European Journal of Special Needs Education

Article	Citations
Fostering school connectedness online for students with diverse learning needs: inclusive education in Australia during the COVID-19 pandemic	51
What predicts teachers’ use of digital learning in Germany? Examining the obstacles and conditions of digital learning in special education	44
The impact of COVID-19 on children with additional support needs and disabilities in Scotland	41
Blurring boundaries: the invasion of home as a safe space for families and children with SEND during COVID-19 lockdown in England	38
Learning at home during COVID-19 school closures – How do German students with and without special educational needs manage?	37
‘Homeschooling in times of corona’: exploring Mexican and German primary school students’ and parents’ chances and challenges during homeschooling	36
Norwegian students’ experiences of homeschooling during the COVID-19 pandemic	36
Maslow’s Hammer: teacher assistant research and inclusive practices at a crossroads	35
Academic success factors in university students with disabilities: a systematic review	35
Loneliness experience during distance learning among college students with ADHD: the mediating role of perceived support and hope	30
The well-being of children with special needs during the COVID-19 lockdown: academic, emotional, social and physical aspects	24
Parental involvement during COVID-19: experiences from the special school	24
Teachers’ collaborative professional development for inclusive education	18
Austrian teachers’ attitudes and self-efficacy beliefs regarding at-risk students during home learning due to COVID-19	17
The effects of modifying contact, duration, and teaching strategies in awareness interventions on attitudes towards inclusion in physical education	16
Challenges, strategies and self-efficacy of teachers supporting autistic pupils in contrasting school settings: a qualitative study	15
Paraprofessional support in Irish schools: from special needs assistants to inclusion support assistants	15
Pre-service teachers’ sentiments, attitudes and concerns about inclusive education in Turkey	15
Teachers’ preparedness to deliver remote adapted physical education from different European perspectives: Updates to the European Standards in Adapted Physical Activity	15
Social participation in the context of inclusive education: primary school students’ friendship networks from students’ and teachers’ perspectives	14
Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education	14
A systematic review of academic interventions for students with disabilities in Online Higher Education	14
Special education teachers’ experiences of addressing challenging behaviour during the pandemic	13
No nursery ‘til school – the transition to primary school without institutional transition support due to the COVID-19 shutdown in Germany	13
Relational competence regarding students with ADHD – An intervention study with in-service teachers	13

Participation, involvement and peer relationships in children with special educational needs in early childhood education	13
Where next for research on teaching assistants: the case for an international response	12
Teachers’ attitudes towards students with disabilities: the role of the type of information provided in the students’ profiles of children with disabilities	12
Interprofessional collaboration and school support in inclusive primary schools in Germany	11
The mainstream school experiences of adolescent autistic girls	11
A systematic review of mathematics interventions for primary school students with intellectual disabilities	11
Teachers’ attitudes to inclusion regarding challenging behaviour	11
Approaches to collaboration and support in early childhood education and care in Finland: professionals’ narratives	10
In between special needs teachers and students: paraprofessionals work in self-contained classrooms for students with intellectual disabilities in Sweden	10
‘I usually never got involved’: understanding reasons for secondary students with visual impairments leaving mainstream schooling in Germany	10
Give them wings to fly: critiquing the Special Needs Assistant scheme through the lens of pupil independence	10
Effects of disability-related services, accommodations, and integration on academic success of students with disabilities in higher education. A scoping review	10
From the idea of inclusion into practice in the Nordic countries: a qualitative literature review	10
Teacher education and confidence regarding autism of specialist primary school teachers	9
Validation of the student version of the Perceptions of Inclusion Questionnaire on a sample of French students	9
Preschool teachers’ attitudes towards inclusion: a comparison study between China and Germany	9
The role of teaching assistants in managing behaviour in inclusive Catalan schools	9
Quality of life and its relationship to maternal experience and resilience during COVID-19 lockdown in children with specific learning disabilities	9
Professional burnout in general and special education teachers: the role of interpersonal coping strategies	9
The Circle of Friends intervention: a research synthesis	9
Academic self-concept, perceptions of inclusion, special needs and gender: evidence from inclusive classes in Sweden	9
Inclusion moments for students with profound intellectual and multiple disabilities in mainstream schools: The teacher assistant’s role in supporting peer interactions	8
Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education	8
When home turns into quarantine school – new demands on students with special educational needs, their parents and teachers during COVID-19 quarantine	8
The role of teachers’ emotional intelligence and social competences with special educational needs students	8
Impaired school well-being in children with specific learning disorder and its relationship to psychopathological symptoms	8
The perspectives and experiences of children with special educational needs in mainstream primary schools regarding their individual teaching assistant support	7
Teaching assistants and teachers providing instructional support for pupils with SEN: results from a video study in Swiss classrooms	7
Teaching assistants: their role in the inclusion, education and achievement of pupils with special educational needs	7
The antecedents of teaching styles in multicultural classroom: teachers’ self-efficacy for inclusive practices and attitudes towards multicultural education	7
Preservice teachers’ beliefs about teaching pupils with special educational needs in visual art education	6
What influences do parents perceive as supportive of school well-being and the inclusion of children with ADHD?: A qualitative study	6
Parents’ views on inclusive education for children with special educational needs in Russia	6
Students’ well-being and attitudes towards inclusion	6
Special needs provision and economic independence among young adults with disabilities: A longitudinal study	6
Examination of variables affecting peer attitudes towards children with disabilities: a cross-sectional study	6
Parents’ experiences of choosing a special school for their children	6
Teachers’ and parents’ meaning making of children’s learning in transition from preschool to school for children with intellectual disability	6
Adaptation and validation of an instrument for assessing the digital competence of special education teachers	6
Support for teachers in the inclusive education of pupils with special educational needs: experience from primary schools in the Czech Republic	6
Emotional and behavioural function in children with language problems- a longitudinal, population- based study	6
Which success factors do young adults with mild intellectual disability highlight in their school-work transition?	6
Opportunities to display knowledge during national assessment in mathematics: a matter of access and participation	6
Capturing students’ needs through collaboration - exploring challenges experienced by Norwegian educational-psychological advisers	5
Participation problems and effective accommodations in students with dyslexia in higher education	5
Linking cognitive load, mindfulness, and self-efficacy in college students with and without learning disabilities	5
From the shade into the sun: exploring pride and shame in students with special needs in Finnish VET	5
Inclusion versus full inclusion: implications for progressing inclusive education	5
The psychopathological profile of children with specific learning disorders: the point of view of children and their mothers	4
Perceptions of inclusion in students with diagnosed behavioural, emotional and social difficulties (BESD) displaying internalising and externalising behaviour in inclusive and special education	4

Succeeding in inclusive practices in school in Norway – A qualitative study from a teacher perspective	4
Measuring collective efficacy for inclusion in a global context	4
Mediating role of psychological capital in relations between social support and subjective wellbeing among students with learning disabilities and attention deficit hyperactivity disorder	4
The effectiveness of augmented reality for English vocabulary instruction of Greek students with intellectual disability	4
Social validity and psychometric properties of Teacher Impression Scale – A pilot study	4
An analysis of classroom teachers’ awareness of inclusive education	4
Teachers as disorder-spotters: (in)decisiveness in assigning a child’s hyperactivity, impulsivity and/or inattention to ADHD as the underlying cause	4
Inclusion of pupils with autism – a research overview	4
How to become an inclusive teacher? Advice from Spanish educators involved in early childhood, primary, secondary and higher education	4
A cross-sectional study on reading among young L1 and L2 students in Sweden	4
What is meant by ‘community’ in different theoretical traditions? An analysis of influential educational research	4
Diagnoses and special educational support. A study of institutional decision-making of provision of special educational support for children at school	4
Maternal attachment and behaviour problems: comparison between children in regular and special education schools	4
Outdoor play of children with and without disabilities. Insights from the Covid-19 pandemic in Ireland and Italy	3
The Pedagogy of death and special needs education. A phenomenological study	3
Special education teachers’ views on their agency in teacher collaboration	3
Teacher self-efficacy of primary school teachers working in Irish ASD classes	3
The educational context in expert assessments. A study of special education documents of children in ECEC institutions	3
A study of the barriers to communication and learning of university students with hearing impairment during the COVID-19 pandemic	3
Special educators’ experiences of a numeracy intervention for autistic students	3
Asking about inclusion: question order and social desirability influence measures of attitudes towards inclusive education	3
The inclusion of students who are most vulnerable to exclusion via cooperative learning. A longitudinal case-study	3
Inclusive education for students with challenging behaviour: development of teachers’ beliefs and ideas for adaptations through Lesson Study	3
Pre-service teachers’ attitudes towards inclusion and their relationships to personality traits and learning opportunities	3
Patterns of teachers’ self-efficacy and attitudes toward inclusive education associated with teacher emotional support, collective teacher efficacy, and collegial collaboration	3
Building a dynamic indicator on inclusive education in higher education	3
The challenges of making cross-country comparison of statistics on pupils with special educational needs	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
Examining long-term impacts of a training programme to improve quality of IEP goals	2
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	2
Relationship between group cohesion and social participation of pupils with learning and behavioural difficulties	2
Augmented and virtual reality as a teaching resource to attend to the diversity of students with special educational needs: a systematic review	2
Psychological capital as a mediator of job satisfaction and burnout among teachers in special and standard education	2
How does the association between special education need and absence vary overtime and across special education need types?	2
Interprofessional collaboration between educational psychologists and speech and language therapists in the UK: facilitators and barriers	2
Attitudes and self-efficacy of early childhood educators towards the inclusion of children with disability in day-care	2
How are intense interests used within schools to support inclusion and learning for secondary-aged autistic pupils? A scoping review	2
Morphological and phonological errors in the written language production of children with DLD	2
Self-Determination assessment and evaluation in Romanian adolescents: preliminary psychometric properties of the ARC’s self-Determination scale	2
Exploring changes in collaboration through the professionalisation of learning and support assistants: a mixed methods study	2
Executive functions and emotion regulation in children with autism spectrum disorders	2
The prevalence of special educational needs in Northern Ireland: A comparative analysis	2
School-wide positive behaviour interventions and support in Dutch schools for special education	2
Memories and self-efficacy among adults with attention deficit disorder symptoms	2
Explaining teachers’ behavioural intentions towards differentiated instruction for inclusion: using the theory of planned behavior and the self-determination theory	2
The change in reactions of preschool children to physical disability: a parent-Supported intervention	2
The consulting of executive practitioners in participative cooperation: how professionals view the inclusive transition process of youths with disabilities in Austria	2
Assessment conception patterns of Finnish pre-service special needs teachers: the contribution of prior studies and teaching experience	2
Attitudes toward disability among preservice special education teachers: the role of attachment style and empathy	2
Coaching SNAs can improve children’ participation in daily living skills: A quasi-experimental pretest-posttest design study	2
Parents’ competence, autonomy, and relatedness in supporting children with special educational needs in emergency remote teaching during COVID-19 lockdown	2
Putting preschool inclusion into practice: a case study	1
The role of educational psychologists in the framework of the right to inclusive education: between reality and desire	1
Implicit and explicit measurement of pre-service teachers’ attitudes towards autism spectrum disorder	1
Understanding professors’ and students with disabilities’ perceptions of inclusive higher education: a systematic literature review	1
Face to face: dialogues around visual impairment	1
Identifying predictors of performance in reading and writing in primary students with mild learning difficulties	1
Effect of a four-day inclusive basketball campus on the self-efficacy of youths with or without a physical disability: the case of the Real Madrid Foundation	1
Teachers’ gendered perceptions of attention deficit hyperactivity disorder – a literature review	1
The role of students’ experiences in attitude formation towards peers with non-compliant classroom behaviour in inclusive primary schools	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
Wellbeing, psychological distress and self-harm in late adolescence in the UK: the role of gender and personality traits	1
Professional collaboration for children and adolescents with neurodevelopmental disorders: a scoping review	1
The association among executive functions, academic motivation, anxiety and depression: a comparison between students with specific learning disabilities and undiagnosed peers	1
SENCOs’ lived experiences of working through the COVID-19 pandemic in Swedish upper secondary schools	1
Personal support networks of adolescents with intellectual disabilities in secondary education	1
Examining the effects of special education support on students’ affective and motivational outcomes: an analysis using propensity score matching	1
Special education teachers: the role of problem-solving coping strategies in the relationship between thinking styles and distance education attitudes	1
School transfers in special education: frequency, direction, and timing of transfers between different school settings	1
School functioning and experience of the school environment by students with ADHD	1
Exploring teachers’ perceptions of effective inclusive practices with students with ASD: a structural equation modelling approach	1
The preparation for entry into adulthood - supported decision-making in upper secondary school for students with intellectual disability	1
Ethnic prejudice and the perception of inclusion of immigrant children: the mediating role of teachers’ resilience	1
Teaching practice in the training of special education teachers in Finland	1
Adolescents’ attitudes towards otherness: the development of an assessment instrument	1
Spanish adaptation of the teachers’ attitudes towards inclusive education scale	1
Teaching for all: profile of faculty members who facilitate the success and inclusion of students with disability	1
Relationships and psychosocial aspects in inclusive secondary schools in Germany	1
In relation to the relationship: teachers of pupils with multiple disabilities and parents following the COVID-19 pandemic	1
Students with disabilities at university: benefits and challenges from the best faculty members’ experiences	1

How school placement and parental social capital influence children’s perceptions of inclusion in school. A survey of Norwegian children with physical disabilities	1
A dilemmatic space: A qualitative study about teachers’ agency working with early identification of special needs	1
Effectiveness of an undergraduate course on the self-efficacy of Spanish sports sciences university students for the inclusion of individuals with disabilities	1
A study of perceptions as expressed through metaphors: what do preschool teachers think about their inclusive students?	1
A systematic review on Syrian refugee children with disabilities in Türkiye	1
Students’ self-efficacy in self-regulation together with behavioural and emotional strengths: investigating their self-perceptions	1
Promoting emergent literacy skills among children at risk for specific learning disorder: general vs. Specific vs. Combined metacognitive interventions	1
Inclusion of a pupil with autism spectrum disorder in mainstream education in the Czech Republic	1
Measuring teachers’ attitudes and intentions towards inclusion: Portuguese validation of Attitudes to Inclusion Scale (AIS) and Intention to Teach in Inclusive Classroom Scale (ITICS)	1
Burnout among special education teachers: exploring the interplay between individual and contextual factors	1
Special education in Norwegian early childhood education and care: a document analysis of special education assistance provided to children with language disorders	1