Ackah-Jnr, F. R. (2018). System and school-level resources for transforming and optimising inclusive education in early childhood settings: What Ghana can learn. European Journal of Education Studies, 5(6), 203-220.
Abbas, F., Zafar, A., & Naz, T. (2016). Footstep towards Inclusive Education. Journal of Education and Practice, 7(10), 48-52.
Adams, D., Harris, A., & Jones, M. S. (2018). Teacher-parent collaboration for an inclusive classroom: Success for every child. MOJES: Malaysian Online Journal of Educational Sciences, 4(3), 58-72.
Adeniyi, S. O., Owolabi, J. O., & Olojede, K. (2015). Determinants of Successful Inclusive Education Practice in Lagos State Nigeria. World journal of education, 5(2), 26-32.
Adib Haj Bagheri, M., Parvizi, S. & Salsali, M. (2010). Qualitative research methods. Tehran: Boshra Medical Sciences Publishing Center (In Persian).
Adib, Y., Mirnasab, M., Rafieyan, K., Rashidzade, A. & Katmi, A. (2018). Perception the Experiences of Special Schools Teachers from Inclusive Education: A Phenomenological Study. Quarterly Journal of Child Mental Health, 4(4), 193-204 (In Persian)
Altan, M. Z. (2020). Extrability and the Theory of Multiple Intelligences as a Phenomenon for an Inclusive Education Renewal. European Journal of Special Education Research, 5 (3), 17-39.
Ali, M. M., Mustapha, R., & Jelas, Z. M. (2006). An Empirical Study on Teachers' Perceptions towards Inclusive Education in Malaysia. International journal of special education, 21(3), 36-44.
Arefi, M., Talebzadeh Nobarian, M. & Mahammadi Chemardani, H. (2010). Educational Needs Assessment of secondary School Teachers from Viewpoint of Teachers and Administrators. Journal of Management and Planning in Educational Systems, (3)4, 46-66 (In Persian).
Biasutti, M., Concina, E., & Frate, S. (2020). Working in the classroom with migrant and refugee students: The practices and needs of Italian primary and middle school teachers. Pedagogy, Culture & Society, 28(1), 113-129.
Bjørnsrud, H., & Nilsen, S. (2019). Joint reflection on action–a prerequisite for inclusive education? A qualitative study in one local primary/lower secondary school in Norway. International Journal of Inclusive Education, 23(2), 158-173.
Chitiyo, M., Hughes, E. M., Chitiyo, G., Changara, D. M., Itimu-Phiri, A., Haihambo, C. & Dzenga, C. G. (2019). Exploring Teachers' Special and Inclusive Education Professional Development Needs in Malawi, Namibia, and Zimbabwe. International Journal of Whole Schooling, 15(1), 28-49.
Clark-Howard, K. (2019). Inclusive Education: How Do New Zealand Secondary Teachers Understand Inclusion and How Does This Understanding Influence Their Practice?. Kairaranga, 20(1), 46-57.
Clipa, O., Mata, L., & Lazar, I. (2020). Measuring In-Service Teachers’ Attitudes Towards Inclusive Education. International Journal of Disability, Development and Education, 67(2), 135-150.
Connor, D. J., & Cavendish, W. (2020). ‘Sit in my seat’: perspectives of students with learning disabilities about teacher effectiveness in high school inclusive classrooms. International Journal of Inclusive Education, 24(3), 288-309.
Dally, K. A., Ralston, M. M., Strnadová, I., Dempsey, I., Chambers, D., Foggett, J., & Duncan, J. (2019). Current issues and future directions in Australian special and inclusive education. Australian Journal of Teacher Education, 44(8), 57-73.
Finkelstein, S., Sharma, U., & Furlonger, B. (2019). The inclusive practices of classroom teachers: a scoping review and thematic analysis. International Journal of Inclusive Education, 1-28.
Forslund Frykedal, K., & Hammar Chiriac, E. (2018). Student collaboration in group work: Inclusion as participation. International journal of disability, development and education, 65(2), 183-198.
Gilson, C. B., Gushanas, C. M., Li, Y. F., & Foster, K. (2020). Defining Inclusion: Faculty and Student Attitudes Regarding Postsecondary Education for Students With Intellectual and Developmental Disabilities. Intellectual and Developmental Disabilities, 58(1), 65-81.
Guðjónsdóttir, H., & Óskarsdóttir, E. (2020). ´ Dealing with diversity´: debating the focus of teacher education for inclusion. European Journal of Teacher Education, 43(1), 95-109.
Hai, N. X., Villa, R. A., Thousand, J. S., & Muc, P. M. (2020). Inclusion in Vietnam: More than a Quarter Century of Implementation. International Electronic Journal of Elementary Education, 12(3), 257-264.
Hameed, A., & Manzoor, A. (2019). Similar Agenda, Diverse Strategies: A Review of Inclusive Education Reforms in the Subcontinent. Bulletin of Education and Research, 41(2), 53-66.
Hedegaard-Soerensen, L., Jensen, C. R., & Tofteng, D. M. B. (2018). Interdisciplinary collaboration as a prerequisite for inclusive education. European Journal of Special Needs Education, 33(3), 382-395.
İlik, Ş. Ş., & Hacieminoglu, E. (2019). Evaluation of Elementary Science Teachers’ Perceptions Regarding Inclusive Education Applications. Journal of Education and Training Studies, 7(10), 19-29.
Iman, M. T. & Noshadi, M. R. (2011). Qualitative content analysis. Pazhuhesh, 3 (2), 15-44 (In Persian).
Ispas, C. (2020). Decision-Making Training of Teachers for Inclusive School. In Decision Making in Social Sciences: Between Traditions and Innovations (pp. 79-89). Springer, Cham.
Keykha, A., Abdollahi, H. & Khorsandi Taskouh, A. (2018). Identifying the Factors Affecting the Quality of Education from the Viewpoint of Higher Education Specialists and Ph.D.Students. Journal of Management and Planning in Educational Systems, 12(1), 151-182 (In Persian).
Kim, Y. W. (2014). Inclusive education in South Korea. International journal of inclusive education, 18(10), 979-990.
Klibthong, S., & Agbenyega, J. S. (2020). Inclusive Early Childhood Settings: Analyses of the Experiences of Thai Early Childhood Teachers. International Education Studies, 13(1), 21-31.
Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage publications.
Krippendorff, K. (1980). Content analysis: An introduction to its methodology. Translation by Hoshang Nayebi, 1390, Tehran: Ney Publishing (Persian).
Krischler, M., Powell, J. J., & Pit-Ten Cate, I. M. (2019). What is meant by inclusion? On the effects of different definitions on attitudes toward inclusive education. European Journal of Special Needs Education, 34(5), 632-648.
Kiumarsi, F., Kamkari K. & Shokrzade, S. (2010). Needs assessment of faculty members at universities and Islamic Azad University. Journal of Management and Planning in Educational Systems, (3)4, 116-143 (In Persian).
Magumise, J., & Sefotho, M. M. (2020). Parent and teacher perceptions of inclusive education in Zimbabwe. International Journal of Inclusive Education, 24(5), 544-560.
Majoko, T. (2017). Zimbabwean Early Childhood Education Special Needs Education Teacher Preparation for Inclusion. International Journal of Special Education, 32(4), 671-696.
Maulida, R., Atika, I. N., & Kawai, N. (2020). The Pre-Service Teachers’ Attitudes Towards Inclusive Education: An Empirical Study in Yogyakarta City, Indonesia. Discourse and Communication for Sustainable Education, 11(1), 65-73.
Mirzabeiki, M. A. & Farahmandkhah, H. (2009). Assessment of educational needs related to professional development of the instructors at I.R.I.B College. Journal of Management and Planning in Educational Systems, (1)2, 55-75 (In Persian).
Moberg, S., Muta, E., Korenaga, K., Kuorelahti, M., & Savolainen, H. (2020). Struggling for inclusive education in Japan and Finland: teachers’ attitudes towards inclusive education. European Journal of Special Needs Education, 35(1), 100-114.
Movkebayeva, Z. A., Oralkanova, I. A., Mazhinov, B. M., Beisenova, A. B., & Belenko, O. G. (2016). Model of Formation for Readiness to Work within Inclusive Education in Teachers. International Journal of Environmental and Science Education, 11(11), 4680-4689.
Ng, S. W., & Kwan, Y. W. (2020). Inclusive Education Teachers—Strategies of Working Collaboratively With Parents of Children With Special Educational Needs in Macau. International Journal of Educational Reform, 29(2), 191-207.
Nketsia, W., Saloviita, T., & Gyimah, E. K. (2016). Teacher educators’ views on inclusive education and teacher preparation in Ghana. International Journal of Whole Schooling, 12(2), 1-18.
Odongo, G., & Davidson, R. (2016). Examining the Attitudes and Concerns of the Kenyan Teachers toward the Inclusion of Children with Disabilities in the General Education Classroom: A Mixed Methods Study. International journal of Special education, 31(2).
Pivik, J., McComas, J., & Laflamme, M. (2002). Barriers and facilitators to inclusive education. Exceptional children, 69(1), 97-107.
Poshaneh, K., Malmir, F. (2017). Elementary School Teachers’ Attitude toward Inclusive Education. Journal of Management and Planning in Educational Systems, 10(1), 147-157 (Persian).
Raguindin, P. Z. J. (2020). Integrating Concepts and Expressions of Inclusion in the K-Curriculum: The Case of the Philippines. European Journal of Educational Research, 9(1), 305-317.
Sanahuja, A., Moliner, O., & Moliner, L. (2020). Inclusive and democratic practices in primary school classrooms: A multiple case study in Spain. Educational Research, 62(1), 111-127.
Slavica, P. (2010). Inclusive Education: Proclamations or Reality (Primary School Teachers' View). Online Submission, 7(10), 62-69.
Slee R (2018) Defining the scope of inclusive education. Paper commissioned for the 2020 Global Education Monitoring Report, inclusion and education.
Solone, C. J., Thornton, B. E., Chiappe, J. C., Perez, C., Rearick, M. K., & Falvey, M. A. (2020). Creating Collaborative Schools in the United States: A Review of Best Practices. International Electronic Journal of Elementary Education, 12(3), 283-292.
Somma, M. (2020). From segregation to inclusion: special educators’ experiences of change. International Journal of Inclusive Education, 24(4), 381-394.
Stepaniuk, I. (2019). Inclusive education in Eastern European countries: a current state and future directions. International Journal of Inclusive Education, 23(3), 328-352.
Stubbs, S. (2008). Inclusive education. Where there are few resources. Oslo, The Atlas Alliance Publ.
SuryantiTambunan, A. R. (2018). Readiness of General Elementary Schools to Become Inclusive Elementary Schools: A Preliminary Study in Indonesia. International Journal of Special Education, 33(2), 366-381.
Tahir, K., Doelger, B., & Hynes, M. (2019). A Case Study on the Ecology of Inclusive Education in the United States. Journal for Leadership and Instruction, 18(1), 17-24.
Turhan, N. S., Parlakyildiz, B., Arslan, N., Gocen, G., & Bingo, T. Y. (2019). A Research on the Characteristics of the Inspiring Teacher. International Journal of Educational Methodology, 5(1), 1-18.
Wilson, C., Marks Woolfson, L., & Durkin, K. (2020). School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching. International Journal of Inclusive Education, 24(2), 218-234.
Yazicioglu, T. (2020). Determining the Views of School Principals and Guidance Teachers on Inclusive Practices at Anatolian High-Schools. Journal of Education and Learning, 9(1), 87-98.
You, S., Kim, E. K., & Shin, K. (2019). Teachers’ Belief and Efficacy Toward Inclusive Education in Early Childhood Settings in Korea. Sustainability, 11(5), 1489.
Zagona, A. L., Kurth, J. A., & MacFarland, S. Z. (2017). Teachers’ views of their preparation for inclusive education and collaboration. Teacher Education and Special Education, 40(3), 163-178.