C. Forlin

发表

Identifying shortcomings in the measurement of service quality.

G. Fogarty, R. Catts, C. Forlin, 2000, Journal of outcome measurement.

Preparedness of Pre-service Teachers for Inclusive Education in the Solomon Islands

Umesh Sharma, C. Forlin, J. Simi, 2015 .

Tim Loreman, C. Forlin, T. Loreman, 2014 .

The impact of teacher training in special education on the attitudes of Australian preservice general educators towards people with disabilities

Annemaree Carroll, Chris Forlin, A. Jobling, 2003 .

Inclusive Practices: How Accepting are Teachers?

J. Hattie, G. Douglas, C. Forlin, 1996 .

Inclusion: identifying potential stressors for regular class teachers

C. Forlin, 2001 .

Inclusive education in Australia ten years after Salamanca

C. Forlin, 2006 .

Pre-Service Teachers' Attitudes, Concerns and Sentiments about Inclusive Education: An International Comparison of Novice Pre-Service Teachers.

Tim Loreman, Umesh Sharma, C. Forlin, 2006 .

An international comparison of pre-service teacher attitudes towards inclusive education

Tim Loreman, Umesh Sharma, C. Forlin, 2007 .

Initial teacher education and inclusion: a triad of inclusive experiences

D. Chambers, C. Forlin, 2010 .

A collaborative, collegial and more cohesive approach to supporting educational reform for inclusion in Hong Kong

C. Forlin, 2007 .

“I’m not a rice pot”: Disability, society and inclusion in Hong Kong

Edmond S S Lau, C. Forlin, B. Peters, 2012 .

Solomon Islands school leaders readiness for inclusive education

Umesh Sharma, C. Forlin, James Porakari, 2015 .

Inclusive education for students with disability: A review of the best evidence in relation to theory and practice

D. Chambers, Tim Loreman, Umesh Sharma, 2013 .

Employing Technologies to Engage Students with Diverse Needs in Rural School Communities

G. Lock, C. Forlin, 2006 .

Challenges and Potential Solutions for Enabling Inclusion in Secondary Schools.

Michelle Pearce, C. Forlin, 2005 .

Informing educational decisions in the early years: can evidence for improving pedagogy for children with autistic spectrum disorder be found from neuroscience?

C. Forlin, B. Peters, 2011 .

Developing and Implementing Quality Inclusive Education in Hong Kong: Implications for Teacher Education.

C. Forlin, 2010 .

An Historical Review from Exclusion to Inclusion in Western Australia across the Past Five Decades: What Have We Learnt?

D. Chambers, C. Forlin, 2021 .

Changing Paradigms and Future Directions for Implementing Inclusive Education in Developing Countries

C. Forlin, 2013, Asian Journal of Inclusive Education.

Improving teachers’ self-efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong

C. Forlin, F. Ho, Chih Nuo Grace Chao, 2017 .

Teachers' Personal Concerns About Including Children with a Disability in Regular Classrooms

C. Forlin, 1998 .

Inside four walls

C. Forlin, 1998 .

Teachers' Perceptions of the Stress Associated with Inclusive Education and Their Methods of Coping.

C. Forlin, 1998 .

Australian Association of Special Education

C. Forlin, 1997 .

Inclusion: Is it stressful for teachers?

J. Hattie, G. Douglas, C. Forlin, 1996 .

Attributions of the social acceptance and integration of children with mild intellectual disability

P. Cole, C. Forlin, 1994 .

Promoting the implementation of inclusive education in primary schools in South Africa

M. Oswald, P. Engelbrecht, C. Forlin, 2006 .

ON INCLUSIVE EDUCATION VOLUME 11 INCLUSIVE PRINCIPLES AND PRACTICES IN LITERACY EDUCATION

H. Daniels, B. Edited, K. Scorgie, 2017 .

Bullying and the Inclusive School Environment

D. Chambers, C. Forlin, 2003 .

Newly Qualifying Teachers' Perspectives of Diversity and Inclusion: "Understanding through Visual Representations".

C. Forlin, S. Phillipson, 2011 .

Special Education Research in Australia

C. Forlin, P. Forlin, 2000 .

The Contribution of Facilitated Leadership to Systems Development for Greater Inclusive Practices.

C. Forlin, Phyllis Jones, A. Gillies, 2013 .

International Perspectives on Inclusive Education

H. Daniels, D. Chambers, B. Edited, 2023 .

Chinese children with ASD in Hong Kong (SAR): development of inclusive practice

C. Forlin, B. Peters, 2011 .

Impact of training on change in practice for education assistants in a group of international private schools in Hong Kong

R. Rose, C. Forlin, 2010 .

Contemporary models of funding inclusive education for students with Autism Spectrum Disorder

Umesh Sharma, B. Furlonger, C. Forlin, 2015 .

Teacher preparation for inclusive education: increasing knowledge but raising concerns

Dianne Chambers, Christine Irene Forlin, D. Chambers, 2011 .

The role of the school psychologist in inclusive education for ensuring quality learning outcomes for all learners

C. Forlin, Chris Forlin, 2010 .

Reframing teacher education for inclusion

C. Forlin, 2010 .

Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities

Umesh Sharma, Chris Forlin, Tim Loreman, 2008 .

How Do we Measure Implementation of Inclusive Education in the Pacific Islands? A Process for Developing and Validating Disability-Inclusive Indicators

Umesh Sharma, C. Forlin, Setareki S. Macanawai, 2018 .

Catering for Diversity: Including Learners with Different Abilities and Needs in Regular Classrooms

D. Chambers, C. Forlin, 2017 .

Developing disability-inclusive indicators in the Pacific Islands

Umesh Sharma, C. Forlin, Beth Sprunt, 2015, Prospects.

Developing disability-inclusive indicators in the Pacific Islands

Umesh Sharma, C. Forlin, Beth Sprunt, 2015 .

Conceptualising and Measuring Inclusive Education

D. Chambers, Umesh Sharma, Joanne Deppeler, 2014 .

Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education

Umesh Sharma, Christine Irene Forlin, Tim Loreman, 2009 .

Exploring the participation and agency of students with special education needs in a Macau‐Chinese secondary school

A. Correia, C. Forlin, Eva Sio, 2022, Journal of Research in Special Educational Needs.

Using indicators as a catalyst for inclusive education in the Pacific Islands

Umesh Sharma, C. Forlin, M. Marella, 2017 .

Measuring teacher efficacy to implement inclusive practices

Umesh Sharma, Christine Irene Forlin, Tim Loreman, 2012 .

The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Measuring Pre-Service Teachers' Perceptions about Inclusion.

Umesh Sharma, C. Forlin, Chris Earle, 2011 .

Knowledge and perceived social norm predict parents’ attitudes towards inclusive education

Ming Lui, C. Forlin, K. Sin, 2015 .

Teacher education reform for enhancing teachers’ preparedness for inclusion

Christine Irene Forlin, C. Forlin, 2010 .

Reforming Teacher Education for Inclusion in Developing Countries in the Asia-Pacific Region

Umesh Sharma, Joanne Deppeler, C. Forlin, 2013, Asian Journal of Inclusive Education.

The development of an instrument for measuring pre-service teachers' sentiments, attitudes, and concerns about inclusive education

Umesh Sharma, C. Forlin, Chris Earle, 2007 .

Pre-service teachers' attitude and concerns regarding inclusive education

Umesh Sharma, C. Forlin, G. Mackay, 2005 .

The Concerns of Mainstream Teachers: Coping with inclusivity in an Australian context

C. Forlin, E. Barrett, M. Keen, 2008 .

Teacher Education for Inclusion : Changing Paradigms and Innovative Approaches

Chris Forlin, C. Forlin, 2010 .

Issues of Inclusive Education in the 21st Century

Christine Irene Forlin, C. Forlin, 2013 .

Identifying disability-inclusive indicators currently employed to monitor and evaluate education in the Pacific island countries

Umesh Sharma, C. Forlin, Beth Sprunt, 2016 .

A system-wide professional learning approach about inclusion for teachers in Hong Kong

Umesh Sharma, C. Forlin, T. Loreman, 2014 .

Preparing teachers for inclusion in Mexico: how effective is this process?

C. Forlin, Ismael García-Cedillo, Silvia Romero-Contreras, 2013 .

Do Pre-Service Teachers Feel Ready to Teach in Inclusive Classrooms? A Four Country Study of Teaching Self-Efficacy.

Umesh Sharma, C. Forlin, T. Loreman, 2013 .

Social interaction and cooperative activities: Drawing plans as a means of increasing engagement for children with ASD

D. McInerney, R. Maclean, C. Forlin, 2013 .

Inclusion in Mexico: ensuring supportive attitudes by newly graduated teachers

Todd V. Fletcher, C. Forlin, Silvia Romero-Contreras, 2010 .

Inclusive Educational Practices: A Way Forward for Hong Kong

C. Forlin, 2007 .

The role of the support teacher in Australia

C. Forlin, 2001 .

What concerns pre-service teachers about inclusive education: An international viewpoint?

Umesh Sharma, C. Forlin, T. Loreman, 2007 .

Future directions for inclusive teacher education : an international perspective

C. Forlin, 2012 .

Teacher education for diversity

Kathleen Tait, Annemaree Carroll, Chris Forlin, 1999 .

Developing Support for Inclusion: A Professional Learning Approach for Teachers in Hong Kong.

C. Forlin, K. Sin, 2010 .

Development of learning in regular class and measure of teacher education in China

C. Forlin, 2012 .

Validating the use of the 24-item long version and the 12-item short version of the Teachers’ Sense of Efficacy Scale (TSES) for measuring teachers’ self-efficacy in Macao (SAR) for inclusive education

Elisa Monteiro, C. Forlin, 2020 .

One school for all: A multi-faceted practice

C. Forlin, 2010 .

The Teacher Efficacy for Inclusive Practices (TEIP) Scale: Further evidence for construct validity in Greek-speaking teachers

C. Forlin, Garyfalia Charitaki, E. Kourkoutas, 2022, PROSPECTS.

Children with ASD as Part of the Learning Community in Three International Schools in Hong Kong: Practical Implications for Class Practice

C. Forlin, B. Peters, 2013, Asian Journal of Inclusive Education.

Measuring Indicators of Inclusive Education: A Systematic Review of the Literature

Umesh Sharma, Christine Irene Forlin, Tim Loreman, 2014 .

In-service teacher training for inclusion

C. Forlin, K. Sin, 2017 .

The Effect of Self-Efficacy and Role Understanding on Teachers’ Emotional Exhaustion and Work Engagement in Inclusive Education in Macao (SAR)

A. Correia, Elisa Monteiro, C. Forlin, 2020, International Journal of Disability, Development and Education.

Transition for a student with special educational needs from primary to secondary school in Hong Kong

R. Maclean, C. Forlin, K. Sin, 2013 .

Social Inclusion and Belonging: Affirming Validation, Agency and Voice

K. Scorgie, C. Forlin, 2019, International Perspectives on Inclusive Education.

EDUCATION POLICY | RESEARCH ARTICLE Identifying disability-inclusive indicators currently employed to monitor and evaluate education in the Pacific island countries

Umesh Sharma, C. Forlin, Beth Sprunt, 2016 .

Student behaviour and emotional challenges for teachers and parents in Hong Kong

P. Cooper, C. Forlin, 2013 .

The Tutoring Process and its Manifestation in the Classroom Behaviour of Tutors and Tutees

G. Tenenbaum, M. Bar-eli, C. Forlin, 1998 .

An historical ethnography of the enactment of Rawl’s Theory of Justice as applied to the education of learners with disability in Western Australia

C. Forlin, Dianne L. Chambers, Dianne Chambers, 2021 .

Diversity and Inclusion and Special Education

D. Chambers, C. Forlin, 2020 .

Transitioning from Special Schools or Settings into Inclusive Schools: Expectations and Realities for Students with Complex Needs

Joanne Deppeler, C. Forlin, 2022, Transition Programs for Children and Youth with Diverse Needs.

Re-Designing Pre-Service Teacher Education Courses: An Inclusive Curriculum in New Times.

C. Forlin, 1997 .

Theories-based Inclusive Education Practices

C. Forlin, Paula E. Faulkner, Z. Al‐Shammari, 2019, Education Quarterly Reviews.

Inclusion – the heart of the matter: trainee teachers' perceptions of a parent's journey

C. Forlin, Treena Hopewell, 2006 .

Challenges and Potential Solutions for Enabling Inclusion in Secondary Schools

Michelle Pearce, C. Forlin, 2005 .

Placement, inclusion, law and teachers’ perceptions in Macao’s schools

A. Correia, Elisa Monteiro, C. Forlin, 2018 .

Improving teaching self-efficacy for teachers in inclusive classrooms in Hong Kong

C. Forlin, F. Ho, Chih Nuo Grace Chao, 2016 .

A report on the role of the support teacher (learning difficulties) in regular schools in Queensland in 1999

C. Forlin, 2000 .

Special Issue: Transitions for Students With Special Educational Needs

C. Forlin, 2013 .

Study on Equal Learning Opportunities for Students with Disabilities under the Integrated Education System

Ming Lui, C. Forlin, Zi Yan, 2012 .

From special to inclusive education in Macau (SAR)

C. Forlin, 2011 .

The Influence of an Inclusive Education Course on Attitude Change of Pre‐service Secondary Teachers in Hong Kong

C. Forlin, Chong Suk Ching Stella, Au Mei Lan, 2007 .

Educators' Beliefs about Inclusive Practices in Western Australia.

Chris Forlin, C. Forlin, 2007 .

Promoting inclusivity in Western Australian schools

C. Forlin, 2004 .

‘He seemed a little lost soul’: Family Insights into the Reality of Realizing Inclusive Education for a Child with a Disability

K. Scorgie, C. Forlin, Jane K Walker, 2019, International Perspectives on Inclusive Education.

Constitutional and Legislative Framework for Inclusive Education in Australia

C. Forlin, P. Forlin, 1998 .

Reform, Inclusion and Teacher Education: Towards a new era of special education in the Asia-Pacific Region

M. Lian, C. Forlin, 2008 .

Education reform for inclusion in the Asia-Pacific region: What about teacher education?

C. Forlin, 2008 .

Cultural Transformation for Inclusion, What is Needed?

C. Forlin, P. Du Toit, 2009 .

Enhancing Teacher Education by Utilizing a Revised PGDE Curriculum as a Fundamental Resource for Inclusive Practices in Macao

Elisa Monteiro, C. Forlin, 2021 .

INTRODUCTION TO THE SPECIAL ISSUE Special Issue : Transitions for Students With Special Educational Needs

C. Forlin, 2013 .

Is a Whole School Approach to Inclusion Really Meeting the Needs of All Learners? Home-Schooling Parents’ Perceptions

D. Chambers, C. Forlin, 2023, Education sciences.

Home‐schooling in the Republic of Ireland

D. Chambers, J. Banks, C. Forlin, 2023, British Journal of Special Education.

Developing a scale to measure the diversity of motivations and practices of home-schooling

D. Chambers, J. Banks, C. Forlin, 2023, Educational Review.

Developing Sustainable, Accountable and Contextually Appropriate Policy to Ensure High-quality Inclusive Education

C. Forlin, 2018, Asian Journal of Inclusive Education.

Teacher Education and Inclusion in the Asia-Pacific Region

C. Forlin, 2018, Oxford Research Encyclopedia of Education.

Contemporary models of funding inclusive education for students with dyslexia

B. Furlonger, C. Forlin, U. Sharma, 2015 .

Responding to the need for inclusive teacher education: Rhetoric or reality?

C. Forlin, 2012 .

A national strategy for supporting teacher educators to prepare teachers for inclusion

C. Forlin, Dinh Thi Nguyet, 2010 .

Educational reform in Japan towards inclusion: are we training teachers for success?

Satoshi Higuchi, Christine Irene Forlin, N. Kawai, 2015 .

Authentic School Partnerships for Enabling Inclusive Education in Hong Kong.

R. Rose, C. Forlin, 2010 .

Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education

A. Correia, Elisa Monteiro, C. Forlin, 2018, International Journal of Inclusive Education.