OOIR: Observatory of International Research

Papers

(The TQCC of European Journal of Special Needs Education is 6. 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 2020-05-01 to 2024-05-01.)

Article	Citations
Fostering school connectedness online for students with diverse learning needs: inclusive education in Australia during the COVID-19 pandemic	48
Applying the theory of planned behaviour in assessments of teachers’ intentions towards practicing inclusive education: a scoping review	43
What predicts teachers’ use of digital learning in Germany? Examining the obstacles and conditions of digital learning in special education	41
The impact of COVID-19 on children with additional support needs and disabilities in Scotland	38
Learning at home during COVID-19 school closures – How do German students with and without special educational needs manage?	36
Blurring boundaries: the invasion of home as a safe space for families and children with SEND during COVID-19 lockdown in England	35
Norwegian students’ experiences of homeschooling during the COVID-19 pandemic	34
‘Homeschooling in times of corona’: exploring Mexican and German primary school students’ and parents’ chances and challenges during homeschooling	34
Maslow’s Hammer: teacher assistant research and inclusive practices at a crossroads	32
Loneliness experience during distance learning among college students with ADHD: the mediating role of perceived support and hope	26
Academic success factors in university students with disabilities: a systematic review	26
The well-being of children with special needs during the COVID-19 lockdown: academic, emotional, social and physical aspects	21
Are we good friends? – Friendship preferences and the quantity and quality of mutual friendships	20
Parental involvement during COVID-19: experiences from the special school	19
Austrian teachers’ attitudes and self-efficacy beliefs regarding at-risk students during home learning due to COVID-19	16
A study of Finnish primary school teachers’ experiences of their role and competences by implementing the three-tiered support	15
Pre-service teachers’ sentiments, attitudes and concerns about inclusive education in Turkey	14
Inclusive education in Saudi Arabia and Germany: students’ perception of school well-being, social inclusion, and academic self-concept	14
The effects of modifying contact, duration, and teaching strategies in awareness interventions on attitudes towards inclusion in physical education	14
What makes a good teacher? Comparing the perspectives of students on the autism spectrum and staff	14
Teachers’ preparedness to deliver remote adapted physical education from different European perspectives: Updates to the European Standards in Adapted Physical Activity	14
Students’ voices about the extra educational support they receive in regular education	14
Everyday experiences of inclusion in Primary resourced provision: the voices of autistic pupils and their teachers	14
Paraprofessional support in Irish schools: from special needs assistants to inclusion support assistants	14
Students and graduates with autism: perceptions of support when preparing for transition from university to work	13

Special education teachers’ experiences of addressing challenging behaviour during the pandemic	13
Teachers’ collaborative professional development for inclusive education	13
Social participation in the context of inclusive education: primary school students’ friendship networks from students’ and teachers’ perspectives	13
Challenges, strategies and self-efficacy of teachers supporting autistic pupils in contrasting school settings: a qualitative study	13
A systematic review of academic interventions for students with disabilities in Online Higher Education	11
Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education	11
No nursery ‘til school – the transition to primary school without institutional transition support due to the COVID-19 shutdown in Germany	11
Relationships between family-centred practices and parent involvement in early childhood intervention	11
Where next for research on teaching assistants: the case for an international response	11
Knowledge and beliefs of classroom teachers about dyslexia: the case of teachers in Turkey	10
‘I usually never got involved’: understanding reasons for secondary students with visual impairments leaving mainstream schooling in Germany	10
Teachers’ attitudes towards students with disabilities: the role of the type of information provided in the students’ profiles of children with disabilities	10
Relational competence regarding students with ADHD – An intervention study with in-service teachers	10
Teachers’ attitudes to inclusion regarding challenging behaviour	10
The importance of teacher-student relationships in classrooms with ‘difficult’ students: a multi-level moderation analysis of nine Berlin secondary schools	9
Interprofessional collaboration and school support in inclusive primary schools in Germany	9
Professional burnout in general and special education teachers: the role of interpersonal coping strategies	9
Same vision – different approaches? Special needs education in light of inclusion in Finland and Norway	9
Migrant children with special educational needs in European schools – a review of current issues and approaches	9
Participation, involvement and peer relationships in children with special educational needs in early childhood education	9
In between special needs teachers and students: paraprofessionals work in self-contained classrooms for students with intellectual disabilities in Sweden	9
Teacher education and confidence regarding autism of specialist primary school teachers	8
Approaches to collaboration and support in early childhood education and care in Finland: professionals’ narratives	8
Validation of the student version of the Perceptions of Inclusion Questionnaire on a sample of French students	8
When home turns into quarantine school – new demands on students with special educational needs, their parents and teachers during COVID-19 quarantine	8
From the idea of inclusion into practice in the Nordic countries: a qualitative literature review	8
A systematic review of mathematics interventions for primary school students with intellectual disabilities	8
Give them wings to fly: critiquing the Special Needs Assistant scheme through the lens of pupil independence	8
The Circle of Friends intervention: a research synthesis	8
The role of teaching assistants in managing behaviour in inclusive Catalan schools	7
The mainstream school experiences of adolescent autistic girls	7
Impaired school well-being in children with specific learning disorder and its relationship to psychopathological symptoms	7
The relationship between psychological capital and academic adjustment among students with learning disabilities and attention deficit hyperactivity disorder	7
Academic self-concept, perceptions of inclusion, special needs and gender: evidence from inclusive classes in Sweden	7
The relevance of sources of support for teachers’ self-efficacy beliefs towards students with special educational needs	7
Support for teachers in the inclusive education of pupils with special educational needs: experience from primary schools in the Czech Republic	6
Effects of disability-related services, accommodations, and integration on academic success of students with disabilities in higher education. A scoping review	6
Parents’ views on inclusive education for children with special educational needs in Russia	6
Special needs provision and economic independence among young adults with disabilities: A longitudinal study	6
Creating an optimal environment for inclusive education: co-location and transformation in interdisciplinary collaboration	6
Teaching assistants and teachers providing instructional support for pupils with SEN: results from a video study in Swiss classrooms	6
Teachers’ and parents’ meaning making of children’s learning in transition from preschool to school for children with intellectual disability	6
Emotional and behavioural function in children with language problems- a longitudinal, population- based study	6
Teaching assistants: their role in the inclusion, education and achievement of pupils with special educational needs	6
Inclusion moments for students with profound intellectual and multiple disabilities in mainstream schools: The teacher assistant’s role in supporting peer interactions	6
The antecedents of teaching styles in multicultural classroom: teachers’ self-efficacy for inclusive practices and attitudes towards multicultural education	6
Implementation of the inclusive CICO Plus intervention for pupils at risk of severe behaviour problems in SWPBS schools	6
Preschool teachers’ attitudes towards inclusion: a comparison study between China and Germany	6