European Journal of Special Needs Education

Article	Citations
Research about inclusive education in 2020 – How can we improve our theories in order to change practice?	67
Fostering school connectedness online for students with diverse learning needs: inclusive education in Australia during the COVID-19 pandemic	44
What predicts teachers’ use of digital learning in Germany? Examining the obstacles and conditions of digital learning in special education	40
The impact of COVID-19 on children with additional support needs and disabilities in Scotland	38
Applying the theory of planned behaviour in assessments of teachers’ intentions towards practicing inclusive education: a scoping review	37
Learning at home during COVID-19 school closures – How do German students with and without special educational needs manage?	35
Blurring boundaries: the invasion of home as a safe space for families and children with SEND during COVID-19 lockdown in England	34
‘Homeschooling in times of corona’: exploring Mexican and German primary school students’ and parents’ chances and challenges during homeschooling	33
Norwegian students’ experiences of homeschooling during the COVID-19 pandemic	33
Maslow’s Hammer: teacher assistant research and inclusive practices at a crossroads	28
Loneliness experience during distance learning among college students with ADHD: the mediating role of perceived support and hope	24
Academic success factors in university students with disabilities: a systematic review	23
The well-being of children with special needs during the COVID-19 lockdown: academic, emotional, social and physical aspects	18
Are we good friends? – Friendship preferences and the quantity and quality of mutual friendships	18
Austrian teachers’ attitudes and self-efficacy beliefs regarding at-risk students during home learning due to COVID-19	16
Parental involvement during COVID-19: experiences from the special school	16
Investigation of the relationship between burnout, life satisfaction and quality of life in parents of children with disabilities	15
Pre-service teachers’ sentiments, attitudes and concerns about inclusive education in Turkey	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	13
Inclusive education in Saudi Arabia and Germany: students’ perception of school well-being, social inclusion, and academic self-concept	13
Learning and support assistants in inclusive education: a transnational analysis of assistance services in Europe	13
Students and graduates with autism: perceptions of support when preparing for transition from university to work	13
What makes a good teacher? Comparing the perspectives of students on the autism spectrum and staff	13
Paraprofessional support in Irish schools: from special needs assistants to inclusion support assistants	13

The effects of modifying contact, duration, and teaching strategies in awareness interventions on attitudes towards inclusion in physical education	12
Special education teachers’ experiences of addressing challenging behaviour during the pandemic	12
A systematic review of academic interventions for students with disabilities in Online Higher Education	11
A study of Finnish primary school teachers’ experiences of their role and competences by implementing the three-tiered support	11
Teachers’ collaborative professional development for inclusive education	11
Everyday experiences of inclusion in Primary resourced provision: the voices of autistic pupils and their teachers	11
Relationships between family-centred practices and parent involvement in early childhood intervention	11
Challenges, strategies and self-efficacy of teachers supporting autistic pupils in contrasting school settings: a qualitative study	11
Where next for research on teaching assistants: the case for an international response	11
Teachers’ attitudes to inclusion regarding challenging behaviour	10
Attitudes of Slovenian parents towards pre-school inclusion	10
Disability’ or ‘Additional study needs’? Identifying students’ language preferences in disability-related communications	10
Improve learning with hands-on classroom activities: science instruction for students with visual impairments	9
Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education	9
Review of research literature about the use of lesson study and lesson study-related practices relevant to the field of special needs and inclusive education	9
Relational competence regarding students with ADHD – An intervention study with in-service teachers	9
Teachers’ attitudes towards students with disabilities: the role of the type of information provided in the students’ profiles of children with disabilities	9
Social participation in the context of inclusive education: primary school students’ friendship networks from students’ and teachers’ perspectives	9
Migrant children with special educational needs in European schools – a review of current issues and approaches	8
No nursery ‘til school – the transition to primary school without institutional transition support due to the COVID-19 shutdown in Germany	8
The Circle of Friends intervention: a research synthesis	8
Knowledge and beliefs of classroom teachers about dyslexia: the case of teachers in Turkey	8
Attitudes of students towards peers with special educational needs in mainstream Portuguese schools	8
Interprofessional collaboration and school support in inclusive primary schools in Germany	8
Professional burnout in general and special education teachers: the role of interpersonal coping strategies	8
When home turns into quarantine school – new demands on students with special educational needs, their parents and teachers during COVID-19 quarantine	8
Validation of the student version of the Perceptions of Inclusion Questionnaire on a sample of French students	8
Give them wings to fly: critiquing the Special Needs Assistant scheme through the lens of pupil independence	7
A systematic review of mathematics interventions for primary school students with intellectual disabilities	7
‘I usually never got involved’: understanding reasons for secondary students with visual impairments leaving mainstream schooling in Germany	7
Impaired school well-being in children with specific learning disorder and its relationship to psychopathological symptoms	7
In between special needs teachers and students: paraprofessionals work in self-contained classrooms for students with intellectual disabilities in Sweden	7
The mainstream school experiences of adolescent autistic girls	7
The role of teaching assistants in managing behaviour in inclusive Catalan schools	7
Participation, involvement and peer relationships in children with special educational needs in early childhood education	7
The importance of teacher-student relationships in classrooms with ‘difficult’ students: a multi-level moderation analysis of nine Berlin secondary schools	7
Support for teachers in the inclusive education of pupils with special educational needs: experience from primary schools in the Czech Republic	6
The relationship between psychological capital and academic adjustment among students with learning disabilities and attention deficit hyperactivity disorder	6
Preschool teachers’ attitudes towards inclusion: a comparison study between China and Germany	6
Special needs provision and economic independence among young adults with disabilities: A longitudinal study	6
The relevance of sources of support for teachers’ self-efficacy beliefs towards students with special educational needs	6
Teacher education and confidence regarding autism of specialist primary school teachers	6
Approaches to collaboration and support in early childhood education and care in Finland: professionals’ narratives	6
Academic self-concept, perceptions of inclusion, special needs and gender: evidence from inclusive classes in Sweden	6
Inclusion moments for students with profound intellectual and multiple disabilities in mainstream schools: The teacher assistant’s role in supporting peer interactions	6
From the idea of inclusion into practice in the Nordic countries: a qualitative literature review	6
Emotional and behavioural function in children with language problems- a longitudinal, population- based study	6
Same vision – different approaches? Special needs education in light of inclusion in Finland and Norway	6
Creating an optimal environment for inclusive education: co-location and transformation in interdisciplinary collaboration	5
Implementation of the inclusive CICO Plus intervention for pupils at risk of severe behaviour problems in SWPBS schools	5

Teaching assistants: their role in the inclusion, education and achievement of pupils with special educational needs	5
Teaching assistants and teachers providing instructional support for pupils with SEN: results from a video study in Swiss classrooms	5
Teachers’ and parents’ meaning making of children’s learning in transition from preschool to school for children with intellectual disability	5
Perceptions of friendship among girls with Autism Spectrum Disorders	5
Understanding Pakistani parents’ experience of having a child with special educational needs and disability (SEND) in England	5
Experiences of a dual system: motivation for teachers to study special education	4
Analysis of the burnout levels of special education teachers in Switzerland in link with a reform implementation	4
Preservice teachers’ beliefs about teaching pupils with special educational needs in visual art education	4
Effects of disability-related services, accommodations, and integration on academic success of students with disabilities in higher education. A scoping review	4
Quality of life and its relationship to maternal experience and resilience during COVID-19 lockdown in children with specific learning disabilities	4
Social validity and psychometric properties of Teacher Impression Scale – A pilot study	4
Capturing students’ needs through collaboration - exploring challenges experienced by Norwegian educational-psychological advisers	4
The perspectives and experiences of children with special educational needs in mainstream primary schools regarding their individual teaching assistant support	4
Examination of variables affecting peer attitudes towards children with disabilities: a cross-sectional study	4
Do peers influence autistic behaviours? First insights from observations made by teachers	4
What influences do parents perceive as supportive of school well-being and the inclusion of children with ADHD?: A qualitative study	4
The antecedents of teaching styles in multicultural classroom: teachers’ self-efficacy for inclusive practices and attitudes towards multicultural education	4
Opportunities to display knowledge during national assessment in mathematics: a matter of access and participation	4
The effectiveness of augmented reality for English vocabulary instruction of Greek students with intellectual disability	4
Troubling norms? Adults and teenagers with a life-limiting impairment in Denmark and England talk about their lives, support and future plans	4
Innovative interventions and provisions of accommodations to students with disabilities	4
Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education	4
From the shade into the sun: exploring pride and shame in students with special needs in Finnish VET	4
Teachers as disorder-spotters: (in)decisiveness in assigning a child’s hyperactivity, impulsivity and/or inattention to ADHD as the underlying cause	4
‘It means everything’: special educators’ perceptions of relationships and relational competence	4
A cross-sectional study on reading among young L1 and L2 students in Sweden	4
Complexities of preparing teachers for inclusive education: case-study of a university in Sweden	4
Parents’ views on inclusive education for children with special educational needs in Russia	4
Linking cognitive load, mindfulness, and self-efficacy in college students with and without learning disabilities	4
The educational context in expert assessments. A study of special education documents of children in ECEC institutions	3
Participation problems and effective accommodations in students with dyslexia in higher education	3
Succeeding in inclusive practices in school in Norway – A qualitative study from a teacher perspective	3
Adaptation and validation of an instrument for assessing the digital competence of special education teachers	3
The DreamSpace STEM-21CLD model as an aid to inclusion of pupils with special education needs	3
Inclusion of pupils with autism – a research overview	3
Parents’ experiences of choosing a special school for their children	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
Diagnoses and special educational support. A study of institutional decision-making of provision of special educational support for children at school	3
Service providers’ perspectives on life skills and deaf and hard of hearing students with and without additional disabilities: transitioning to independent living	3
How to become an inclusive teacher? Advice from Spanish educators involved in early childhood, primary, secondary and higher education	3
Students’ well-being and attitudes towards inclusion	3
Inclusion versus full inclusion: implications for progressing inclusive education	3
Self-Determination assessment and evaluation in Romanian adolescents: preliminary psychometric properties of the ARC’s self-Determination scale	2
The psychopathological profile of children with specific learning disorders: the point of view of children and their mothers	2
Special education teachers’ views on their agency in teacher collaboration	2
The development of a tool for investigating the barriers and supports to participation in school life and feelings of belonging: part 1	2
The role of teachers’ emotional intelligence and social competences with special educational needs students	2
Examining specialist teachers’ conceptualisations of their roles in supporting learners with vision impairment: a comparative analysis of Turkey and England using Bronfenbrenner’s ecological systems t	2
Pre-service teachers’ attitudes towards inclusion and their relationships to personality traits and learning opportunities	2
The arts: a precious part of special education? How principals value and organise arts education in compulsory school for pupils with intellectual disability in Sweden	2
An analysis of classroom teachers’ awareness of inclusive education	2
How does the association between special education need and absence vary overtime and across special education need types?	2
Measuring collective efficacy for inclusion in a global context	2
Building a dynamic indicator on inclusive education in higher education	2
The challenges of making cross-country comparison of statistics on pupils with special educational needs	2
In search of solutions regarding the sex education of people with intellectual disabilities in Poland - participatory action research	2
Relationship between group cohesion and social participation of pupils with learning and behavioural difficulties	2
Teaching conventional early reading skills to children with intellectual disabilities in special schools in the UK: a survey of current practices and perceived barriers	2
Which success factors do young adults with mild intellectual disability highlight in their school-work transition?	2
What is meant by ‘community’ in different theoretical traditions? An analysis of influential educational research	2
Parents’ competence, autonomy, and relatedness in supporting children with special educational needs in emergency remote teaching during COVID-19 lockdown	2
Teacher self-efficacy of primary school teachers working in Irish ASD classes	2
Memories and self-efficacy among adults with attention deficit disorder symptoms	2
The consulting of executive practitioners in participative cooperation: how professionals view the inclusive transition process of youths with disabilities in Austria	2
Adolescents’ attitudes towards otherness: the development of an assessment instrument	1
Spanish adaptation of the teachers’ attitudes towards inclusive education scale	1
Coaching SNAs can improve children’ participation in daily living skills: A quasi-experimental pretest-posttest design study	1
Psychological capital as a mediator of job satisfaction and burnout among teachers in special and standard education	1
Special education in Norwegian early childhood education and care: a document analysis of special education assistance provided to children with language disorders	1
Asking about inclusion: question order and social desirability influence measures of attitudes towards inclusive education	1
The prevalence of special educational needs in Northern Ireland: A comparative analysis	1
Special education teachers: the role of problem-solving coping strategies in the relationship between thinking styles and distance education attitudes	1
Identifying predictors of performance in reading and writing in primary students with mild learning difficulties	1
Outdoor play of children with and without disabilities. Insights from the Covid-19 pandemic in Ireland and Italy	1
School functioning and experience of the school environment by students with ADHD	1
Maternal attachment and behaviour problems: comparison between children in regular and special education schools	1
Inclusive education for students with challenging behaviour: development of teachers’ beliefs and ideas for adaptations through Lesson Study	1
A study of perceptions as expressed through metaphors: what do preschool teachers think about their inclusive students?	1
Morphological and phonological errors in the written language production of children with DLD	1
Patterns of teachers’ self-efficacy and attitudes toward inclusive education associated with teacher emotional support, collective teacher efficacy, and collegial collaboration	1

Special educators’ experiences of a numeracy intervention for autistic students	1
The Pedagogy of death and special needs education. A phenomenological study	1
The use of augmentative and alternative communication in educational settings in the Basque Autonomous Community (Spain)	1
Executive functions and emotion regulation in children with autism spectrum disorders	1
Inclusion in American and Finnish Schools: The Neglect of Youth with Emotional and Behavioral Disorders	1
Students with disabilities at university: benefits and challenges from the best faculty members’ experiences	1
Transitions for students with special educational needs: implications for inclusion policy and practice	1
Exploring teachers’ perceptions of effective inclusive practices with students with ASD: a structural equation modelling approach	1
School-wide positive behaviour interventions and support in Dutch schools for special education	1
Pathways to Inclusion: Exploring Early Childhood School Administrators’ Attitudes towards Including Children with Disabilities in Türkiye	1
A study of the barriers to communication and learning of university students with hearing impairment during the COVID-19 pandemic	1
A dilemmatic space: A qualitative study about teachers’ agency working with early identification of special needs	1
The role of educational psychologists in the framework of the right to inclusive education: between reality and desire	1
Wellbeing, psychological distress and self-harm in late adolescence in the UK: the role of gender and personality traits	1
Collaboration between special education teachers and visual arts education teachers in working with pupils with severe specific learning difficulties and its relationship to professional development	1
Inclusion of a pupil with autism spectrum disorder in mainstream education in the Czech Republic	1
Quality in professional encounters with students who have intellectual disabilities – experiences from special needs upper secondary schools in Sweden	1
Exploring changes in collaboration through the professionalisation of learning and support assistants: a mixed methods study	1
SENCOs’ lived experiences of working through the COVID-19 pandemic in Swedish upper secondary schools	1
A dynamic ecological approach to categorisation at school, past and present	1
Attitudes toward disability among preservice special education teachers: the role of attachment style and empathy	1
Interprofessional collaboration between educational psychologists and speech and language therapists in the UK: facilitators and barriers	1
Putting preschool inclusion into practice: a case study	1
Mediating role of psychological capital in relations between social support and subjective wellbeing among students with learning disabilities and attention deficit hyperactivity disorder	1
Teachers’ gendered perceptions of attention deficit hyperactivity disorder – a literature review	1
Attitudes and self-efficacy of early childhood educators towards the inclusion of children with disability in day-care	1
Effectiveness of an undergraduate course on the self-efficacy of Spanish sports sciences university students for the inclusion of individuals with disabilities	1
Assessment conception patterns of Finnish pre-service special needs teachers: the contribution of prior studies and teaching experience	1
The inclusion of students who are most vulnerable to exclusion via cooperative learning. A longitudinal case-study	1
How are intense interests used within schools to support inclusion and learning for secondary-aged autistic pupils? A scoping review	1
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	1