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Reports that including students with disabilities in regular schools is a movement which is attracting considerable community support. Inclusion is both a philosophy based on social justice, and a practice requiring, in many cases, significant adaptations by the school community. Suggests that, as school principals have a significant role in implementing policies in schools, to be able to predict their approach to inclusion, it is important to understand their attitudes towards inclusion. Reports on qualitative data on the attitudes towards inclusion of more than 200 school principals in Queensland schools. Although the majority are supportive of inclusion, their responses suggest they are “qualified” inclusionists. Concludes that, while responding to the social justice imperatives and recognizing the rights of students with disabilities, the principals were also concerned about the resource implications which attend the implementation of inclusion.

The Macao SAR has instituted a policy-driven change that calls for schools to accept pupils with special education needs. However, making schools diverse and inclusive requires the consideration of multiple dimensions, such as the acceptance of all parties concerned, tangible and intangible support structures and cultures, and adequate resources. The purpose of this paper is to focus on understanding teachers’ attitudes and perceived challenges towards the implementation of inclusion in a context distinguished by a prevalence of the private sector of education.

This qualitative study used grounded theory procedures through document analysis and in-depth interviews with teachers to analyse the attitudes and perceptions regarding inclusive education in the context of policy revision.

Data analysis revealed five themes related to teachers’ attitudes and perceptions: understanding inclusion; outcomes of inclusion; attitudes towards inclusion; preparedness to work in inclusive settings; and challenges and barriers. It is concluded that teachers show mixed positive and negative attitudes towards inclusion. Although the teachers acknowledge the significance of the reform, few of them feel prepared for and comfortable with teaching children with SEN. A lack of resources and support, and a disintegrated approach to inclusion seems to hinder the enactment of inclusive practices. Societal preconceptions against the full inclusion of children with disabilities in regular settings were reported by the participants.

This paper suggests ways to support teachers and expand inclusion practices in Macao.

The purpose of this paper is to identify the attitudes of Bulgarians towards country’s historical monuments, communist heritage, communist heritage tourism and their willingness to participate in communist heritage trips.

The sample includes 359 respondents recruited via an online survey. Mann-Whitney U-test is used to identify the differences in the respondents’ attitudes towards communist heritage tourism in Bulgaria on the basis of their age, gender, frequency of visit to historical monuments, attitudes towards country’s communist past, prior visit to, familiarity with and attitude towards communist monuments and identification of communist monuments with country’s heritage.

The respondents who visited historical monuments more frequently, had more positive attitudes towards communist past of the country and its communist monuments, those who had visited and were very familiar with the communist monuments were more supportive towards donating money for the restoration of communist monuments and their inclusion in tourism supply.

The paper reveals that domestic communist heritage tourism demand exists in Bulgaria and tour operators need to focus on including communist heritage in tourism supply.

Communist heritage is controversial and different social groups perceive it differently, depending on their attitudes towards communism as a political, economic and social system.

The paper compares the attitudes towards historical and communist monuments and revealed that communist monuments received less support for inclusion in tourism supply than historical monuments; the respondents were less inclined to participate in trips to them and to donate money for their restoration.

Teachers are increasingly required to include students with disabilities in mainstream classroom settings. In order to effectively prepare pre-service teachers to address the needs of all students in the classroom, including students with disabilities, teacher-training programs must utilise effective pedagogy. Service-learning has been shown to be an effective pedagogy to employ to address the knowledge/learning needs of pre-service teachers. This chapter will build upon the use of service-learning to increase knowledge and will discuss the importance and practice of also developing positive attitudes towards students with disabilities. The Theory of Planned Behaviour (Azjen, 2002) is utilised as a basis for developing the service-learning program, and exemplifies three main elements as being necessary to bring about behavioural change: behavioural beliefs, normative beliefs and control beliefs. The pre-service teachers described in this chapter are completing a special education specialisation at a tertiary institution, and are required to complete a service-learning unit as a component of the specialisation. Reflection, an important requirement for service-learning programs, allows the researcher to determine if the goals of the program have been met, and how these outcomes relate to the Theory of Planned Behaviour and the potential they may have to bring about behavioural change for the pre-service teachers. Six main themes were identified in the pre-service teacher reflections. These themes were further divided into two main categories: affective (empathy, personal growth, confidence); and cognitive (knowledge, skill development, enhanced professional practice). Links between the pre-service teacher reflections and the Theory of Planned Behaviour suggest that the service-learning experience is beneficial for developing pre-service teachers who are more inclined to address the needs of students with disabilities.

This chapter discusses Icek Ajzen’s contribution of Theory of Planned Behaviour (TPB) to understandings of teacher attitudes and actions in relation to inclusive practices. The discussion explores why some educators are successful in including students with disabilities in regular classrooms and others are not and considers the role of educators’ attitudes in determining their actions when they teach. The chapter proceeds to discuss the role of TPB in teacher education that supports inclusive practices and also identifies some of the drawbacks of the existing research on attitudes within the field of inclusive education. The chapter highlights how TPB theory continues to have significant relevance in a range of areas related to teacher and inclusive education.

A shift from a medical model to a social model of including learners with disabilities has occurred over the past 25 years (Stella, Forlin, & Lan, 2007). This shift has impacted both preservice teacher preparation and in-service teacher professional development. This chapter utilizes a conceptual framework built on the work of Forlin and colleagues (Forlin, Loreman, Sharma, & Earle, 2009; Sharma, Forlin, Loreman, & Earle, 2006; Stella et al., 2007) to guide teacher preparation and professional development. This conceptual framework provides a model for (1) addressing attitudes and perceptions; (2) increasing knowledge of disability policies, laws, and evidence-based practices for providing instruction in inclusive settings; (3) and increasing experiences with individuals with disabilities, including experiences within inclusive settings. In addition, the framework incorporates aspects of the context within which inclusion is to occur. Implications include recommendations for teacher training and professional development to improve inclusive education for learners with LID.

This study aims to expand the theory of planned behaviour (TPB) to understand determinants of financial inclusion participation behaviour through the mediating effect of Islamic finance product (IFP) adoption.

A quantitative research design was deployed using primary data from a survey conducted within the Muslim-dominated regions in Nigeria, which was analysed using partial least squares structural equation modelling.

It was found that the original TPB variables, attitude, subjective norms, perceived behavioural control (PBC) and behavioural intention have strong positive influences on financial inclusion participation behaviour, however, among the new variables, government support and IFPs adoption directly influence, while awareness and access to banking and digital channels were not. Furthermore, IFPs adoption significantly mediates the relationship between attitude, behavioural intention, government support and access to banking and digital channels and financial inclusion participation, but it failed to mediate that of subjective norms, PBC and awareness.

These findings imply the need to establish more Islamic financial institutions or conventional banks to introduce IFPs in Muslim-dominated regions in Nigeria, as such products are desirable in expanding financial inclusion. While such is being pursued, policymaking bodies responsible for financial inclusion should design appropriate programmes to create awareness of IFPs for expanding financial inclusion.

To the best of the authors’ knowledge, this study could be the first to expand the TPB by integrating IFP adoption as a mediator within the context of financial inclusion participation as well as the incorporation of awareness, government support and access to banking and digital channels as additional variables.

This chapter will provide an overview of the types of concerns that are evident in the research literature regarding how well teachers are prepared to teach in inclusive classrooms citing both preservice education and in-service professional development/learning. It will present an overview of the measurements that have been used to measure teachers’ perceptions of preparedness for inclusive environments and the use of surveys to assess attitudes, beliefs, and values. The chapter will conclude with a discussion regarding measuring teachers’ perceptions to inform/improve teacher preparation efforts/policies/practices and what needs to be done to improve teacher preparation for inclusive education.

This study analyses the barriers and facilitators for the educational inclusion of students with autism spectrum disorder (ASD) from the perspective of their teachers.

A qualitative methodology was applied, specifically a multiple case study from which 24 in-depth interviews were conducted with teachers who had worked previously with students with ASD. The participants were Spanish teachers from different educational stages (from early childhood education to baccalaureate) and with different roles (ordinary classroom teachers and support teachers).

The results show that collaboration amongst teachers, their attitudes, the way of understanding the supports, the creation of collaboration between students and the organisation of both the school and the classroom are important for the inclusion of students with ASD. The analyses and discussion of the facilitators for the inclusion of these students are especially relevant, since they provide useful guidance for teachers who want to respond to the right of these students to an inclusive education.

The limitations and future research lines of this study are related to the logic of amplitude and depth, respectively. Regarding amplitude, the authors highlighted the importance of gathering the voices of professionals committed to the development of more inclusive practices; however, the authors also identified the need to expand the listening to the voices of teachers who do not have such experience. This raises a possible future research line: to explore how to reach teachers with no experience in inclusive education in order to contribute to the transformation of their practice.

There is extensive knowledge within the classrooms, which the authors aimed to demonstrate in this study, with the hope that others can learn from it. The obtained results are useful to every teacher who wishes to create an inclusive school. In agreement with the consideration of inclusive education as a process, this investigation identified strategies and resources that facilitate the learning and participation of students with ASD, as well as barriers that must be tackled to advance in this regard.

The authors aimed to contribute to understanding the advances in the development of the right to inclusive education. To this end, the authors gathered the voices of teachers (those from the ordinary classroom and those considered “support teachers”) from regular schools that welcome students with ASD and which had a history of commitment to the development of more inclusive education. There is extensive knowledge within the classrooms, which the authors aimed to demonstrate in this study, with the hope that others can learn from it. The obtained results are useful to every teacher who wishes to create an inclusive school.

This paper aims to propose and test a theoretical framework in which attitude towards COVID-19 cause-related campaigns mediates the effects of identification with the cause, donation size, emotional arousal and subjective norms on consumer purchase intention. The authors also explore the moderating effect of religiosity in an emerging nation marked by the dominance of the Islamic doctrine.

Survey data from a sample of 561 consumers from Morocco were analyzed to test the hypotheses using structural equation modeling.

First, attitude toward COVID-19 cause-related campaigns has a significant effect on consumer purchase intention; at the same time, it is influenced by identification with the cause, donation size, emotional arousal and subjective norms. Second, the results confirm the mediating effect of attitude toward COVID-19 cause-related campaigns, e.g. higher emotional arousal triggers positive attitude towards COVID-19 cause campaigns, which shapes consumer purchase intention. Third, Islamic religiosity acts as a moderator, e.g. individuals who feel themselves as highly religious are more likely to develop favorable attitude towards cause brands and therefore form stronger purchase intentions when exposed to COVID-19 cause campaigns.

The findings of this research suggest a number of practical and social implications for both academics and practitioners. Successful cause-related marketing (CrM) campaigns should include facets inducing emotional arousal, superior donation size, identification with the cause and subjective norms, which, in turn, enhances consumers’ attitude toward the campaign, their attitude towards the brand and purchase intentions. Practitioners interested in expanding into majority-Muslim markets should also consider the use of faith-based messages and religious morals when planning CrM campaigns.

While preliminary studies have already attempted to provide knowledge about the impact of COVID-19 on individuals’ health and well-being, potential effects on consumers’ decisions and behavior have not been considered much and are yet to be empirically investigated. This original research is among the first to provide insights about the potential use of COVID-19 cause to shape consumer purchase intention and behavior. This will strengthen our cross-cultural appreciation of the disparities in consumer perception of CrM among Muslim and non-Muslim communities.