/02667363.2017.1391750 OpenAlex: https://openalex.org/W2772221560
    Crossref OpenAlex
  9. BARBARA LeROY , CHERIE SIMPSON (1996). Improving student outcomes through inclusive education . Support for Learning, 11(1), 32-36. Wiley.
    Type: Article DOI: 10.1111/j.1467-9604.1996.tb00046.x OpenAlex: https://openalex.org/W1977288727
    Crossref OpenAlex
  10. Austin K. S. (2014). Leaders in support: Exceptional faculty members who responsively teach and advise students with autism spectrum disorders . Leaders in support: Exceptional faculty members who responsively teach and advise students with autism spectrum disorders.
    Type: Other
    Crossref
  11. Myron H. Dembo , Sherri Gibson (1985). Teachers' Sense of Efficacy: An Important Factor in School Improvement . The Elementary School Journal, 86(2), 173-184. University of Chicago Press.
    Type: Article DOI: 10.1086/461441 OpenAlex: https://openalex.org/W1978622113
    Crossref OpenAlex
  12. Elias Avramidis , Phil Bayliss , Robert Burden (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. Informa UK Limited.
    Type: Article DOI: 10.1080/713663717 OpenAlex: https://openalex.org/W2094229634
    Crossref OpenAlex
  13. Virginia Braun , Victoria Clarke (2006). Using thematic analysis in psychology . Qualitative Research in Psychology, 3(2), 77-101. Informa UK Limited.
    Type: Article DOI: 10.1191/1478088706qp063oa OpenAlex: https://openalex.org/W1979290264
    Crossref OpenAlex
  14. Elias Avramidis , Brahm Norwich (2002). Teachers' attitudes towards integration / inclusion: a review of the literature . European Journal of Special Needs Education, 17(2), 129-147. Informa UK Limited.
    Type: Article DOI: 10.1080/08856250210129056 OpenAlex: https://openalex.org/W2009382851
    Crossref OpenAlex
  15. Sally Lindsay , Meghann Proulx , Nicole Thomson , Helen Scott (2013). Educators’ Challenges of Including Children with Autism Spectrum Disorder in Mainstream Classrooms . International Journal of Disability, Development and Education, 60(4), 347-362. Informa UK Limited.
    Type: Article DOI: 10.1080/1034912x.2013.846470 OpenAlex: https://openalex.org/W1982652496
    Crossref OpenAlex
  16. Sarah Enterline , Marilyn Cochran-Smith , Larry H. Ludlow , Emilie Mitescu (2008). Learning to Teach for Social Justice: Measuring Change in the Beliefs of Teacher Candidates . The New Educator, 4(4), 267-290. Informa UK Limited.
    Type: Article DOI: 10.1080/15476880802430361 OpenAlex: https://openalex.org/W1991768313
    Crossref OpenAlex
  17. Ahmad Beh‐Pajooh (1992). The effect of social contact on college teachers’ attitudes toward students with severe mental handicaps and their educational integration . European Journal of Special Needs Education, 7(2), 87-103. Informa UK Limited.
    Type: Article DOI: 10.1080/0885625920070201 OpenAlex: https://openalex.org/W2056423330
    Crossref OpenAlex
  18. Elise T. Pas , Catherine P. Bradshaw , Patricia A. Hershfeldt (2012). Teacher- and school-level predictors of teacher efficacy and burnout: Identifying potential areas for support . Journal of School Psychology, 50(1), 129-145. Elsevier BV.
    Type: Article DOI: 10.1016/j.jsp.2011.07.003 OpenAlex: https://openalex.org/W1997368814
    Crossref OpenAlex
  19. Edvina Bešić , Lisa Paleczek , Mathias Krammer , Barbara Gasteiger-Klicpera (2017). Inclusive practices at the teacher and class level: the experts’ view . European Journal of Special Needs Education, 32(3), 329-345. Informa UK Limited.
    Type: Article DOI: 10.1080/08856257.2016.1240339 OpenAlex: https://openalex.org/W2530204200
    Crossref OpenAlex
  20. Christopher Boyle , Keith Topping , Divya Jindal-Snape (2013). Teachers’ attitudes towards inclusion in high schools . Teachers and Teaching, 19(5), 527-542. Informa UK Limited.
    Type: Article DOI: 10.1080/13540602.2013.827361 OpenAlex: https://openalex.org/W1998719330
    Crossref OpenAlex
  22. Christopher Boyle , Joanna Anderson (2020). The justification for inclusive education in Australia . PROSPECTS, 49(3-4), 203-217. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s11125-020-09494-x OpenAlex: https://openalex.org/W3041427652
    Crossref OpenAlex
  23. Wendy Symes , Neil Humphrey (2012). Including pupils with autistic spectrum disorders in the classroom: the role of teaching assistants . European Journal of Special Needs Education, 27(4), 517-532. Informa UK Limited.
    Type: Article DOI: 10.1080/08856257.2012.726019 OpenAlex: https://openalex.org/W2009399579
    Crossref OpenAlex
  24. Beth Saggers (2015). Student perceptions: Improving the educational experiences of high school students on the autism spectrum . Improving Schools, 18(1), 35-45. SAGE Publications.
    Type: Article DOI: 10.1177/1365480214566213 OpenAlex: https://openalex.org/W2023723295
    Crossref OpenAlex
  25. Yona Leyser , Tali Zeiger , Shlomo Romi (2011). Changes in Self-efficacy of Prospective Special and General Education Teachers: Implication for inclusive education . International Journal of Disability, Development and Education, 58(3), 241-255. Informa UK Limited.
    Type: Article DOI: 10.1080/1034912x.2011.598397 OpenAlex: https://openalex.org/W2035981684
    Crossref OpenAlex
  26. Virginia Braun , Victoria Clarke (2021). Thematic Analysis . In Analysing Qualitative Data in Psychology. SAGE Publications Ltd.
    Type: Book chapter DOI: 10.4135/9781036232078.n9 OpenAlex: https://openalex.org/W7165805879
    Crossref OpenAlex
  27. Allison M. Ryan , Colleen M. Kuusinen , Alexandra Bedoya-Skoog (2015). Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality . Contemporary Educational Psychology, 41, 147-156. Elsevier BV.
    Type: Article DOI: 10.1016/j.cedpsych.2015.01.002 OpenAlex: https://openalex.org/W2043764105
    Crossref OpenAlex
  28. Robert Chapman * (2021). Neurodiversity and the Social Ecology of Mental Functions . Perspectives on Psychological Science, 16(6), 1360-1372. SAGE Publications.
    Type: Article DOI: 10.1177/1745691620959833 OpenAlex: https://openalex.org/W3126691317
    AutiHub · Autistic Autism Scholarship Project Crossref OpenAlex
  29. Kenneth K. Poon , Sijie Soon , Meng-Ee Wong , Sarinajit Kaur , Joanne Khaw , Zijia Ng et al. (2014). What is school like? Perspectives of Singaporean youth with high-functioning autism spectrum disorders . International Journal of Inclusive Education, 18(10), 1069-1081. Informa UK Limited.
    Type: Article DOI: 10.1080/13603116.2012.693401 OpenAlex: https://openalex.org/W2044294343
    Crossref OpenAlex
  30. Jonathan Cohen , Elizabeth M. Mccabe , Nicholas M. Michelli , Terry Pickeral (2009). School Climate: Research, Policy, Practice, and Teacher Education . Teachers College Record: The Voice of Scholarship in Education, 111(1), 180-213. SAGE Publications.
    Type: Article DOI: 10.1177/016146810911100108 OpenAlex: https://openalex.org/W2070111508
    Crossref OpenAlex
  31. Salih Rakap , Louise Kaczmarek (2010). Teachers’ attitudes towards inclusion in Turkey . European Journal of Special Needs Education, 25(1), 59-75. Informa UK Limited.
    Type: Article DOI: 10.1080/08856250903450848 OpenAlex: https://openalex.org/W2048883756
    Crossref OpenAlex
  32. Rebecca J. Collie , Jennifer D. Shapka , Nancy E. Perry (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204. American Psychological Association (APA).
    Type: Article DOI: 10.1037/a0029356 OpenAlex: https://openalex.org/W2101154570
    Crossref OpenAlex
  33. Rob Webster , Peter Blatchford , Anthony Russell (2013). Challenging and changing how schools use teaching assistants: findings from the Effective Deployment of Teaching Assistants project . School Leadership & Management, 33(1), 78-96. Informa UK Limited.
    Type: Article DOI: 10.1080/13632434.2012.724672 OpenAlex: https://openalex.org/W2050929598
    Crossref OpenAlex
  34. Anna Cook (2024). Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools: A perspective article . Journal of Research in Special Educational Needs, 24(3), 627-636. Wiley.
    Type: Article DOI: 10.1111/1471-3802.12656 OpenAlex: https://openalex.org/W4392646133
    Crossref OpenAlex
  35. Laura L. Corona , Kristin V. Christodulu , Melissa L. Rinaldi (2017). Investigation of School Professionals’ Self-Efficacy for Working With Students With ASD . Journal of Positive Behavior Interventions, 19(2), 90-101. SAGE Publications.
    Type: Article DOI: 10.1177/1098300716667604 OpenAlex: https://openalex.org/W2519445202
    Crossref OpenAlex
  36. Anke de Boer , Sip Jan Pijl , Alexander Minnaert (2011). Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature . International Journal of Inclusive Education, 15(3), 331-353. Informa UK Limited.
    Type: Article DOI: 10.1080/13603110903030089 OpenAlex: https://openalex.org/W2120245569
    Crossref OpenAlex
  37. J.C. Huws , R.S.P. Jones (2010). ‘They just seem to live their lives in their own little world’: lay perceptions of autism . Disability & Society, 25(3), 331-344. Informa UK Limited.
    Type: Article DOI: 10.1080/09687591003701231 OpenAlex: https://openalex.org/W2071835110
    Crossref OpenAlex
  38. Jeremy J. Monsen , Donna L. Ewing , Maria Kwoka (2014). Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment . Learning Environments Research, 17(1), 113-126. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s10984-013-9144-8 OpenAlex: https://openalex.org/W2076459408
    Crossref OpenAlex
  39. Svenja Vieluf , Mareike Kunter , Fons J.R. van de Vijver (2013). Teacher self-efficacy in cross-national perspective . Teaching and Teacher Education, 35, 92-103. Elsevier BV.
    Type: Article DOI: 10.1016/j.tate.2013.05.006 OpenAlex: https://openalex.org/W2080989329
    Crossref OpenAlex
  40. Sue Fletcher-Watson (2022). Transdiagnostic research and the neurodiversity paradigm: commentary on the transdiagnostic revolution in neurodevelopmental disorders by Astle et al. Journal of Child Psychology and Psychiatry, 63(4), 418-420. Wiley.
    Type: Article DOI: 10.1111/jcpp.13589 OpenAlex: https://openalex.org/W4213075985
    Crossref OpenAlex
  41. Neil Humphrey , Wendy Symes (2013). Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes, experience and knowledge . International Journal of Inclusive Education, 17(1), 32-46. Informa UK Limited.
    Type: Article DOI: 10.1080/13603116.2011.580462 OpenAlex: https://openalex.org/W2081026012
    Crossref OpenAlex
  42. Lani Florian , Majda Becirevic (2011). Challenges for teachers’ professional learning for inclusive education in Central and Eastern Europe and the Commonwealth of Independent States . PROSPECTS, 41(3), 371-384. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s11125-011-9208-4 OpenAlex: https://openalex.org/W2154382361
    Crossref OpenAlex
  43. Amatzia Weisel , Orit Dror (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. SAGE Publications.
    Type: Article DOI: 10.1177/1746197906064677 OpenAlex: https://openalex.org/W2081285832
    Crossref OpenAlex
  44. Lani Florian , Nataša Pantić (2017). Teacher Education for the Changing Demographics of Schooling: Policy, Practice and Research . In Teacher Education for the Changing Demographics of Schooling (pp. 1-5). Springer International Publishing.
    Type: Book chapter DOI: 10.1007/978-3-319-54389-5_1 OpenAlex: https://openalex.org/W2606051583
    Crossref OpenAlex
  45. Cathy A Pohan , Teresita E Aguilar (2001). Measuring Educators’ Beliefs About Diversity in Personal and Professional Contexts . American Educational Research Journal, 38(1), 159-182. American Educational Research Association (AERA).
    Type: Article DOI: 10.3102/00028312038001159 OpenAlex: https://openalex.org/W2085783874
    Crossref OpenAlex
  46. Lani Florian , Kathryn Young , Martyn Rouse (2010). Preparing teachers for inclusive and diverse educational environments: studying curricular reform in an initial teacher education course . International Journal of Inclusive Education, 14(7), 709-722. Informa UK Limited.
    Type: Article DOI: 10.1080/13603111003778536 OpenAlex: https://openalex.org/W2107708482
    Crossref OpenAlex
  47. Peter Shimman (1990). The Impact of Special Needs Students at a Further Education College: A Report on a Questionnaire Survey . Journal of Further and Higher Education, 14(3), 83-91. Informa UK Limited.
    Type: Article DOI: 10.1080/0309877900140307 OpenAlex: https://openalex.org/W2088907152
    Crossref OpenAlex
  48. Chris Forlin , Umesh Sharma , Tim Loreman (2014). Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong . International Journal of Inclusive Education, 18(7), 718-730. Informa UK Limited.
    Type: Article DOI: 10.1080/13603116.2013.819941 OpenAlex: https://openalex.org/W2120191340
    Crossref OpenAlex
  49. Wayne K. Hoy , Anita E. Woolfolk (1993). Teachers' Sense of Efficacy and the Organizational Health of Schools . The Elementary School Journal, 93(4), 355-372. University of Chicago Press.
    Type: Article DOI: 10.1086/461729 OpenAlex: https://openalex.org/W2089888665
    Crossref OpenAlex
  50. Craig Goodall (2018). ‘I felt closed in and like I couldn’t breathe’: A qualitative study exploring the mainstream educational experiences of autistic young people . Autism & Developmental Language Impairments, 3, 239694151880440. SAGE Publications.
    Type: Article DOI: 10.1177/2396941518804407 OpenAlex: https://openalex.org/W2894153791
    Crossref OpenAlex
  51. Craig Goodall , Alison MacKenzie (2019). Title: what about my voice? Autistic young girls’ experiences of mainstream school . European Journal of Special Needs Education, 34(4), 499-513. Informa UK Limited.
    Type: Article DOI: 10.1080/08856257.2018.1553138 OpenAlex: https://openalex.org/W2904963594
    Crossref OpenAlex
  52. L. G. Hamilton , Anna Cook (2026). Supporting Neurodivergent Pupils in Mainstream Schools: A Mixed-Methods Survey of School Staff in the United Kingdom . Neurodiversity, 4. SAGE Publications.
    Type: Article DOI: 10.1177/27546330261419277 OpenAlex: https://openalex.org/W7126230578
    Crossref OpenAlex
  53. Umesh Sharma , Chris Forlin , Tim Loreman (2008). Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities . Disability & Society, 23(7), 773-785. Informa UK Limited.
    Type: Article DOI: 10.1080/09687590802469271 OpenAlex: https://openalex.org/W2105104235
    Crossref OpenAlex
  54. Frank Hellmich , Marwin F. Löper , Gamze Görel (2019). The role of primary school teachers’ attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour’ . Journal of Research in Special Educational Needs, 19(S1), 36-48. Wiley.
    Type: Article DOI: 10.1111/1471-3802.12476 OpenAlex: https://openalex.org/W2997444895
    Crossref OpenAlex
  55. Susan Hosford , Siobhán O'Sullivan (2016). A climate for self-efficacy: the relationship between school climate and teacher efficacy for inclusion . International Journal of Inclusive Education, 20(6), 604-621. Informa UK Limited.
    Type: Article DOI: 10.1080/13603116.2015.1102339 OpenAlex: https://openalex.org/W2291952334
    Crossref OpenAlex
  56. Anita E. Woolfolk , Wayne K. Hoy (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91. American Psychological Association (APA).
    Type: Article DOI: 10.1037/0022-0663.82.1.81 OpenAlex: https://openalex.org/W2119138313
    Crossref OpenAlex
  57. Neil Humphrey , Sarah Lewis (2008). `Make me normal' . Autism, 12(1), 23-46. SAGE Publications.
    Type: Article DOI: 10.1177/1362361307085267 OpenAlex: https://openalex.org/W2119717901
    Crossref OpenAlex
  58. Beth Saggers , Yoon-Suk Hwang , K. Louise Mercer (2011). Your Voice Counts: Listening to the Voice of High School Students With Autism Spectrum Disorder . Australasian Journal of Special Education, 35(2), 173-190. Cambridge University Press (CUP).
    Type: Article DOI: 10.1375/ajse.35.2.173 OpenAlex: https://openalex.org/W2127233433
    Crossref OpenAlex
  59. Suzannah Iadarola , Susan Hetherington , Christopher Clinton , Michelle Dean , Erica Reisinger , Linh Huynh et al. (2015). Services for children with autism spectrum disorder in three, large urban school districts: Perspectives of parents and educators . Autism, 19(6), 694-703. SAGE Publications.
    Type: Article DOI: 10.1177/1362361314548078 OpenAlex: https://openalex.org/W2145235934
    Crossref OpenAlex
  60. Francisco T.T. Lai , Eria P.Y. Li , Mingxia Ji , Wikki W.K. Wong , Sing Kai Lo (2016). What are the inclusive teaching tasks that require the highest self-efficacy? Teaching and Teacher Education, 59, 338-346. Elsevier BV.
    Type: Article DOI: 10.1016/j.tate.2016.07.006 OpenAlex: https://openalex.org/W2502567763
    Crossref OpenAlex
  61. Megan Tschannen-Moran , Anita Woolfolk Hoy (2001). Teacher efficacy: capturing an elusive construct . Teaching and Teacher Education, 17(7), 783-805. Elsevier BV.
    Type: Article DOI: 10.1016/s0742-051x(01)00036-1 OpenAlex: https://openalex.org/W2150918430
    Crossref OpenAlex
  62. Richard A. Villa , Jacqueline S. Thousand , James W. Chappie (1996). Preparing teachers to support inclusion: Preservice and inservice programs . Theory Into Practice, 35(1), 42-50. Informa UK Limited.
    Type: Article DOI: 10.1080/00405849609543700 OpenAlex: https://openalex.org/W2161991557
    Crossref OpenAlex
  63. Lisa A. Ruble , Ellen L. Usher , John H. McGrew (2011). Preliminary Investigation of the Sources of Self-Efficacy Among Teachers of Students with Autism . Focus on Autism and Other Developmental Disabilities, 26(2), 67-74. SAGE Publications.
    Type: Article DOI: 10.1177/1088357610397345 OpenAlex: https://openalex.org/W2165113248
    Crossref OpenAlex
  64. Lo S. K. (2014). Teachers’ perspective on teaching students with Autism Spectrum Disorders in non-English-speaking inclusive education setting . Teachers’ perspective on teaching students with Autism Spectrum Disorders in non-English-speaking inclusive education setting.
    Type: Other
    Crossref
  65. Meungguk Park , Morgan Chitiyo (2011). An examination of teacher attitudes towards children with autism . Journal of Research in Special Educational Needs, 11(1), 70-78. Wiley.
    Type: Article DOI: 10.1111/j.1471-3802.2010.01181.x OpenAlex: https://openalex.org/W2165771403
    Crossref OpenAlex
  66. Loiacono V. (2008). Are special education teachers prepared to teach the increasing number of students diagnosed with autism? International Journal of Special Education, 23(2), 120.
    Type: Other
    Crossref
  67. Loiacono V. (2010). General education teachers need to be prepared to co-teach the increasing number of children with autism in inclusive settings . International Journal of Special Education, 25(3), 24.
    Type: Other
    Crossref
  68. Umesh Sharma , Dt Kate Jacobs (2016). Predicting in-service educators' intentions to teach in inclusive classrooms in India and Australia . Teaching and Teacher Education, 55, 13-23. Elsevier BV.
    Type: Article DOI: 10.1016/j.tate.2015.12.004 OpenAlex: https://openalex.org/W2204895879
    Crossref OpenAlex
  69. Abigail Love , Michael D. Toland , Ellen L. Usher , Jonathan M. Campbell , Amy D. Spriggs (2019). Can I teach students with Autism Spectrum Disorder?: Investigating teacher self-efficacy with an emerging population of students . Research in Developmental Disabilities, 89, 41-50. Elsevier BV.
    Type: Article DOI: 10.1016/j.ridd.2019.02.005 OpenAlex: https://openalex.org/W2940147072
    Crossref OpenAlex
  70. Loraine McKay (2016). Beginning teachers and inclusive education: frustrations, dilemmas and growth . International Journal of Inclusive Education, 20(4), 383-396. Informa UK Limited.
    Type: Article DOI: 10.1080/13603116.2015.1081635 OpenAlex: https://openalex.org/W2224802156
    Crossref OpenAlex
  71. Andrea MacLeod , Julie Allan , Ann Lewis , Christopher Robertson (2018). ‘Here I come again’: the cost of success for higher education students diagnosed with autism . International Journal of Inclusive Education, 22(6), 683-697. Informa UK Limited.
    Type: Article DOI: 10.1080/13603116.2017.1396502 OpenAlex: https://openalex.org/W2765581486
    Crossref OpenAlex
  72. Olli-Pekka Malinen , Hannu Savolainen (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study . Teaching and Teacher Education, 60, 144-152. Elsevier BV.
    Type: Article DOI: 10.1016/j.tate.2016.08.012 OpenAlex: https://openalex.org/W2518126030
    Crossref OpenAlex
  73. Umesh Sharma , Laura Sokal (2016). Can Teachers’ Self-Reported Efficacy, Concerns, and Attitudes Toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices? Australasian Journal of Special Education, 40(1), 21-38. Cambridge University Press (CUP).
    Type: Article DOI: 10.1017/jse.2015.14 OpenAlex: https://openalex.org/W2425126919
    Crossref OpenAlex
  74. Sinead Neal , Norah Frederickson (2016). ASD transition to mainstream secondary: a positive experience? Educational Psychology in Practice, 32(4), 355-373. Informa UK Limited.
    Type: Article DOI: 10.1080/02667363.2016.1193478 OpenAlex: https://openalex.org/W2435065376
    Crossref OpenAlex
  75. Joseph Mintz , Peter Hick , Yvette Solomon , Aikaterini Matziari , Finn Ó’Murchú , Kathy Hall et al. (2020). The reality of reality shock for inclusion: How does teacher attitude, perceived knowledge and self-efficacy in relation to effective inclusion in the classroom change from the pre-service to novice teacher year? Teaching and Teacher Education, 91, 103042. Elsevier BV.
    Type: Article DOI: 10.1016/j.tate.2020.103042 OpenAlex: https://openalex.org/W3011554005
    Crossref OpenAlex
  76. Umesh Sharma , Sindu George (2016). Understanding Teacher Self-Efficacy to Teach in Inclusive Classrooms . In Asia-Pacific Perspectives on Teacher Self-Efficacy (pp. 37-51). SensePublishers.
    Type: Book chapter DOI: 10.1007/978-94-6300-521-0_3 OpenAlex: https://openalex.org/W2495901296
    Crossref OpenAlex
  77. National Autistic Society. (2021). School report 2021. https://www.autism.org.uk/what-we-do/news/school-report-2021
    Type: Other
    Crossref
  78. National Autistic Society. (2023). Education report 2023. https://www.autism.org.uk/what-we-do/news/education-report-2023
    Type: Other
    Crossref
  79. Amy Dympna Nolan , Elizabeth Fraser Selkirk Hannah (2019). Impact of training in Autism on inclusive practices . Advances in Autism, 5(2), 94-106. Emerald.
    Type: Article DOI: 10.1108/aia-03-2018-0008 OpenAlex: https://openalex.org/W2921609449
    Crossref OpenAlex
  80. Aster Van Mieghem , Karine Verschueren , Katja Petry , Elke Struyf (2020). An analysis of research on inclusive education: a systematic search and meta review . International Journal of Inclusive Education, 24(6), 675-689. Informa UK Limited.
    Type: Article DOI: 10.1080/13603116.2018.1482012 OpenAlex: https://openalex.org/W2805176109
    Crossref OpenAlex
  81. Akie Yada , Asko Tolvanen , Hannu Savolainen (2018). Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland: A comparative study using multi-group structural equation modelling . Teaching and Teacher Education, 75, 343-355. Elsevier BV.
    Type: Article DOI: 10.1016/j.tate.2018.07.011 OpenAlex: https://openalex.org/W2885666972
    Crossref OpenAlex
  82. Amy Ryan , Elizabeth S. Mathews (2022). Teacher self-efficacy of primary school teachers working in Irish ASD classes . European Journal of Special Needs Education, 37(2), 249-263. Informa UK Limited.
    Type: Article DOI: 10.1080/08856257.2021.1872996 OpenAlex: https://openalex.org/W3126015091
    Crossref OpenAlex
  83. Hannu Savolainen , Olli-Pekka Malinen , Susanne Schwab (2022). Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis . International Journal of Inclusive Education, 26(9), 958-972. Informa UK Limited.
    Type: Article DOI: 10.1080/13603116.2020.1752826 OpenAlex: https://openalex.org/W3017171867
    Crossref OpenAlex
  84. Schwab S. (2018). Attitudes towards inclusive schooling: A study on students’, teachers’ and parents’ attitudes . Attitudes towards inclusive schooling: A study on students’, teachers’ and parents’ attitudes.
    Type: Other
    Crossref
  85. Segall M. J. (2011). Exploring student and teacher variables relating to inclusion of students with autism spectrum disorder in general education classrooms [Doctoral dissertation University of Georgia]. University of Georgia OpenScholar. https://openscholar.uga.edu/record/14436?v=pdf
    Type: Other
    Crossref
  86. Segall M. J. Campbell J. M. (2007). Autism inclusion questionnaire [Unpublished measure]. University of Georgia.
    Type: Other
    Crossref
  87. Meiju Zhao , Li Cheng , Wangqian Fu , Xiaochen Ma , Xiaoyu Chen (2022). Measuring parents’ perceptions of inclusive school quality in China: the development of the PISQ scale . International Journal of Developmental Disabilities, 68(6), 824-837. Informa UK Limited.
    Type: Article DOI: 10.1080/20473869.2021.1895696 OpenAlex: https://openalex.org/W3135500617
    Crossref OpenAlex
  88. Akie Yada , Markku Leskinen , Hannu Savolainen , Susanne Schwab (2022). Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education . Teaching and Teacher Education, 109, 103521. Elsevier BV.
    Type: Article DOI: 10.1016/j.tate.2021.103521 OpenAlex: https://openalex.org/W3204346226
    Crossref OpenAlex
  89. Emma Wray , Umesh Sharma , Pearl Subban (2022). Factors influencing teacher self-efficacy for inclusive education: A systematic literature review . Teaching and Teacher Education, 117, 103800. Elsevier BV.
    Type: Article DOI: 10.1016/j.tate.2022.103800 OpenAlex: https://openalex.org/W4283379398
    Crossref OpenAlex
  90. United Nations Educational Scientific and Cultural Organization. (2017). A guide for ensuring inclusion and equity in education. https://unesdoc.unesco.org/ark:/48223/pf0000248254
    Type: Other
    Crossref
  91. (n.d.). Walker N. (2014 September 27). Neurodiversity: Some basic terms & definitions. Neurocosmopolitanism. https://neuroqueer.com/neurodiversity-terms-and-definitions/
    Type: Other
    Crossref
  92. Yuker H. (1994). Variables that influence attitudes toward people with disabilities: Conclusions from the data . Journal of Social Behavior & Personality, 9, 3.
    Type: Other
    Crossref