{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,2]],"date-time":"2026-05-02T13:30:45Z","timestamp":1777728645048,"version":"3.51.4"},"reference-count":82,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2022,11,24]],"date-time":"2022-11-24T00:00:00Z","timestamp":1669248000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>The attitudes of physical education (PE) teachers toward inclusion are critical to the successful provision of inclusive teaching for students with disabilities. Therefore, the purpose of this study was to investigate the attitudes of Saudi Arabian PE teachers toward the inclusion of students with disabilities in PE classes and the effect of sociodemographic variables (e.g., gender and length of teaching experience) on their attitudes toward inclusion. A total of 1,314 PE teachers (<jats:italic>M<\/jats:italic><jats:sub>age<\/jats:sub>\u2009=\u200941.09, SD\u2009=\u20099.40, females\u2009=\u200942.8%) completed the Arabic version of the Sentiments, Attitudes, and Concerns about Inclusive Education-Revised Scale (SACIE-R). Analyses found that, in general, PE teachers had moderately positive attitudes toward the inclusion of students with disabilities in PE lessons. A significant difference was found between the two genders in their attitudes toward inclusion. Specifically, female PE teachers demonstrated more positive attitudes toward inclusion than males. Multiple linear regression analysis, meanwhile, showed that the length of teaching experience and the experience of teaching a student with a disability were significant predictors of participants\u2019 attitudes toward inclusion. Our findings highlighted the importance of reconsidering the quality of PE teachers\u2019 experiences and interactions with students with disabilities as a means to improving their attitudes, which in turn would translate into successful inclusion.<\/jats:p>","DOI":"10.3389\/fpsyg.2022.1006461","type":"journal-article","created":{"date-parts":[[2022,11,24]],"date-time":"2022-11-24T10:01:28Z","timestamp":1669284088000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":15,"title":["Physical education teachers\u2019 attitudes toward inclusion of students with disabilities in Saudi Arabia"],"prefix":"10.3389","volume":"13","author":[{"given":"Majed M.","family":"Alhumaid","sequence":"first","affiliation":[]},{"given":"Bashaer A.","family":"Althikr Allah","sequence":"additional","affiliation":[]},{"given":"Abeer A.","family":"Alhuwail","sequence":"additional","affiliation":[]},{"given":"Maryam A.","family":"Alobaid","sequence":"additional","affiliation":[]},{"given":"Naflah N.","family":"Abu Hamad","sequence":"additional","affiliation":[]},{"given":"Zainab A.","family":"Alsalman","sequence":"additional","affiliation":[]},{"given":"Sarah S.","family":"Alqahtani","sequence":"additional","affiliation":[]},{"given":"Ayat M.","family":"Alherz","sequence":"additional","affiliation":[]},{"given":"Walla M.","family":"Alwael","sequence":"additional","affiliation":[]},{"given":"Aeshah K.","family":"Alhelal","sequence":"additional","affiliation":[]},{"given":"Sheikh A.","family":"Alsubaie","sequence":"additional","affiliation":[]},{"given":"Maryam S.","family":"Alwarthan","sequence":"additional","affiliation":[]},{"given":"Fay O.","family":"Alnaeem","sequence":"additional","affiliation":[]},{"given":"Shamma H.","family":"Aleid","sequence":"additional","affiliation":[]},{"given":"Sara Y.","family":"Almuhaisen","sequence":"additional","affiliation":[]},{"given":"Atheer A.","family":"Alobaydullah","sequence":"additional","affiliation":[]},{"given":"Ameera R.","family":"Alzamami","sequence":"additional","affiliation":[]},{"given":"Shuaa A.","family":"Alqadiri","sequence":"additional","affiliation":[]},{"given":"Shoug H.","family":"Alsubhi","sequence":"additional","affiliation":[]},{"given":"Abeer M.","family":"Alshikh","sequence":"additional","affiliation":[]},{"given":"Khulud K.","family":"Almazrui","sequence":"additional","affiliation":[]},{"given":"Madhawi A.","family":"Alamer","sequence":"additional","affiliation":[]},{"given":"Afrah M.","family":"Alfadhel","sequence":"additional","affiliation":[]},{"given":"Areej R.","family":"Al-Sari","sequence":"additional","affiliation":[]},{"given":"Reamah S.","family":"Alqatari","sequence":"additional","affiliation":[]},{"given":"Fatema A.","family":"Almaghrabi","sequence":"additional","affiliation":[]},{"given":"Sara M.","family":"Alfahaid","sequence":"additional","affiliation":[]},{"given":"Jailan A.","family":"Alhashim","sequence":"additional","affiliation":[]},{"given":"Hawra A.","family":"Alsalman","sequence":"additional","affiliation":[]},{"given":"Amnah A.","family":"Almatar","sequence":"additional","affiliation":[]},{"given":"Najla M.","family":"Almutiri","sequence":"additional","affiliation":[]},{"given":"T\u00e2nia","family":"Bastos","sequence":"additional","affiliation":[]}],"member":"1965","published-online":{"date-parts":[[2022,11,24]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"132","DOI":"10.1111\/j.1471-3802.2011.01226.x","article-title":"Variables affecting teachers\u2019 attitudes towards inclusive education in Bangladesh","volume":"12","author":"Ahmmed","year":"2012","journal-title":"J. Res. Spec. Educ. Needs"},{"key":"ref2","author":"Al-Ahmadi","year":"2009"},{"key":"ref3","doi-asserted-by":"publisher","first-page":"210","DOI":"10.1080\/14643154.2018.1489950","article-title":"Understanding factors that affect teachers\u2019 attitudes toward inclusion of students who are hard of hearing in Saudi Arabia","volume":"21","author":"Alasim","year":"2019","journal-title":"Deaf. Educ. Int."},{"key":"ref4","doi-asserted-by":"publisher","first-page":"104342","DOI":"10.1016\/j.ridd.2022.104342","article-title":"Perceptions of Saudi Arabian school teachers in private general education schools toward the inclusion of students with disabilities","volume":"130","author":"Aldosari","year":"2022","journal-title":"Res. Dev. Disabil."},{"key":"ref5","doi-asserted-by":"publisher","first-page":"13197","DOI":"10.3390\/ijerph182413197","article-title":"Physical education teachers\u2019 self-efficacy toward including students with autism in Saudi Arabia","volume":"18","author":"Alhumaid","year":"2021","journal-title":"Int. J. Environ. Res. Public Health"},{"key":"ref6","first-page":"109","article-title":"The inclusion challenge","volume-title":"Bildning for Alla: En pedagogisk utmaning Education for All: A Pedagogical Challenge","author":"Allan","year":"2012"},{"key":"ref7","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1177\/2158244019865772","article-title":"Pre-service teachers\u2019 attitudes toward inclusive education during their studies in Bahrain Teachers College","volume":"9","author":"AlMahdi","year":"2019","journal-title":"SAGE Open"},{"key":"ref8","doi-asserted-by":"publisher","first-page":"202","DOI":"10.1080\/20473869.2019.1638582","article-title":"The interaction between knowledge and quality of contact to predict Saudi university students' attitudes toward people with intellectual disability","volume":"67","author":"Alnahdi","year":"2019","journal-title":"Int. J. Dev. Disabil."},{"key":"ref9","doi-asserted-by":"publisher","first-page":"103765","DOI":"10.1016\/j.ridd.2020.103765","article-title":"The positive impact of knowledge and quality of contact on university students' attitudes towards people with intellectual disability in the Arab world","volume":"106","author":"Alnahdi","year":"2020","journal-title":"Res. Dev. Disabil."},{"key":"ref10","author":"Alquraini","year":"2011"},{"key":"ref11","doi-asserted-by":"publisher","first-page":"170","DOI":"10.1111\/j.1471-3802.2012.01248.x","article-title":"Factors related to teachers\u2019 attitudes towards the inclusive education of students with severe intellectual disabilities in Riyadh","volume":"12","author":"Alquraini","year":"2012","journal-title":"Saudi. J. Res. Spec. Educ. Needs"},{"key":"ref12","author":"Alshahrani","year":"2014"},{"key":"ref13","doi-asserted-by":"publisher","first-page":"129","DOI":"10.1080\/08856250210129056","article-title":"Teachers\u2019 attitudes towards integration\/inclusion: a review of the literature","volume":"17","author":"Avramidis","year":"2002","journal-title":"Eur. J. Spec. Needs Educ."},{"key":"ref14","first-page":"91","article-title":"Physical education and sport as a means to empower children with disability in educational and community settings: the contribution of Paralympic education focusing on peers\u2019 interactions","volume-title":"Inclusive Physical Activities: International Perspectives","author":"Bastos","year":"2017"},{"key":"ref15","doi-asserted-by":"publisher","first-page":"362","DOI":"10.1123\/apaq.2014-0134","article-title":"Physical educators\u2019 beliefs and self-reported behaviors toward including students with autism Spectrum disorder","volume":"31","author":"Beamer","year":"2014","journal-title":"Adapt. Phys. Act. Q."},{"key":"ref16","first-page":"103","article-title":"Inclusion in physical education: a review of the literature from 1995\u20132005","volume":"24","author":"Block","year":"2007","journal-title":"Adapt. Phys. Act. Q."},{"key":"ref17","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1007\/s12662-021-00755-1","article-title":"Pre-service physical education teachers\u2019 attitudes toward inclusive physical education","volume":"52","author":"Braksiek","year":"2022","journal-title":"Ger. J. Exerc. Sport Res."},{"key":"ref18","doi-asserted-by":"crossref","first-page":"185","DOI":"10.1177\/135910457000100301","article-title":"Back-translation for cross-cultural research","volume":"1","author":"Brislin","year":"1970","journal-title":"J. Cross-Cult. Psychol."},{"key":"ref19","doi-asserted-by":"publisher","first-page":"369","DOI":"10.1080\/13668250310001616407","article-title":"Changing student teachers\u2019 attitudes towards disability and inclusion","volume":"28","author":"Campbell","year":"2003","journal-title":"J. Intellect. Dev. Disabil."},{"key":"ref20","doi-asserted-by":"publisher","first-page":"125","DOI":"10.14529\/hsm180111","article-title":"Development of psychological readiness in physical education teachers for the implementation of inclusive education","volume":"18","author":"Catellani","year":"2018","journal-title":"Human Sport. Med."},{"key":"ref21","first-page":"114","article-title":"Elementary physical education teachers\u2019 attitudes towards the inclusion of children with special needs: a qualitative investigation","volume":"25","author":"Combs","year":"2010","journal-title":"Int. J. Spec. Educ."},{"key":"ref22","doi-asserted-by":"publisher","first-page":"317","DOI":"10.1108\/09604520710744326","article-title":"Perceived E-service quality (PeSQ): measurement validation and effects on consumer satisfaction and web site loyalty","volume":"17","author":"Cristobal","year":"2007","journal-title":"Manag. Serv. Qual. Int. J."},{"key":"ref23","doi-asserted-by":"publisher","first-page":"545","DOI":"10.1080\/13603116.2018.1563645","article-title":"Bhutanese teachers\u2019 attitudes towards inclusive education","volume":"25","author":"Dorji","year":"2019","journal-title":"Int. J. Incl. Educ."},{"key":"ref24","first-page":"1","article-title":"Attitudes of Greek physical education teachers towards inclusion of students with disabilities in physical education classes","volume":"26","author":"Doulkeridou","year":"2011","journal-title":"Int. J. Spec. Educ."},{"key":"ref25","volume-title":"The Psychology of Attitudes","author":"Eagly","year":"1993"},{"key":"ref26","first-page":"115","article-title":"Teachers\u2019 attitudes toward inclusion","volume":"21","author":"Elhoweris","year":"2006","journal-title":"Int. J. Special Educ."},{"key":"ref27","doi-asserted-by":"publisher","first-page":"139","DOI":"10.1080\/08856257.2019.1628337","article-title":"Attitudes and self-efficacy of teachers towards inclusion in higher education","volume":"35","author":"Emmers","year":"2020","journal-title":"Eur. J. Spec. Needs Educ."},{"key":"ref28","first-page":"11","article-title":"Teilstudie 1: Quantitative Ergebnisse","volume-title":"Einstellungen und Kompetenzen von Lehramtsstudent Innen und Lehrer Innen f\u00fcr die Umsetzung inklusiver Bildung. Endbericht","author":"Feyerer","year":"2014"},{"key":"ref29","volume-title":"Discovering Statistics Using SPSS: Introducing Statistical Method","author":"Field","year":"2009"},{"key":"ref30","doi-asserted-by":"crossref","first-page":"3","DOI":"10.4324\/9780203850879","article-title":"Re-framing teacher education for inclusion","volume-title":"Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches","author":"Forlin","year":"2010"},{"key":"ref31","doi-asserted-by":"publisher","first-page":"50","DOI":"10.5206\/eei.v21i3.7682","article-title":"The sentiments, attitudes, and concerns about inclusive education revised (SACIE-R) scale for measuring pre-service teachers\u2019 perceptions about inclusion","volume":"21","author":"Forlin","year":"2011","journal-title":"Except. Educ. Int."},{"key":"ref32","doi-asserted-by":"crossref","first-page":"22","DOI":"10.5507\/euj.2011.002","article-title":"Attitudes of in-service physical educators toward teaching children with physical disabilities in general physical education classes in Cyprus","volume":"4","author":"Fournidou","year":"2011","journal-title":"Eur. J. Adapt. Phys. Act."},{"key":"ref33","doi-asserted-by":"publisher","first-page":"357","DOI":"10.1080\/08856257.2021.1878658","article-title":"Teachers\u2019 attitudes towards students with disabilities: the role of the type of information provided in the students\u2019 profiles of children with disabilities","volume":"37","author":"Ginevra","year":"2021","journal-title":"Eur. J. Spec. Needs Educ."},{"key":"ref34","first-page":"372","article-title":"Perceived competence to teach students with special educational needs in physical education: the voice of university students from Spain and United Kingdom","volume":"39","author":"Granell","year":"2021","journal-title":"Retos. Nuevas. Tendencias. Educ. Fis. Deporte. Rec."},{"key":"ref35","doi-asserted-by":"publisher","first-page":"297","DOI":"10.1177\/1356336X20944429","article-title":"Barriers and facilitators to inclusion in integrated physical education: adapted physical educators\u2019 perspectives","volume":"27","author":"Haegele","year":"2020","journal-title":"Eur. Phys. Educ. Rev."},{"key":"ref36","doi-asserted-by":"publisher","first-page":"730","DOI":"10.1177\/0013124510371038","article-title":"High school physical educators\u2019 beliefs about teaching differently abled students in an urban public School District","volume":"42","author":"Hersman","year":"2010","journal-title":"Educ. Urban Soc."},{"key":"ref37","doi-asserted-by":"crossref","first-page":"28","DOI":"10.11114\/ijsss.v5i10.2668","article-title":"Attitudes and self-efficacy of Arabic-speaking physical education teachers in Israel toward including children with disabilities","volume":"5","author":"Hutzler","year":"2017","journal-title":"Int. J. Soc. Sci. Stud."},{"key":"ref38","doi-asserted-by":"publisher","first-page":"249","DOI":"10.1080\/17408989.2019.1571183","article-title":"Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: a narrative review of international literature","volume":"24","author":"Hutzler","year":"2019","journal-title":"Phys. Educ. Sport Pedagog."},{"key":"ref39","doi-asserted-by":"publisher","first-page":"655356","DOI":"10.3389\/feduc.2021.655356","article-title":"Attitudes toward inclusive education: an exploration of the interaction between teachers\u2019 status and students\u2019 type of disability within the French context","volume":"6","author":"Jury","year":"2021","journal-title":"Front. Educ."},{"key":"ref40","doi-asserted-by":"publisher","first-page":"14","DOI":"10.1016\/j.ridd.2015.07.032","article-title":"The relationship between contact and attitudes: reducing prejudice toward individuals with intellectual and developmental disabilities","volume":"47","author":"Keith","year":"2015","journal-title":"Res. Dev. Disabil."},{"key":"ref41","doi-asserted-by":"publisher","first-page":"650236","DOI":"10.3389\/feduc.2021.650236","article-title":"Beliefs and attitudes toward inclusion of student teachers and their contact with people with disabilities","volume":"6","author":"Kunz","year":"2021","journal-title":"Front. Educ."},{"key":"ref42","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1016\/j.tate.2019.102993","article-title":"Predictors and mediators of European student teacher attitudes toward autism Spectrum disorder","volume":"89","author":"Lindblom","year":"2020","journal-title":"Teach. Teach. Educ."},{"key":"ref001","doi-asserted-by":"publisher","first-page":"1","DOI":"10.3389\/feduc.2019.00058","article-title":"Perceived Differentiation and Personalization Teaching Approaches in Inclusive Classrooms: Perspectives of Students and Teachers","volume":"4","author":"Lindner","year":"2019","journal-title":"Front. Educ."},{"key":"ref43","doi-asserted-by":"publisher","first-page":"1708","DOI":"10.1080\/09638288.2017.1306586","article-title":"Supporting successful inclusive practices for learners with disabilities in high schools: a multisite, mixed method collective case study","volume":"40","author":"Maciver","year":"2018","journal-title":"Disabil. Rehabil."},{"key":"ref44","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1177\/2158244018820387","article-title":"Inclusion of children with disabilities in physical education in Zimbabwean primary schools","volume":"9","author":"Majoko","year":"2019","journal-title":"SAGE Open"},{"key":"ref45","doi-asserted-by":"publisher","first-page":"554","DOI":"10.1080\/00220973.2015.1055317","article-title":"Preservice teachers\u2019 attitudes toward inclusion and toward students with special educational needs from different ethnic backgrounds","volume":"84","author":"Markava","year":"2016","journal-title":"J. Exp. Educ."},{"key":"ref46","doi-asserted-by":"crossref","first-page":"120","DOI":"10.1080\/00220973.1993.11072302","article-title":"Serving disabled students: faculty needs and attitudes","volume":"30","author":"McCarthy","year":"1993","journal-title":"NASPA J."},{"key":"ref47","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1080\/13603116.2020.1853259","article-title":"Inclusion illusion: a mixed-methods study of preservice teachers and their preparedness for inclusive schooling in health and physical education","author":"McCracken","year":"2020","journal-title":"Int. J. Incl. Educ."},{"key":"ref48","doi-asserted-by":"publisher","first-page":"579","DOI":"10.1177\/0265407510385494","article-title":"Contact and knowledge as predictors of attitudes toward individuals with intellectual disabilities","volume":"28","author":"McManus","year":"2011","journal-title":"J. Soc. Pers. Relatsh."},{"key":"ref49","doi-asserted-by":"publisher","first-page":"220","DOI":"10.54322\/kairaranga.v15i1.184","article-title":"The inclusive practices tools: Trying to take a short cut to inclusion?","volume":"10","author":"McMaster","year":"2013","journal-title":"New Zealand J. Teacher\u2019s Work"},{"key":"ref50","doi-asserted-by":"crossref","first-page":"40","DOI":"10.54322\/kairaranga.v15i1.184","article-title":"Elements of inclusion: findings from the field","volume":"15","author":"McMaster","year":"2014","journal-title":"Kairaranga"},{"key":"ref51","doi-asserted-by":"publisher","first-page":"75","DOI":"10.1177\/1356336X06060213","article-title":"Irish physical educators\u2019 attitude toward teaching students with special educational needs","volume":"12","author":"Meegan","year":"2006","journal-title":"Eur. Phys. Educ. Rev."},{"key":"ref52","doi-asserted-by":"publisher","first-page":"3524879","DOI":"10.1155\/2018\/3524879","article-title":"Teachers\u2019 perceptions of inclusion in a pilot inclusive education program: implications for instructional leadership","author":"Mngo","year":"2018","journal-title":"Educ. Res. Int."},{"key":"ref53","doi-asserted-by":"publisher","first-page":"404","DOI":"10.3390\/educsci12060404","article-title":"Teachers\u2019 attitudes towards inclusive education at Greek secondary education schools","volume":"12","author":"Mouchritsa","year":"2022","journal-title":"Educ. Sci."},{"key":"ref54","doi-asserted-by":"publisher","first-page":"147","DOI":"10.1007\/s11092-008-9054-y","article-title":"The elusive relationship between teacher characteristics and student academic growth: a longitudinal multilevel model for change","volume":"20","author":"Mu\u00f1oz","year":"2007","journal-title":"J. Pers. Eval. Educ."},{"key":"ref55","volume-title":"Psychometric Theory","author":"Nunnally","year":"1978"},{"key":"ref56","doi-asserted-by":"publisher","first-page":"1024","DOI":"10.1080\/09687599.2013.818773","article-title":"The social model of disability: thirty years on","volume":"28","author":"Oliver","year":"2013","journal-title":"Disabil. Soc."},{"key":"ref57","doi-asserted-by":"publisher","first-page":"394","DOI":"10.1080\/00220272.2012.719550","article-title":"Student-centred inquiry as curriculum as a model for Field-based teacher education","volume":"45","author":"Oliver","year":"2013","journal-title":"J. Curric. Stud."},{"key":"ref58","doi-asserted-by":"publisher","first-page":"229","DOI":"10.1111\/jppi.12379","article-title":"Predictors of the attitudes of preservice teachers toward teaching students with down syndrome in regular schools in Ghana","volume":"18","author":"Opoku","year":"2021","journal-title":"J. Policy Pract. Intellect. Disabil."},{"key":"ref59","first-page":"104","article-title":"Attitudes of Greek physical education teachers toward inclusion of students with disabilities","volume":"19","author":"Papadopoulou","year":"2004","journal-title":"Int. J. Spec. Educ."},{"key":"ref60","doi-asserted-by":"publisher","first-page":"1321","DOI":"10.1080\/13603116.2014.899635","article-title":"The impact of direct experience on preservice teachers\u2019 self-efficacy for teaching in inclusive classrooms","volume":"18","author":"Peebles","year":"2014","journal-title":"Int. J. Incl. Educ."},{"key":"ref61","doi-asserted-by":"publisher","first-page":"22","DOI":"10.1016\/j.learninstruc.2018.01.009","article-title":"Differentiated instruction in primary mathematics: effects of teacher professional development on student achievement","volume":"54","author":"Prast","year":"2018","journal-title":"Learn. Instr."},{"key":"ref62","doi-asserted-by":"publisher","first-page":"257","DOI":"10.1080\/1034912X.2012.697737","article-title":"Inclusion in physical education: a review of literature","volume":"59","author":"Qi","year":"2012","journal-title":"Int. J. Disabil. Dev. Educ."},{"key":"ref63","doi-asserted-by":"publisher","first-page":"36","DOI":"10.1080\/1034912X.2018.1435852","article-title":"Inclusion in physical education: teacher attitudes and student experiences. A systematic review","volume":"66","author":"Rekaa","year":"2019","journal-title":"Int. J. Disabil. Dev. Educ."},{"key":"ref64","doi-asserted-by":"publisher","first-page":"108","DOI":"10.3390\/children9010108","article-title":"Spanish physical education teachers\u2019 perceptions about their preparation for inclusive education","volume":"9","author":"Rojo-Ramos","year":"2022","journal-title":"Children"},{"key":"ref65","doi-asserted-by":"publisher","first-page":"188","DOI":"10.1111\/j.1471-3802.2009.01135.x","article-title":"Teacher attitude towards inclusion practices and special needs students","volume":"9","author":"Ross-Hill","year":"2009","journal-title":"J. Res. Spec. Educ. Needs"},{"key":"ref66","doi-asserted-by":"publisher","first-page":"273","DOI":"10.1177\/1540796916672843","article-title":"Special education teachers\u2019 perceptions of preparedness to teach students with severe disabilities","volume":"41","author":"Ruppar","year":"2016","journal-title":"Res. Pract. Pers. Sev. Disabil."},{"key":"ref67","doi-asserted-by":"publisher","first-page":"270","DOI":"10.1080\/00313831.2018.1541819","article-title":"Attitudes of teachers towards inclusive education in Finland","volume":"64","author":"Saloviita","year":"2020","journal-title":"Scand. J. Educ. Res."},{"key":"ref68","doi-asserted-by":"publisher","first-page":"2300","DOI":"10.3390\/su13042300","article-title":"Chilean teachers\u2019 attitudes towards inclusive education, intention, and self-efficacy to implement inclusive practices","volume":"13","author":"San Martin","year":"2021","journal-title":"Sustainability"},{"key":"ref69","doi-asserted-by":"publisher","first-page":"51","DOI":"10.1080\/08856257.2011.613603","article-title":"Understanding Teachers' attitudes and self-efficacy in inclusive education: implications for pre-service and in-service teacher education","volume":"27","author":"Savolainen","year":"2012","journal-title":"Eur. J. Spec. Needs Educ."},{"key":"ref70","doi-asserted-by":"publisher","first-page":"61","DOI":"10.1080\/13603116.2019.1629121","article-title":"How inclusive are the teaching practices of my German, maths and English teachers? \u2013 psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practices","author":"Schwab","year":"2019","journal-title":"Int. J. Incl. Educ."},{"key":"ref71","first-page":"212","article-title":"Psychological readiness of future teachers for the management of physical culture and sports activities","volume":"11","author":"Sharifullina","year":"2011","journal-title":"Herald Chelyabinsk State Pedagog. Univ."},{"key":"ref002","doi-asserted-by":"publisher","first-page":"773","DOI":"10.1080\/09687590802469271","article-title":"Impact of training on pre-service teachers\u2019 attitudes and concerns about inclusive education and sentiments about persons with disabilities","volume":"23","author":"Sharma","year":"2008","journal-title":"Disabil. Soc."},{"key":"ref72","doi-asserted-by":"publisher","first-page":"310","DOI":"10.1123\/apaq.23.3.310","article-title":"Disability labels affect physical educators","volume":"23","author":"Tripp","year":"2006","journal-title":"Adapt. Phys. Act. Q."},{"key":"ref73","doi-asserted-by":"publisher","first-page":"208","DOI":"10.12691\/EDUCATION-2-4-6","article-title":"Greek teachers\u2019 attitudes toward the inclusion of students with special educational needs","volume":"2","author":"Tsakiridou","year":"2014","journal-title":"Am. Educ. Res. J."},{"key":"ref74","volume-title":"Education 2030: Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4","year":"2016"},{"key":"ref75","volume-title":"Global Education Monitoring Report 2020: Inclusion and Education: All Means All","year":"2020"},{"key":"ref76","doi-asserted-by":"publisher","first-page":"147","DOI":"10.2378\/peu2015.art09d","article-title":"Teachers' attitude towards inclusion and their self-efficacy","volume":"62","author":"Urton","year":"2015","journal-title":"Psychol. Erzieh. Unterr."},{"key":"ref77","doi-asserted-by":"publisher","first-page":"e0137002","DOI":"10.1371\/journal.pone.0137002","article-title":"Factors associated with primary school teachers\u2019 attitudes toward the inclusion of students with disabilities","volume":"10","author":"Vaz","year":"2015","journal-title":"PLoS One"},{"key":"ref78","doi-asserted-by":"publisher","first-page":"461","DOI":"10.1111\/bjep.12118","article-title":"The impact of social cognitive and personality factors on teachers\u2019 reported inclusive behaviour","volume":"86","author":"Wilson","year":"2016","journal-title":"Br. J. Educ. Psychol."},{"key":"ref79","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1080\/03055698.2021.1969646","article-title":"A comparative study on Saudi and Japanese in-service teachers\u2019 attitudes towards inclusive education and self-efficacy in inclusive practices","author":"Yada","year":"2021","journal-title":"Educ. Stud."},{"key":"ref80","doi-asserted-by":"publisher","first-page":"222","DOI":"10.1016\/j.tate.2017.02.005","article-title":"Japanese in-service teachers\u2019 attitudes towards inclusive education and self-efficacy for inclusive practices","volume":"64","author":"Yada","year":"2017","journal-title":"Teach. Teach. Educ."}],"container-title":["Frontiers in Psychology"],"original-title":[],"link":[{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2022.1006461\/full","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2022,11,24]],"date-time":"2022-11-24T10:01:37Z","timestamp":1669284097000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2022.1006461\/full"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2022,11,24]]},"references-count":82,"alternative-id":["10.3389\/fpsyg.2022.1006461"],"URL":"https:\/\/doi.org\/10.3389\/fpsyg.2022.1006461","relation":{},"ISSN":["1664-1078"],"issn-type":[{"value":"1664-1078","type":"electronic"}],"subject":[],"published":{"date-parts":[[2022,11,24]]},"article-number":"1006461"}}