OOIR: Observatory of International Research

Papers

(The TQCC of European Journal of Special Needs Education is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-06-01 to 2025-06-01.)

Article	Citations
Future career expectations of college students - the contribution of disability status, self-advocacy, self-efficacy, and support	51
Teachers’ self-efficacy in working with pupils with conduct disorder symptoms: The role of gender and diagnostic label	44
Special needs provision and economic independence among young adults with disabilities: A longitudinal study	33
A study of perceptions as expressed through metaphors: what do preschool teachers think about their inclusive students?	28
Self-assessment of teacher efficacy in Serbia: Serbian adaptation of the Teacher Efficacy for Inclusive Practice (TEIP) scale	22
Attitudes and self-efficacy of early childhood educators towards the inclusion of children with disability in day-care	21
Teachers’ experiences during the COVID-19 pandemic in Portugal: the role of personal, professional and coping variables in inclusive practices	19
General and special education teachers in co-teaching. Self-efficacy in collaboration, co-teaching benefits, and teaching practices in inclusive classrooms: a mediation analysis	18
Paradoxes of using psychiatric diagnoses as organising principles for special educational support	18
An intervention programme to promote social communication skills for prelinguistic children with autism spectrum disorders: “Kids in the Kitchen”	15
An interactive technology-based emotion recognition intervention for children with developmental language disorder: A longitudinal mixed-method study	12
Implicit and explicit measurement of pre-service teachers’ attitudes towards autism spectrum disorder	11
What are the effects of the COVID-19 pandemic on the development of children with special educational needs and disabilities from parents’ experiences? An integrative review	11
Pharmacological treatment of children with ADHD: how educators persuade parents to use it	11
‘I stayed here just for my son:’ the experience of parents of children with intellectual disabilities who migrated from Turkey to Germany	11
Asking about inclusion: question order and social desirability influence measures of attitudes towards inclusive education	11
The prevalence of special educational needs in Northern Ireland: A comparative analysis	10
The involvement of autistic children in early childhood education	9
Relationships and psychosocial aspects in inclusive secondary schools in Germany	9
Teaching assistant support for learning and wellbeing: the perspectives of secondary school pupils with special educational needs and disabilities	9
Psychological capital as a mediator of job satisfaction and burnout among teachers in special and standard education	8
CORRECTION	8
Special education in Norwegian early childhood education and care: a document analysis of special education assistance provided to children with language disorders	8
ICT’s role in supporting students with SEND: insights from primary mainstream classrooms in England	7
CORRECTION	7

The well-being of children with special needs during the COVID-19 lockdown: academic, emotional, social and physical aspects	7
Creating optimal educational settings for children with rare diseases – a working method	7
International perspectives on inclusive education: In the light of educational justice	7
Exploring pre-service special needs teachers’ assessment conceptions and assessment self-efficacy	7
Consultation as a shared, ethical practice: judgement ability in special needs educators’ consultation practice	7
A study on parents’ awareness of inclusive education	6
The core of justifying teaching content for students with intellectual disabilities	6
Academic performance of learners with special needs in open and distance learning: a study in Anadolu University open education system	6
Examination of variables affecting peer attitudes towards children with disabilities: a cross-sectional study	6
Understanding professors’ and students with disabilities’ perceptions of inclusive higher education: a systematic literature review	6
Utilisation of extracurricular support offers for children with developmental learning disorders: the role of parental predisposing characteristics, enabling resources and perceived need	6
What influences do parents perceive as supportive of school well-being and the inclusion of children with ADHD?: A qualitative study	6
Maternal attachment and behaviour problems: comparison between children in regular and special education schools	6
Experiences of children with learning disabilities living in low-income households during the Covid-19 pandemic	6
The scoping review of systematic instruction literature for individuals with disabilities: trends in Türkiye from 1983 to 2022	6
The effects of accommodations and curriculum modifications on academic performance and perceived inclusion: a prospective longitudinal study among students in Switzerland	6
Pathways to Inclusion: Exploring Early Childhood School Administrators’ Attitudes towards Including Children with Disabilities in Türkiye	6
The inclusion of students who are most vulnerable to exclusion via cooperative learning. A longitudinal case-study	5
Development of performative identities in autism writers’ autobiographies	5
The educational context in expert assessments. A study of special education documents of children in ECEC institutions	5
The perceptions of Autistic school students of their well-being at school: a meta-synthesis	5
“I’ve built a shield around myself, I’ll finish and that’s it”: coping strategies among online students with disabilities	5
Preparing physical education teachers for the inclusions of children with disabilities through online courses: A scoping review	5
Additional Reviewers Volume 38	5
A dilemmatic space: A qualitative study about teachers’ agency working with early identification of special needs	4
Inclusion versus full inclusion: implications for progressing inclusive education	4
Attitudes toward disability among preservice special education teachers: the role of attachment style and empathy	4
Flexischooling children with special educational needs: insights from a survey of parents and carers	4
A systematic review of mathematics interventions for primary school students with intellectual disabilities	4
Social participation in the context of inclusive education: primary school students’ friendship networks from students’ and teachers’ perspectives	4
Effects of a reading dog programme on reading skills and task-related behaviour in special needs education	4
Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education	4
Interprofessional collaboration between educational psychologists and speech and language therapists in the UK: facilitators and barriers	4
Exploring factors related to special needs educators’ work-related well-being in preschool settings	4
Attitudes and perceptions of teacher self-efficacy and collaborative practices in the context of inclusive education for students with special educational needs in Portuguese schools	4
Labour division and inclusion: perspectives of early childhood education staff on interprofessional collaboration when identifying and working with autistic children	4
Diagnoses and special educational support. A study of institutional decision-making of provision of special educational support for children at school	4
Shared Book-Reading Amongst Parents of Autistic and Non-Autistic Children	4
Perspectives of learning and support assistants on cooperation with teachers in inclusive education: a systematic literature review	4
The Inclusion Illusion. How children with special educational needs experience mainstream schools	3
Promoting emergent literacy skills among children at risk for specific learning disorder: general vs. Specific vs. Combined metacognitive interventions	3
Perceptions of inclusion in students with diagnosed behavioural, emotional and social difficulties (BESD) displaying internalising and externalising behaviour in inclusive and special education	3
A cross-sectional study on reading among young L1 and L2 students in Sweden	3
Inclusion of a pupil with autism spectrum disorder in mainstream education in the Czech Republic	3
‘There is no barrier when it comes to your deafness’: participatory research exploring the views of deaf and hard-of-hearing students being educated in a resource provision	3
The role of teachers dealing with dilemma caused by the international right to inclusive education and the SEN assessment practices in Austria	3
Outdoor play of children with and without disabilities. Insights from the Covid-19 pandemic in Ireland and Italy	3
Patterns of teachers’ self-efficacy and attitudes toward inclusive education associated with teacher emotional support, collective teacher efficacy, and collegial collaboration	3
Giving voice to education professionals of primary and secondary school students with emotional and behavioural disorders: a qualitative study	3
Parental attitudes towards the inclusion of children with disabilities in Jordanian kindergartens	3

Validation of the student version of the Perceptions of Inclusion Questionnaire on a sample of French students	3
Professional collaboration for children and adolescents with neurodevelopmental disorders: a scoping review	3
Ethical competence in German teacher training for inclusive schools	3
Learning strategies of students with and without emotional and behavioural disorders in primary school	3
The path to independent living: lived experiences of inclusive education for one of a set of twins with disabilities and her parents	3
Who is in focus? A scoping review of themes and consistency in inclusive education for all	3
ADHD-symptoms and transition to middle school: the effects of academic and social adjustment	3
Effectiveness of an undergraduate course on the self-efficacy of Spanish sports sciences university students for the inclusion of individuals with disabilities	3
Reliability of a shortened single-target implicit association Test (ST-IAT) as an implicit measure of attitudes towards inclusion. Replication and extension of “implicitly measuring attitudes towards	3
From the idea of inclusion into practice in the Nordic countries: a qualitative literature review	3
Ethnic prejudice and the perception of inclusion of immigrant children: the mediating role of teachers’ resilience	3
Self-Determination assessment and evaluation in Romanian adolescents: preliminary psychometric properties of the ARC’s self-Determination scale	3