Umesh Sharma

Research output

Research output per year 2003 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025

• 120 Article
• 17 Chapter (Book)
• 10 Commissioned Report
• 10 Review Article
• 21 More
  • 4 Edited Book
  • 4 Encyclopaedia / Dictionary Entry
  • 4 Editorial
  • 2 Book
  • 2 Other Report
  • 2 Abstract
  • 1 Other
  • 1 Comment / Debate
  • 1 Working Paper

Research output per year

Research output per year

Search results

• 2025

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

  Sokal, L., Sharma, U. & Eblie Trudel, L., Feb 2025, In: Teaching and Teacher Education. 154, 11 p., 104873.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

  File

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

  Butabayeva, L., Sharma, U., Forlin, C., Abildina, S., Ismagulova, S. & Nogaibayeva, G., 2025, (Accepted/In press) In: International Journal of Developmental Disabilities. 15 p.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

• Teachers' inclusive core practices and all students’ perspectives

  Obrovská, J., Svojanovský, P. & Sharma, U., Oct 2025, In: Teaching and Teacher Education. 165, 14 p., 105120.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

  File

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

  Zaman, R. A., Sharma, U. & Round, P., 2025, In: International Journal of Educational Research. 130, 19 p., 102545.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

  File
• 2024

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

  Sahli Lozano, C., Sharma, U. & Wüthrich, S., 2024, In: International Journal of Inclusive Education. 28, 7, p. 1205-1223 19 p.

  Research output: Contribution to journal › Article › Research › peer-review
  19 Citations (Scopus)

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

  Chow, W. S. E. & Sharma, U., 2024, In: International Journal of Inclusive Education. 28, 11, p. 2546-2562 17 p.

  Research output: Contribution to journal › Article › Research › peer-review
  6 Citations (Scopus)

• Attitudes, self-efficacy, and intention to teach in inclusive classrooms of in-service teachers in Chile: validating scales

  San Martín, C., Calvo, R., Sharma, U., Ramírez, C. & Muñoz, Y., 2024, In: Revista Brasileira de Educacao Especial. 30, 20 p., e0101.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

  File
  2 Citations (Scopus)

• Factors influencing Indonesian teachers’ use of proactive classroom management strategies

  Paramita, P. P., Sharma, U., Anderson, A. & Laletas, S., 2024, In: International Journal of Inclusive Education. 28, 1, p. 38-56 19 p.

  Research output: Contribution to journal › Article › Research › peer-review
  3 Citations (Scopus)

• How do attitudes and self-efficacy predict teachers’ intentions to use inclusive practices? A cross-national comparison between Canada, Germany, Greece, Italy, and Switzerland

  Lozano, C. S., Wüthrich, S., Kullmann, H., Knickenberg, M., Sharma, U., Loreman, T., Romano, A., Avramidis, E., Woodcock, S. & Subban, P., 2024, In: Exceptionality Education International. 34, 1, p. 17-41 25 p.

  Research output: Contribution to journal › Article › Research › peer-review
  4 Citations (Scopus)

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

  Sokal, L. & Sharma, U., 2024, In: International Journal of Inclusive Education. 28, 9, p. 1904-1819 15 p.

  Research output: Contribution to journal › Article › Research › peer-review
  3 Citations (Scopus)

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

  Rangarajan, R., Sharma, U. & Grové, C., 2024, In: International Journal of Inclusive Education. 29, 6, p. 975-995 21 p.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

  File
  5 Citations (Scopus)

• Measuring collective efficacy for inclusion in a global context

  Sharma, U., Loreman, T., May, F., Romano, A., Lozano, C. S., Avramidis, E., Woodcock, S., Subban, P. & Kullmann, H., 2024, In: European Journal of Special Needs Education. 39, 2, p. 167-184 17 p.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

  File
  9 Citations (Scopus)

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

  Fox, R. A., Sharma, U. & Leif, E. S., 2024, In: International Journal of Inclusive Education. 28, 7, p. 1133-1149 17 p.

  Research output: Contribution to journal › Article › Research › peer-review
  4 Citations (Scopus)

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

  Subban, P., Woodcock, S., Bradford, B., Romano, A., Sahli Lozano, C., Kullmann, H., Sharma, U., Loreman, T. & Avramidis, E., 2024, In: Teachers and teaching: theory and practice. 30, 5, p. 668-683 16 p.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

  File
  3 Citations (Scopus)

• “I look at their rights first”: strategies used by Australian behaviour support practitioners’ to protect and uphold the rights of people with disabilities

  Leif, E. S., Subban, P., Sharma, U. & Fox, R., 2024, In: Advances in Neurodevelopmental Disorders. 8, p. 17-34 18 p.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

  File
  10 Citations (Scopus)
• 2023

  A tapestry of multiple perspectives: contextualising inclusive education through the study of a rural government school in Uttarakhand, India

  Rangarajan, R., Grove, C., Sharma, U. & Odier-Guedj, D., 2023, In: International Journal of Educational Research. 119, 15 p., 102160.

  Research output: Contribution to journal › Article › Research › peer-review
  4 Citations (Scopus)

• Bridging gaps between theory and practice of inclusion through an innovative partnership between university academics and school educators in Australia

  Sharma, U., Grové, C., Laletas, S., Rangarajan, R. & Finkelstein, S., 2023, In: International Journal of Inclusive Education. 27, 10, p. 1102-1117 16 p.

  Research output: Contribution to journal › Article › Research › peer-review
  13 Citations (Scopus)

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

  Sahli Lozano, C., Wüthrich, S., Baumli, N., Sharma, U., Loreman, T. & Forlin, C., Oct 2023, In: Journal of Research in Special Educational Needs. 23, 4, p. 375-388 14 p.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

  File
  7 Citations (Scopus)

• Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education

  Subban, P., Bradford, B., Sharma, U., Loreman, T., Avramidis, E., Kullmann, H., Sahli Lozano, C., Romano, A. & Woodcock, S., 2023, In: European Journal of Special Needs Education. 38, 2, p. 291-302 12 p.

  Research output: Contribution to journal › Article › Research › peer-review
  9 Citations (Scopus)

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

  Aiello, P., Pace, E. M., Sharma, U., Rangarajan, R., Sokal, L., May, F., Gonzalez Gil, F., Loreman, T., Malak, S., Martín, E., McIlroy, A. M. & Schwab, S., 2023, In: Cambridge Journal of Education. 53, 3, p. 357-374 18 p.

  Research output: Contribution to journal › Article › Research › peer-review
  7 Citations (Scopus)

• Measuring teachers’ attitudes and intentions towards inclusion: Portuguese validation of Attitudes to Inclusion Scale (AIS) and Intention to Teach in Inclusive Classroom Scale (ITICS)

  Laranjeira, M., Teixeira, M. O., Roberto, M. S. & Sharma, U., 2023, In: European Journal of Special Needs Education. 38, 3, p. 408-423 16 p.

  Research output: Contribution to journal › Article › Research › peer-review
  8 Citations (Scopus)

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

  Leif, E. S., Fox, R. A., Subban, P. & Sharma, U., 2023, In: International Journal of Developmental Disabilities. 69, 1, p. 66-82 17 p.

  Research output: Contribution to journal › Article › Research › peer-review
  14 Citations (Scopus)

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

  Rangarajan, R., Odier-Guedj, D., Grove, C. & Sharma, U., 2023, In: Children's Geographies. 21, 4, p. 737-755 19 p.

  Research output: Contribution to journal › Article › Research › peer-review
  6 Citations (Scopus)

• “In any crisis there is an opportunity for us to learn something new”: Australian teacher experiences during COVID-19

  Sharma, U., Laletas, S., May, F. & Grove, C., 2023, In: The Australian Educational Researcher. 50, p. 1303-1321 19 p.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

  File
  12 Citations (Scopus)
• 2022

  A study of Victorian teachers’ beliefs about student behaviour and their perception of preparation and confidence to engage in evidence-based behaviour support

  Fox, R., Sharma, U. & Leif, E., Jan 2022, In: Australian Journal of Teacher Education. 47, 1, p. 14-29 16 p.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

• Breaking down the walls of the ‘Ivory Tower’: critical reflections on how co-teaching partnerships can bridge the gap between inclusive education theory and practice

  Laletas, S., Grove, C., Sharma, U., OToole, T. & Kaukko, M., 2022, In: Teachers and teaching: theory and practice. 28, 4, p. 475-495 21 p.

  Research output: Contribution to journal › Article › Research › peer-review
  9 Citations (Scopus)

• Examining parental perception of inclusive education climate

  Sharma, U., Woodcock, S., May, F. & Subban, P., 2022, In: Frontiers in Education. 7, 11 p., 907742.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

  File
  9 Citations (Scopus)

• How inclusive are the teaching practices of my German, Maths and English teachers? – psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practices

  Schwab, S., Sharma, U. & Hoffmann, L., 2022, In: International Journal of Inclusive Education. 26, 1, p. 61-76 16 p.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

  File
  60 Citations (Scopus)

• Teacher self-efficacy and inclusive education practices: rethinking teachers’ engagement with inclusive practices

  Woodcock, S., Sharma, U., Subban, P. & Hitches, E., Sept 2022, In: Teaching and Teacher Education. 117, 12 p., 103802.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

  File
  110 Citations (Scopus)

• The concerns about inclusive education scale: dimensionality, factor structure, and development of a short-form version (CIES-SF)

  Sahli Lozano, C., Wüthrich, S., Büchi, J. S. & Sharma, U., 2022, In: International Journal of Educational Research. 111, 12 p., 101913.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

  File
  18 Citations (Scopus)

• Who is responsible for students’ challenging behaviour? A study of the causal attributions of teachers to challenging behaviour in primary schools in West Bengal, India

  Patnaik, S., Sharma, U. & Subban, P., 2022, In: Disabilities. 2, 1, p. 56-72 17 p.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

  File
  7 Citations (Scopus)
• 2021

  Chilean teachers’ attitudes towards inclusive education, intention, and self-efficacy to implement inclusive practices

  Martin, C. S., Ramirez, C., Calvo, R., Muñoz-Martínez, Y. & Sharma, U., Feb 2021, In: Sustainability. 13, 4, 17 p., 2300.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

  File
  33 Citations (Scopus)

• Measuring the use of inclusive practices among pre-service educators: a multi-national study

  Sharma, U., Sokal, L., Wang, M. & Loreman, T., Nov 2021, In: Teaching and Teacher Education. 107, 9 p., 103506.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

  File
  51 Citations (Scopus)

• ‘I can because I think I can': an investigation into Victorian secondary school teacher’s self-efficacy beliefs regarding the inclusion of students with disabilities

  Subban, P., Round, P. & Sharma, U., 2021, In: International Journal of Inclusive Education. 25, 3, p. 348-361 14 p.

  Research output: Contribution to journal › Article › Research › peer-review
  15 Citations (Scopus)

• ‘Not enough time’: identifying Victorian teachers’ perceptions of the facilitators and barriers to supporting improved student behaviour

  Fox, R. A., Sharma, U., Leif, E. S., Stocker, K. L. & Moore, D. W., Dec 2021, In: Australasian Journal of Special and Inclusive Education. 45, 2, p. 205-220 16 p.

  Research output: Contribution to journal › Article › Research › peer-review
• 2020

  Inclusive education in the Pacific: challenges and opportunities

  Sharma, U., 2020, In: Prospects. 49, 3-4, p. 187-201 15 p.

  Research output: Contribution to journal › Article › Research › peer-review
  19 Citations (Scopus)

• Indonesian teachers’ causal attributions of problem behaviour and classroom behaviour management strategies

  Paramita, P., Sharma, U. & Anderson, A., 3 Mar 2020, In: Cambridge Journal of Education. 50, 2, p. 261-279 19 p.

  Research output: Contribution to journal › Article › Research › peer-review
  10 Citations (Scopus)

• Innovations in teacher education at the time of COVID19: an Australian perspective

  Scull, J., Phillips, M., Sharma, U. & Garnier, K., 2020, In: Journal of Education for Teaching. 46, 4, p. 497-506 10 p.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access
  189 Citations (Scopus)

• Swedish final year early childhood preservice teachers' attitudes, concerns and intentions towards Inclusion

  Uusimaki, L., Garvis, S. & Sharma, U., 2020, In: Journal of International Special Needs Education. 23, 1, p. 23-32 10 p.

  Research output: Contribution to journal › Article › Research › peer-review

• Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana

  Kuyini, A. B., Desai, I. & Sharma, U., 2020, In: International Journal of Inclusive Education. 24, 14, p. 1509-1526 18 p.

  Research output: Contribution to journal › Article › Research › peer-review
  63 Citations (Scopus)
• 2019

  Addressing barriers to implementing inclusive education in the Pacific

  Sharma, U., Armstrong, A. C., Merumeru, L., Simi, J. & Yared, H., 2 Jan 2019, In: International Journal of Inclusive Education. 23, 1, p. 65-78 14 p.

  Research output: Contribution to journal › Article › Research › peer-review
  54 Citations (Scopus)

• Current issues and future directions in Australian special and inclusive education

  Dally, K. A., Ralston, M. M., Strnadova, I., Dempsey, I., Chambers, D., Foggett, J., Paterson, D., Sharma, U. & Duncan, J., Aug 2019, In: Australian Journal of Teacher Education. 44, 8, p. 57-73 17 p.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

  File
  27 Citations (Scopus)

• Impact of teacher education on pre-service regular school teachers' attitudes, intentions, concerns and self-efficacy about inclusive education in South Korea

  Song, J., Sharma, U. & Choi, H., Nov 2019, In: Teaching and Teacher Education. 86, 9 p., 102901.

  Research output: Contribution to journal › Article › Research › peer-review
  30 Citations (Scopus)

• Teaching students with autism spectrum disorders in South Asia: a scoping study and recommendations for future

  Sharma, U. & Rangarajan, R., 20 Oct 2019, In: International Journal of Developmental Disabilities. 65, 5, p. 347-358 12 p.

  Research output: Contribution to journal › Article › Research › peer-review
  13 Citations (Scopus)

• Teaching students with disabilities in inclusive classrooms: from policy to practice in Australian schools

  Sharma, U., 2019, In: Professional Voice. 12, 3, p. 18-25 8 p.

  Research output: Contribution to journal › Article › Other

  Open Access

  File

• Validating the UNICEF/Washington Group Child Functioning Module for Fijian schools to identify seeing, hearing and walking difficulties

  Sprunt, B., Hoq, M., Sharma, U. & Marella, M., 2019, In: Disability and Rehabilitation. 41, 2, p. 201-211 11 p.

  Research output: Contribution to journal › Article › Research › peer-review
  18 Citations (Scopus)
• 2018

  Are we included? Secondary students’ perception of inclusion climate in their schools

  Schwab, S., Sharma, U. & Loreman, T., 1 Oct 2018, In: Teaching and Teacher Education. 75, p. 31-39 9 p.

  Research output: Contribution to journal › Article › Research › peer-review
  59 Citations (Scopus)

• How do we measure implementation of inclusive education in the Pacific Islands? A process for developing and validating disability-inclusive indicators

  Sharma, U., Jitoko, F., Macanawai, S. S. & Forlin, C., 2 Jan 2018, In: International Journal of Disability, Development and Education. 65, 6, p. 614-630 17 p.

  Research output: Contribution to journal › Article › Other › peer-review
  18 Citations (Scopus)

• Improving intentions to teach in inclusive classrooms: the impact of teacher education courses on future Learning Support Teachers

  Aiello, P. & Sharma, U., 2018, In: Form@re. 18, 1, p. 207-219 13 p.

  Research output: Contribution to journal › Article › Research › peer-review

  Open Access

  File

• In-service teachers' attitudes, concerns, efficacy and intentions to teach in an inclusive classroom: An international comparison of Australian and Italian teachers.

  Sharma, U., Aellio, P., Pace, E. M., Round, P. & Subban, P. K., 2018, In: European Journal of Special Needs Education. 33, 3, p. 437-446 10 p.

  Research output: Contribution to journal › Article › Research › peer-review
  70 Citations (Scopus)