@article{CivitillodeMoorVervloed2016,
  author    = {Civitillo, Sauro and de Moor, Jan M. H. and Vervloed, Mathijs P. J.},
  title     = {Netherlands: An exploratory study},
  series = {Support for Learning : British Journal of Learning Support},
  volume    = {31},
  journal   = {Support for Learning : British Journal of Learning Support},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0268-2141},
  doi       = {10.1111/1467-9604.12119},
  pages     = {104 -- 121},
  year      = {2016},
  abstract  = {Teachers' beliefs are crucial to the success of inclusion programmes and reform efforts for children with special educational needs (SEN). Based on this evidence, one hundred and thirty-nine primary pre-service teachers from one training institution in the Netherlands completed an adapted version of a measure of beliefs towards inclusive education. In contrast to previous studies on pre-service teachers, results of this study showed participants held neutral or negative beliefs towards this matter. In addition, limited time for pupils received the highest rating as a barrier to inclusion, whereas direct teaching experience was the most preferred method of inclusion. The implications of this study for practice and indications for future research are discussed.},
  language  = {en}
}