OOIR: Observatory of International Research

Papers

(The TQCC of International Journal of Inclusive Education is 4. 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 2020-04-01 to 2024-04-01.)

Article	Citations
Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis	64
Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis	59
Using the Service-Learning approach to bridge the gap between theory and practice in teacher education	36
The effect of school leadership on implementing inclusive education: how transformational and instructional leadership practices affect individualised education planning	23
Students’ attitudes toward disability: a systematic literature review (2012–2019)	23
Teachers with disabilities: a literature review	23
Special education reforms in Ireland: changing systems, changing schools	21
Teacher agency for inclusive education: an international scoping review	20
Differentiated instruction: the diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles	19
Teaching for inclusion – a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support	18
Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective	18
Promoting inclusiveness, creativity and critical thinking through digital storytelling among EFL teacher candidates	17
Increasing faculty’s competence in digital accessibility for inclusive education: a systematic literature review	17
Inclusion, access, and accessibility of educational resources in higher education institutions: exploring the Ethiopian context	17
Inclusive education in South Africa: path dependencies and emergences	17
‘I’m good at science but I don’t want to be a scientist’: Australian primary school student stereotypes of science and scientists	16
Do both ‘get it right’? Inclusion of newly arrived migrant students in Swedish primary schools	15
Beyond Salamanca: a citation analysis of the CRPD/GC4 relative to the Salamanca Statement in inclusive and special education research	15
Social inclusion of immigrant children at school: the impact of group, family and individual characteristics, and the role of proficiency in the national language	15
A preschool for all children? – Swedish preschool teachers’ perspective on inclusion	14
How do students experience inclusive assessment? A critical review of contemporary literature	14
Leadership for inclusive special education: a qualitative exploration of SENCOs’ and principals’ Experiences in secondary schools in Ireland	13
Inclusion does not solely apply to students with disabilities: pre-service teachers’ attitudes towards inclusive schooling of all students	13
Segregated education as a challenge to inclusive processes: a total population study of Swedish teachers’ views on education for pupils with intellectual disability	13
Teachers’ and parents’ attitudes towards inclusion of pupils with a first language other than the language of instruction	13

Teacher education and inclusive education in Kazakhstan	12
Reconceptualising teacher education for teachers of learners with severe to profound disabilities	12
Conceptualising disability: a critical discourse analysis of a teacher education textbook	12
Is inclusion still an illusion in higher education? exploring the curriculum through the student voice	11
Feeling excluded: international students experience equity, diversity and inclusion	11
Classroom-based peer interventions targeting autism ignorance, prejudice and/or discrimination: a systematic PRISMA review	11
The duty to promote an inclusive educational system: a phenomenological study on the assessment procedures of pupils with special educational needs in Madrid (Spain)	10
Learning about students in co-teaching teams	10
Can participation in an online ASD training enhance attitudes toward inclusion, teaching self-Efficacy and ASD knowledge among preservice educators in diverse cultural contexts?	10
‘Being there’: technology to reduce isolation for young people with significant illness	10
Reconceptualising inclusive education in the Pacific	10
‘It’s all about the attitudes!’ – Introducing a scale to assess teachers’ attitudes towards the practice of differentiated instruction	10
Grouped out of STEM degrees: the overlooked mathematics ‘glass ceiling’ in NSW secondary schools	10
A systematized review of co-teaching efficacy in enhancing inclusive education for students with disability	10
Impact of Covid-19 on the education of children with disabilities in Malawi: reshaping parental engagement for the future	10
A critical realist model of inclusive education for children with special educational needs and/or disabilities	10
Connecting beliefs, noticing and differentiated teaching practices: a study among pre-service teachers and teachers	9
When differences are made into likenesses: the normative documentation and assessment culture of the preschool	9
In and out of class – what is the meaning for inclusive schools? Teachers’ opinions on push-and pull-out in Italy and Norway	9
Teacher ratings of academic skills and academic enablers of children on the autism spectrum	9
Co-teaching as a resource for inclusive classes: teachers’ perspectives on conditions for successful collaboration	8
Inclusion of disabled Higher Education students: why are we not there yet?	8
Special education provision in Greek mainstream classrooms: teachers’ characteristics and recruitment procedures in parallel support	8
The Zero Reject policy: a way forward for inclusive education in Malaysia?	8
The psychosocial impact of rare diseases among children and adolescents attending mainstream schools in Western Australia	8
Scientific production on inclusive education and physical education: a bibliometric analysis	8
A review of the literature to inform the development of a practice framework for supporting children with cerebral visual impairment (CVI)	8
From regular education teachers to special educators: the role transformation of resource room teachers in Chinese inclusive education schools	8
Facilitators and barriers along pathways to higher education in Sweden: a disability lens	8
‘This school is 100% not autistic friendly!’ Listening to the voices of primary-aged autistic children to understand what an autistic friendly primary school should be like	8
Including students with disabilities in innovative learning environments: a model for inclusive practices	8
School leaders’ vision is the strongest predictor of their attitudes towards inclusive education practice	8
Inclusion of immigrant students in schools: the role of introductory classes and other segregated efforts	8
Researching a whole school approach to school connectedness	8
Fifty ways to work with students’ diverse abilities? A video study on inclusive teaching practices in secondary mathematics classrooms	8
A comparison of Australian and Swiss secondary school teachers’ attitudes, concerns, self-efficacy, and intentions to teach in inclusive classrooms: does the context matter?	7
Chinese international graduate students at Canadian universities: language barriers, cultural identities and perceived problems of engagement	7
Widening the focus of school readiness for children with disabilities in Malawi: a critical review of the literature	7
Inclusion in practice: humanising pedagogy for immigrant children with and without disabilities	7
Inclusive education is another country; developments, obstacles and resistance to inclusive education	7
Providing inclusive education through virtual classrooms: a study of the experiences of secondary science teachers in Malaysia during the pandemic	7
Conceptualising inclusive education: the role of teacher training and teacher's attitudes towards inclusion of children with disabilities in Ethiopia	7
Planting the seeds for inclusive education: one resource centre at a time	7
Social classroom climate and personalised instruction as predictors of students’ social participation	7
Inclusion of multilingual students—teachers’ perceptions on language support models	7
Identity matters? ‘Working class’ student teachers in Ireland, the desire to be a relatable and inclusive teacher, and sharing the classed self	7
Barriers to positive parent-teacher partnerships: the views of parents and teachers in an inclusive education context	7
On ‘integration rooms’, tough territories, and ‘places to be’: the ability-space-regimes of three educational settings at Austrian secondary schools	6
Promoting peer interactions in an inclusive preschool in China: what are teachers’ strategies?	6
Measuring teacher efficacy to build capacity for implementing inclusive practices in an Australian primary school	6

Recognition of refugee students’ cultural wealth and social capital in resettlement	6
Assessment of the quality of inclusive schools A short form of the quality scale of inclusive school development (QU!S-S) – reliability, factorial structure and measurement invariance	6
Addressing heterogeneity in secondary education: who benefits from differentiated instruction in German classes?	6
Construction and validation of Leading Inclusive Education in Compulsory Education Questionnaire (LIE-Q-Teaching Team)	6
The lived experience of autistic teachers: a review of the literature	6
Botswana teachers: competencies perceived as important for inclusive education	6
Autism in Higher Education: dissonance between educators’ perceived knowledge and reported teaching behaviour	6
An expansion of practice: special education and Montessori public school	6
Advancing towards inclusion: recommendations from faculty members of Spanish universities	6
Teaching to the track: grouping in reception education for Newly Arrived Migrant students	5
Bullying among primary school-aged students: which factors could strengthen their tendency towards resilience?	5
‘I’m learning how to do it’: reflecting on the implementation of a new assessment tool in an Australian Early Childhood	5
The development of inclusive practice under a policy of integration	5
Using collaborative action research to enhance differentiated instruction	5
Pathways to inclusive and equitable quality education for people with disabilities: cross-context conversations and mutual learning	5
Pre-service teachers’ and recent teacher graduates’ perceptions of self-efficacy in teaching students with Autism Spectrum Disorder – an exploratory case study	5
The effect of local discourses adapted by teachers on Syrian child refugees’ schooling experiences in Turkey	5
Pluralistic and equitable education in the neoliberal era: paradoxes and contradictions	5
Equity and STEM in elite contexts: challenging institutional assumptions and critiquing student support	5
The educational experiences of autistic children with and without extreme demand avoidance behaviours	5
Inclusive pedagogy through the lens of primary teachers and teaching assistants in England	5
The factors that count: predicting implementation fidelity of evidence-based behavioural supports in Australian schools	5
Inclusive disaster risk reduction education for Indonesian children	5
‘Not integrated at all. Whatsoever’: teachers’ narratives on the integration of newly arrived refugee students in Norway	5
Students’ experience of isolation room punishment in UK mainstream education. ‘I can’t put into words what you felt like, almost a dog in a cage’	5
How do Australian pre-service teachers understand differentiated instruction and associated concepts of inclusion and diversity?	5
Psychological safety in innovative learning environments: planning for inclusive spaces	5
Teacher education for inclusive education in Bhutan: perspectives of pre-service and beginning teachers*	5
Education, power, and segregation. The psychoeducational report as an obstacle to inclusive education	5
Indigenous Elders’ wisdom and dominionization in higher education: barriers and facilitators to decolonisation and reconciliation	5
Inclusion illusion: a mixed-methods study of preservice teachers and their preparedness for inclusive schooling in Health and Physical Education	5
Performing the good (im)migrant: inclusion and expectations of linguistic assimilation	4
Aiming for inclusion: processes taking place in co-creation involving students with disabilities in higher education	4
The future of special schools in Australia: complying with the Convention on the Rights of Persons with Disabilities	4
Building inclusive and democratic schools in Spain: strategies for mobilising knowledge on inclusive education through participatory action research	4
Year 3 boys’ and girls’ enjoyment for reading across economic demographics in Australia. Implications for boys and students from lower SES communities	4
Inclusion as participation: mapping the participation model with four different levels of inclusive education	4
Perceptions and experiences of teachers in Zimbabwe on inclusive education and teacher training: the value of Unhu/Ubuntu philosophy	4
Student engagement in schools serving marginalised communities	4
Children’s voices on marginalisation and inclusion: lessons to be learned from two decades of research in Cyprus	4
Leveraging the Design Thinking Model to address campus accessibility challenges and assess perceptions of disability awareness	4
Disability studies in and for inclusive teacher education in Aotearoa New Zealand	4
‘Come willing to learn’: experiences of parents advocating for their children with severe vision impairments in Australian mainstream education	4
A simplex approach in Italian teacher education programmes to promote inclusive practices	4
‘It’s a school but it’s not a school’: understanding father involvement in the schooling of children with intellectual disabilities in Kenya	4
Stigmatisation and othering: the case of Syrian students in Turkish schools*	4
It takes a special type of teacher. An investigation into the capabilities of staff working with disengaged students	4
Understanding teaching practices for inclusive participation of students with autism in Saudi Arabian primary schools	4
Comprehensive support for pupils at risk of school failure in inclusive education: theory and school practice in the Czech Republic	4
Promoting accessible and inclusive education on disaster risk reduction: the case of students with sensory disabilities	4
Visions of an inclusive school – Preferred futures by special education teacher students	4
Teaching writing by formula: empowerment or exclusion?	4
Improving educational inclusion for refugee-background learners through appreciation of diversity	4
Furthering inclusive education in Papua New Guinea through teacher training: reflections on challenges and transformations	4
Rural and urban general education teachers’ instructional strategies in inclusive classrooms in China: a dual system perspective	4
Bridging gaps between theory and practice of inclusion through an innovative partnership between university academics and school educators in Australia	4
Curricular and pedagogical barriers to South Korean female students’ physical activity in physical education class	4
Editorial: refugees and inclusive education	4
Where is Ubuntu in competitive South African schools? An inclusive education perspective	4
Experiential education of deaf and hard of hearing students in the lab with non-signing advisors	4
‘Teachers should put themselves in their students’ shoes’: Perspectives of Parents from Minority-ethnic Backgrounds on Schooling in Ireland	4
Educational inclusion in resource-constrained contexts: a study of rural primary schools in Cambodia	4
Promising practices for preparing Canadian teachers for inclusive classrooms: analysis through a transformative learning lens	4
Catering to children and youth from refugee backgrounds in Australia: deep-rooted constraints	4
Exploring Bhutanese teachers’ knowledge and use of strategies for the inclusion of students on the autism spectrum	4
School assistants’ experiences of belonging	4
Lessons learned from educators of English as a second language in the U.S. during covid-19: providing inclusive space for all educators	4