International Journal of Changes in Education

• Dalgaard, N. T., Bondebjerg, A., Viinholt, B. C. A., & Filges, T. (2021). PROTOCOL: The effects of inclusion on academic achievement, socioemotional development and wellbeing of children with special educational needs. Campbell Systematic Reviews, 17(2), e1170. https://doi.org/10.1002/cl2.1170
• Lindner, K.-T., & Schwab, S. (2020). Differentiation and individualisation in inclusive education: A systematic review and narrative synthesis. International Journal of Inclusive Education. Advance online publication. https://doi.org/10.1080/13603116.2020.1813450
• Cologon, K. (2022). Is inclusive education really for everyone? Family stories of children and young people labelled with ‘severe and multiple’ or ‘profound’ ‘disabilities’. Research Papers in Education, 37(3), 395–417. https://doi.org/10.1080/02671522.2020.1849372
• Genovesi, E., Jakobsson, C., Nugent, L., Hanlon, C., & Hoekstra, R. A. (2022). Stakeholder experiences, attitudes and perspectives on inclusive education for children with developmental disabilities in sub-Saharan Africa: A systematic review of qualitative studies. Autism, 26(7), 1606–1625. https://doi.org/10.1177/13623613221096208
• Alsarawi, A., & Sukonthaman, R. (2023). Preservice teachers’ attitudes, knowledge, and self-efficacy of inclusive teaching practices. International Journal of Disability, Development and Education, 70(5), 705–721. https://doi.org/10.1080/1034912X.2021.1922992
• Mehtab, S. (2014). Inclusive education for children with disabilities in Bangladesh: Implementation and challenges. Master’s Thesis, BRAC University.
• Shaoan, M. M. R., McNamara, P. M., & Lafferty, N. (2023). A case study from the perspective of rural areas in Bangladesh concerning “additional financial aid” and “support for students”. Asia Social Issues, 16(6), e263004. https://doi.org/10.48048/asi.2023.263004
• Ferdous, T., Joy, K. S., & Popy, F. B. (2024). Exploring the challenges of special needs students at secondary school of Bangladesh. International Journal of Research and Innovation in Social Science, 8(8), 3254–3263. https://doi.org/10.47772/IJRISS.2024.8080240
• Sarker, P. C., Siddique, M. N., & Nishad, M. F. R. (2021). The status of job satisfaction and mental health of Govt. and Non-Govt. college teachers of Rajshahi City, Bangladesh. The International Journal of Indian Psychology, 9(3), 842–852. https://doi.org/10.25215/0903.078
• Misra, D. P., & Agarwal, V. (2020). Generating working hypotheses for original research studies. Central Asian Journal of Medical Hypotheses and Ethics, 1(1), 14–19. https://doi.org/10.47316/cajmhe.2020.1.1.02
• van Witteloostuijn, A., & van Hugten, J. (2022). The state of the art of hypothesis testing in the social sciences. Social Sciences & Humanities Open, 6(1), 100314. https://doi.org/10.1016/j.ssaho.2022.100314
• Excelsior Online Writing Lab. (2021). Research hypotheses. Retrieved from: https://owl.excelsior.edu/research/research-hypotheses/
• Barroga, E., & Matanguihan, G. J. (2022). A practical guide to writing quantitative and qualitative research questions and hypotheses in scholarly articles. Journal of Korean Medical Science, 37(16), e121. https://doi.org/10.3346/jkms.2022.37.e121
• Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods approaches, UK: SAGE Publications.
• Arrah, R. O., & Swain, K. D. (2014). Teachers’ perceptions of students with special education needs in Cameroon secondary schools. International Journal of Special Education, 29(3), 101–110.
• Cologon, K. (2014). Better together: Inclusive education in the early years. In K. Cologon (Ed.), Inclusive education in the early years: Right from the start (pp. 3–26). Oxford University Press.
• Cologon, K. (2014). ‘Not just being accepted, but embraced’: Family perspectives on inclusion. In K. Cologon (Ed.), Inclusive education in the early years: Right from the start (pp. 91–114). Oxford University Press.
• Baria, P. (2023). Inclusive education: A step towards development of right based society. Journal of Learning and Educational Policy, 3(2), 37–43. https://doi.org/10.55529/jlep.32.37.43
• Rapp, A. C., & Corral-Granados, A. (2024). Understanding inclusive education–A theoretical contribution from system theory and the constructionist perspective. International Journal of Inclusive Education, 28(4), 423–439. https://doi.org/10.1080/13603116.2021.1946725
• Shaeffer, S. (2019). Inclusive education: A prerequisite for equity and social justice. Asia Pacific Education Review, 20(2), 181–192. https://doi.org/10.1007/s12564-019-09598-w
• Entrich, S. R. (2021). Understanding cross-national differences in inclusive education coverage: An empirical analysis. IAFOR Journal of Education, 9(1), 21–40. https://doi.org/10.22492/ije.9.1.02
• Krishnan, S. (2024). Key factors influencing inclusive placement decisions of students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 49(3), 174–189. https://doi.org/10.1177/15407969241247814
• Alharti, N., & Evans, D. (2017). Special education teachers’ attitudes towards teaching students with learning disabilities in middle schools in Saudi Arabia. International Journal of Modern Education Studies, 1(1), 1–15. https://doi.org/10.51383/ijonmes.2017.13
• Lakkala, S., Galkienė, A., Navaitienė, J., Cierpiałowska, T., Tomecek, S., & Uusiautti, S. (2021). Teachers supporting students in collaborative ways—An analysis of collaborative work creating supportive learning environments for every student in a school: Cases from Austria, Finland, Lithuania, and Poland. Sustainability, 13(5), 2804. https://doi.org/10.3390/su13052804
• Fuentes, A. R., Cara, M. J. C., Ortega, J. L. G., & Rincón, A. N. (2024). Comparative study about inclusive education among working and trainee teachers. International Journal of Inclusive Education, 28(6), 768–788. https://doi.org/10.1080/13603116.2021.1958262
• Draper, E. A., Brown, L. S., & Jellison, J. A. (2019). Peer-interaction strategies: Fostering positive experiences for students with severe disabilities in inclusive music classes. Update: Applications of Research in Music Education, 37(3), 28–35. https://doi.org/10.1177/8755123318820401
• Lim, W. M. (2025). What is quantitative research? An overview and guidelines. Australasian Marketing Journal, 33(3), 325–348. https://doi.org/10.1177/14413582241264622
• Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide, UK: SAGE Publications.
• World Medical Association. (2013). World Medical Association Declaration of Helsinki: Ethical principles for medical research involving human subjects. JAMA, 310(20), 2191–2194. https://doi.org/10.1001/jama.2013.281053
• Cagney, T. L. (2009). Attitudes of general education teachers toward including students with special needs. Master’s Thesis, Iowa State University. https://doi.org/10.31274/etd-180810-692
• Ginevra, M. C., Di Maggio, I., Valbusa, I., Santilli, S., & Nota, L. (2022). Teachers’ attitudes towards students with disabilities: The role of the type of information provided in the students’ profiles of children with disabilities. European Journal of Special Needs Education, 37(3), 357–370. https://doi.org/10.1080/08856257.2021.1878658
• Fakolade, O. A., Adeniyi, S. O., & Tella, A. (2009). Attitude of teachers towards the inclusion of special needs children in general education classroom: The case of teachers in some selected schools in Nigeria. International Electronic Journal of Elementary Education, 1(3), 155–169.
• Metsala, J. L., & Harkins, M. J. (2020). An examination of preservice teachers’ self-efficacy and beliefs about inclusive education. Teacher Education and Special Education, 43(2), 178–192. https://doi.org/10.1177/0888406419873060
• Dukmak, S. J. (2013). Regular classroom teachers’ attitudes towards including students with disabilities in the regular classroom in the United Arab Emirates. The Journal of Human Resource and Adult Learning, 9(1), 26–39.
• Offor, D. I., & Akinlosotu, N. T. (2017). Teachers’ attitude towards special need students in secondary schools in north senatorial district of Edo State, Nigeria. Journal of Education and Practice, 8(4), 6–12.
• Alabdallat, B., Alkhamra, H., & Alkhamra, R. (2021). Special education and general education teacher perceptions of collaborative teaching responsibilities and attitudes towards an inclusive environment in Jordan. Frontiers in Education, 6, 739384. https://doi.org/10.3389/feduc.2021.739384
• Guillemot, F., Lacroix, F., & Nocus, I. (2022). Teachers’ attitude towards inclusive education from 2000 to 2020: An extended meta-analysis. International Journal of Educational Research Open, 3, 100175. https://doi.org/10.1016/j.ijedro.2022.100175
• Gallego-Ortega, J. L., & Rodríguez-Fuentes, A. (2021). Teaching attitudes towards students with disabilities. Mathematics, 9(14), 1637. https://doi.org/10.3390/math9141637
• Desombre, C., Lamotte, M., & Jury, M. (2019). French teachers’ general attitude toward inclusion: The indirect effect of teacher efficacy. Educational Psychology, 39(1), 38–50. https://doi.org/10.1080/01443410.2018.1472219
• Jaya, I., Maulidina, C. A., Kasirah, I., Taboer, M. A., Bahrudin, B., & Yusro, M. N. (2023). Collaboration in education services for children with special needs inclusive school. Journal of ICSAR, 7(2), 288–294. https://doi.org/10.17977/um005v7i22023p288
• Lopes, J. A., Monteiro, I., Sil, V., Rutherford, R. B., & Quinn, M. M. (2004). Teachers’ perceptions about teaching problem students in regular classrooms. Education and Treatment of Children, 27(4), 394–419.
• Thompson, J. R., Walker, V. L., Snodgrass, M. R., Nelson, J. A., Carpenter, M. E., Hagiwara, M., & Shogren, K. A. (2020). Planning supports for students with intellectual disability in general education classrooms. Inclusion, 8(1), 27–42. https://doi.org/10.1352/2326-6988-8.1.27
• Gesel, S. A., Foreman-Murray, L., & Gilmour, A. F. (2022). Sufficiency of teachers’ access to resources and supports for students with disabilities. Teacher Education and Special Education, 45(3), 204–226. https://doi.org/10.1177/08884064211046237
• Mbon, U. F., Ntamu, B. A., Enamhe, D. C., Nwogwugwu, C. E., Okpa, O. E., Amalu, M., ..., & Owan, V. J. Embracing diversity in the educational landscape: Resource supply and inclusive education in secondary schools. Journal of Educational and Social Research, 13(5), 155–169. https://doi.org/10.36941/jesr-2023-0128
• Özer, D., Nalbant, S., Aǧlamıș, E., Baran, F., Kaya Samut, P., Aktop, A., & Hutzler, Y. (2013). Physical education teachers’ attitudes towards children with intellectual disability: The impact of time in service, gender, and previous acquaintance. Journal of Intellectual Disability Research, 57(11), 1001–1013. https://doi.org/10.1111/j.1365-2788.2012.01596.x
• Wilson, C., Woolfson, L. M., & Durkin, K. (2022). The impact of explicit and implicit teacher beliefs on reports of inclusive teaching practices in Scotland. International Journal of Inclusive Education, 26(4), 378–396. https://doi.org/10.1080/13603116.2019.1658813
• Arcangeli, L., Bacherini, A., Gaggioli, C., Sannipoli, M., & Balboni, G. (2020). Attitudes of mainstream and special-education teachers toward intellectual disability in Italy: The relevance of being teachers. International Journal of Environmental Research and Public Health, 17(19), 7325. https://doi.org/10.3390/ijerph17197325
• Sigstad, H. M. H. (2017). Successful inclusion of adolescent students with mild intellectual disabilities–Conditions and challenges within a mainstream school context. International Journal of Special Education, 32(4), 767–783.
• Sermier Dessemontet, R., Morin, D., & Crocker, A. G. (2014). Exploring the relations between in-service training, prior contacts and teachers’ attitudes towards persons with intellectual disability. International Journal of Disability, Development and Education, 61(1), 16–26. https://doi.org/10.1080/1034912X.2014.878535
• van Steen, T., & Wilson, C. (2020). Individual and cultural factors in teachers’ attitudes towards inclusion: A meta-analysis. Teaching and Teacher Education, 95, 103127. https://doi.org/10.1016/j.tate.2020.103127

APA

Md. Nurudden, A., Das, H. K., Islam, M., & Hossain, M. D. (2026). Breaking Barriers: The Influence of Teacher Characteristics on Inclusive Education. International Journal of Changes in Education, 3(4), 421-430. https://doi.org/10.47852/bonviewIJCE52025085

Vancouver

Md. Nurudden A, Das HK, Islam M, Hossain MD. Breaking Barriers: The Influence of Teacher Characteristics on Inclusive Education. International Journal of Changes in Education. 2026;3(4):421-30. https://doi.org/10.47852/bonviewIJCE52025085

AMA

Md. Nurudden A, Das HK, Islam M, Hossain MD. Breaking Barriers: The Influence of Teacher Characteristics on Inclusive Education. International Journal of Changes in Education. 2026;3(4), 421-430. https://doi.org/10.47852/bonviewIJCE52025085

Chicago

Md. Nurudden, Ashike, Happy Kumar Das, Monjurul Islam, and Md. Delowar Hossain. "Breaking Barriers: The Influence of Teacher Characteristics on Inclusive Education". International Journal of Changes in Education 2026 3 no. 4 (2026): 421-430. https://doi.org/10.47852/bonviewIJCE52025085

Harvard

Md. Nurudden, A., Das, H. K., Islam, M., and Hossain, M. D. (2026). Breaking Barriers: The Influence of Teacher Characteristics on Inclusive Education. International Journal of Changes in Education, 3(4), pp. 421-430. https://doi.org/10.47852/bonviewIJCE52025085

MLA

Md. Nurudden, Ashike et al. "Breaking Barriers: The Influence of Teacher Characteristics on Inclusive Education". International Journal of Changes in Education, vol. 3, no. 4, 2026, pp. 421-430. https://doi.org/10.47852/bonviewIJCE52025085