Umesh Sharma

MONASH UNIVERSITY

Australia

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Articles (26)

Teachers' inclusive core practices and all students’ perspectives

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Year:

2025

Key factors influencing the sense of belonging in students experiencing marginalisation: a systematic literature review

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Year:

2025

A scoping review of the components of effective teacher in-service professional development in inclusive education

Article Link

Year:

2025

Integration of 3-H inclusive apprenticeship approach in Pakistani teacher education through forging connections between university and school educators

Article Link

Year:

2025

Inclusive practices in Kazakhstan: validating the teacher efficacy for inclusive practice scale for the local context

Article Link

Year:

2025

Canadian educators' post-pandemic recovery and students’ unmet needs: Who is left behind?

Article Link

Year:

2025

Who is in? Who is out? Exploring primary school students’ sense of belonging using Photovoice

Article Link

Year:

2025

ATTITUDES, SELF-EFFICACY, AND INTENTION TO TEACH IN INCLUSIVE CLASSROOMS OF IN-SERVICE TEACHERS IN CHILE: VALIDATING SCALES

Article Link

Year:

2024

What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion

Article Link

Year:

2024

The factors that count: predicting implementation fidelity of evidence-based behavioural supports in Australian schools

Article Link

Year:

2024

Are in-service teachers supported in Hong Kong? Teachers’ perceived support needs in the implementation of inclusive education

Article Link

Year:

2024

Factors influencing Indonesian teachers’ use of proactive classroom management strategies

Article Link

Year:

2024

Measuring collective efficacy for inclusion in a global context

Article Link

Year:

2023

A scoping review of perceived support needs of teachers for implementing inclusive education

Article Link

Year:

2023

Identifying teachers’ strengths to face COVID-19: narratives from across the globe

Article Link

Year:

2023

Development and validation of a short form of the Teacher Efficacy for Inclusive Practices Scale (TEIP‐SF)

Article Link

Year:

2023

“I Look at Their Rights First”: Strategies Used by Australian Behaviour Support Practitioners’ to Protect and Uphold the Rights of People with Disabilities

Article Link

Year:

2023

‘The school of our dreams’: engaging with children’s experiences and hopes at a remote school in India

Article Link

Year:

2023

Editorial for the special issue: ‘positive behaviour support: moving toward a human rights based model of support’

Article Link

Year:

2023

‘Stakeholders are almost always resistant’: Australian behaviour support practitioners’ perceptions of the barriers and enablers to reducing restrictive practices

Article Link

Year:

2023

Inclusion and equity in India’s new National Education Policy (NEP): an analysis using the Context Led Model of Education Quality

Article Link

Year:

2023

Psychometric Properties of Indonesian Version of Teacher Classroom Management Efficacy Scale

Article Link

Year:

2023

How effective is online pre-service teacher education for inclusion when compared to face-to-face delivery?

Article Link

Year:

2022

Student experiences of inclusive education in secondary schools: A systematic review of the literature

Article Link

Year:

2022

Factors influencing teacher self-efficacy for inclusive education: A systematic literature review

Article Link

Year:

2022

A comparison of Australian and Swiss secondary school teachers’ attitudes, concerns, self-efficacy, and intentions to teach in inclusive classrooms: does the context matter?

Article Link

Year:

2021

Collaborators (18)

Alessandra Romano

University of Siena

ITALY

C. Forlin

AUSTRALIA

Brent Bradford, PhD

Associate Professor

Concordia University of Edmonton

CANADA

Kate de Bruin

MONASH UNIVERSITY

AUSTRALIA

YOLANDA MUÑOZ-MARTÍNEZ

Profesora Titular/Professor

Universidad de Alcalá

SPAIN

Russell Fox

AUSTRALIA

Wing Sze Emily CHOW

MONASH UNIVERSITY

AUSTRALIA

Jana Obrovská

Assistant professor

Masaryk University

CZECH REPUBLIC

Elias Avramidis

Associate Professor

University of Thessaly

GREECE

Sergej Wüthrich

SWITZERLAND

Laura Sokal

Professor

University of Winnipeg

CANADA

Tim Loreman

Professor

Concordia University of Edmonton

CANADA

Delphine Odier-Guedj

Professor

Haute École Pédagogique du Canton de Vaud

SWITZERLAND

Stuart Woodcock

Associate Professor

Griffith University

AUSTRALIA

Harry Kullmann

University of Paderborn

GERMANY

Erin Sandra Leif

AUSTRALIA

Penny Round

MONASH UNIVERSITY

AUSTRALIA

Christine Grové

MONASH UNIVERSITY

AUSTRALIA

Umesh Sharma

Research Interests

Explore related searches

Contact this professor

Articles (26)

Teachers' inclusive core practices and all students’ perspectives

Key factors influencing the sense of belonging in students experiencing marginalisation: a systematic literature review

A scoping review of the components of effective teacher in-service professional development in inclusive education

Integration of 3-H inclusive apprenticeship approach in Pakistani teacher education through forging connections between university and school educators

Inclusive practices in Kazakhstan: validating the teacher efficacy for inclusive practice scale for the local context

Canadian educators' post-pandemic recovery and students’ unmet needs: Who is left behind?

Who is in? Who is out? Exploring primary school students’ sense of belonging using Photovoice

ATTITUDES, SELF-EFFICACY, AND INTENTION TO TEACH IN INCLUSIVE CLASSROOMS OF IN-SERVICE TEACHERS IN CHILE: VALIDATING SCALES

What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion

The factors that count: predicting implementation fidelity of evidence-based behavioural supports in Australian schools

Are in-service teachers supported in Hong Kong? Teachers’ perceived support needs in the implementation of inclusive education

Factors influencing Indonesian teachers’ use of proactive classroom management strategies

Measuring collective efficacy for inclusion in a global context

A scoping review of perceived support needs of teachers for implementing inclusive education

Identifying teachers’ strengths to face COVID-19: narratives from across the globe

Development and validation of a short form of the Teacher Efficacy for Inclusive Practices Scale (TEIP‐SF)

“I Look at Their Rights First”: Strategies Used by Australian Behaviour Support Practitioners’ to Protect and Uphold the Rights of People with Disabilities

‘The school of our dreams’: engaging with children’s experiences and hopes at a remote school in India

Editorial for the special issue: ‘positive behaviour support: moving toward a human rights based model of support’

‘Stakeholders are almost always resistant’: Australian behaviour support practitioners’ perceptions of the barriers and enablers to reducing restrictive practices

Inclusion and equity in India’s new National Education Policy (NEP): an analysis using the Context Led Model of Education Quality

Psychometric Properties of Indonesian Version of Teacher Classroom Management Efficacy Scale

How effective is online pre-service teacher education for inclusion when compared to face-to-face delivery?

Student experiences of inclusive education in secondary schools: A systematic review of the literature

Factors influencing teacher self-efficacy for inclusive education: A systematic literature review

A comparison of Australian and Swiss secondary school teachers’ attitudes, concerns, self-efficacy, and intentions to teach in inclusive classrooms: does the context matter?

Collaborators (18)

Alessandra Romano

C. Forlin

Brent Bradford, PhD

Kate de Bruin

YOLANDA MUÑOZ-MARTÍNEZ

Russell Fox

Wing Sze Emily CHOW

Jana Obrovská

Elias Avramidis

Sergej Wüthrich

Laura Sokal

Tim Loreman

Delphine Odier-Guedj

Stuart Woodcock

Harry Kullmann

Erin Sandra Leif

Penny Round

Christine Grové

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