1. Allday, R. A., Neilsen-Gatti, S., & Hudson, T. M. (2013). Preparation for inclusion in teacher
a. education pre-service curricula. Teacher education and special education, 36(4), 298-311.
2. Bari, S., Yasin, M. H. M., & Hamzah, M. N. (2014). The Readiness of Special Education
a. Trainees to Teach in Inclusive Program. International Education Studies, 7(13), 206-211.
3. Barnes, M. C., & Gaines, T. (2015). Teachers’ attitudes and perceptions of inclusion in
a. relation to grade level and years of experience. Electronic Journal for Inclusive Education, 3(3), 3.
4. Boston, Q., Dunlap, P. N., Ethridge, G., Barnes, E., Dowden, A. R., & Euring, M. J. (2015).
a. Cultural beliefs and disability: Implications for rehabilitation counsellors. International Journal for the Advancement of Counselling, 37(4), 367-374.
5. Godwin, A. (2013). The Public Primary School Teachers’ Perceptions on Inclusive
a. Education. The case study of selected Public Primary School in Moshi Municipality (Doctoral dissertation, The Open University of Tanzania).
6. Godwin, R. K., & Kemerer, F. R. (2010). School choice tradeoffs: Liberty, equity, and
a. diversity. University of Texas Press.
7. Hay, J. F., Smit, J., & Paulsen, M. (2001). Teacher preparedness for inclusive
a. education. South African Journal of Education, 21(4), 213-218.
8. Hayes, J. A., Casey, L. B., Williamson, R., Black, T., & Winsor, D. (2013). Educators’
a. readiness to teach children with autism spectrum disorder in an inclusive classroom. The Researcher, 25(1), 67-78.
9. Holley, J. K. (2015). Teacher attitudes: An analysis of middle school teachers’ attitudes
a. towards inclusion.
10. Jelas, Z. M., & Mohd Ali, M. (2014). Inclusive education in Malaysia: Policy and
a. practice. International Journal of Inclusive Education, 18(10), 991-1003.
11. Kumar, A., & Midha, P. (2017). Attitudes Towards Inclusive Education Among School
a. Teachers: A Comparative Study. The International Journal Of Indian Psychology, 4(2), 52-60.
12. Kwon, K. A., Hong, S. Y., & Jeon, H. J. (2017). Classroom readiness for successful
a. inclusion: Teacher factors and preschool children’s experience with and attitudes toward peers with disabilities. Journal of Research in Childhood Education, 31(3), 360-378.
13. Lambe, J., & Bones, R. (2006). Student teachers’ perceptions about inclusive classroom
a. teaching in Northern Ireland prior to teaching practice experience. European Journal of Special Needs Education, 21(2), 167-186.
14. Loreman, T., Sharma, U., & Forlin, C. (2013). Do pre-service teachers feel ready to teach in
a. inclusive classrooms? A four country study of teaching self-efficacy. Australian Journal of Teacher Education (Online), 38(1), 27-44.
15. Mauerberg-deCastro, E., Paiva, A. C. D. S., Figueiredo, G. A., Costa, T. D. A. D., Castro, M.
a. R. D., & Campbell, D. F. (2013). Attitudes about inclusion by educators and physical educators: Effects of participation in an inclusive adapted physical education program. Motriz: Revista de Educação Física, 19, 649-661.
16. McNamee, K. K. (2016). A survey of preservice teachers' attitudes on integrating students
a. with disabilities in inclusive education classrooms.
17. Ministry of Education (MOE). 2013. Garis panduan program pendidikan inklusif murid
a. berkeperluan khas (Edisi Percubaan). Bahagian Pendidikan Khas, Putrajaya: Malaysian Ministry of Education.
18. Mukhopadhyay, S., Nenty, H. J., & Abosi, O. (2012). Inclusive education for learners with
a. disabilities in Botswana primary schools. Sage Open, 2(2), 2158244012451584.
19. Murphy, K. (2014). Teacher attitudes toward inclusion practices (Doctoral dissertation,
a. Mount Saint Vincent University).
20. Nketsia, W. (2016). Initial teacher preparation for inclusive education in Ghana: Status and
a. challenges. Jyväskylä studies in education, psychology and social research, (573).
21. Norasmah, H. O., & Salmah, I. (2011). Kecenderungan terhadap pemilihan kerjaya
a. keusahawanan mengikut persepsi peserta skim usahawan siswa. Jurnal Teknologi, 56, 47-63
22. Palomino, M. D. C. P. (2017). Teacher training in the use of ICT for inclusion: differences
a. between early childhood and primary education. Procedia-Social and Behavioral Sciences, 237, 144-149.
23. Parreira, E. A. (2015). General education teachers' perceptions and training on the inclusion
a. of students with disabilities (Doctoral dissertation).
24. Pasha, S. (2012). Readiness of Urban Primary Schools for Inclusive Education in
a. Pakistan. Journal of Research & Reflections in Education (JRRE), 6(2).
25. Pedersen, S. J., Cooley, P. D., & Hernandez, K. (2014). Are Australian pre-service physical
a. education teachers prepared to teach inclusive physical education?. Australian Journal of Teacher Education (Online), 39(8), 53-62.
26. Sam, K. L. S., Ho, F., & Lam, C. S. C. (2015). Perception of teachers towards inclusive
a. education (PTIE): an investigation on scale construct and item calibration. Int. J. Cult. Stud, 1, 54-62.
27. Saloviita, T. (2015). Measuring pre-service teachers' attitudes towards inclusive education:
a. Psychometric properties of the TAIS scale. Teaching and Teacher Education, 52, 66-72.
28. Santrock, J. W. (2009). Psicologia educacional. AMGH Editora.
29. Schmidt, M., & Vrhovnik, K. (2015). Attitudes of teachers towards the inclusion of children
a. with special needs in primary and secondary schools. Hrvatska revija za rehabilitacijska istraživanja, 51(2), 16-30.
30. Smith, S. A. (2004). Contract theory. OUP Oxford.
31. Thwala, S. (2015). Challenges encountered by teachers in managing inclusive classrooms in
a. Swaziland. Mediterranean Journal of Social Sciences, 6(1), 495-500.
32. Unianu, E. M. (2012). Teachers’ attitudes towards inclusive education. Procedia-Social and
a. Behavioral Sciences, 33, 900-904.
33. UNESCO. 2000. Dakar Framework for Action, Paris: UNESCO
34. Walker, T. J. (2012). Attitudes and inclusion: An examination of teachers' attitudes toward
a. including students with disabilities.
35. Wisdom, M., Dwomoh, J. A., Opoku, M. P., Owusu, I., & Ampratwum, J. (2016).
a. Knowledge, attitude and preparedness of teachers towards inclusive education in Ejisu-Juaben municipality in Ashanti region of Ghana. Journal of Disability Management and Special Education, 6(2), 1-15.
36. You, S., Kim, E. K., & Shin, K. (2019). Teachers’ Belief and Efficacy Toward Inclusive
a. Education in Early Childhood Settings in Korea. Sustainability, 11(5), 1489.
37. Woodcock, S. (2013). Trainee teachers' attitudes towards students with specific learning
a. disabilities. Australian Journal of Teacher Education (Online), 38(8), 16-29.