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 2020-03-01 to 2024-03-01.)

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
Parental involvement during COVID-19: experiences from the special school	16
Austrian teachers’ attitudes and self-efficacy beliefs regarding at-risk students during home learning due to COVID-19	16
Investigation of the relationship between burnout, life satisfaction and quality of life in parents of children with disabilities	15
Teachers’ preparedness to deliver remote adapted physical education from different European perspectives: Updates to the European Standards in Adapted Physical Activity	14
Pre-service teachers’ sentiments, attitudes and concerns about inclusive education in Turkey	14
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
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

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
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
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
‘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
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
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