OOIR: Observatory of International Research

Papers

(The TQCC of European Journal of Special Needs 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 2022-01-01 to 2026-01-01.)

Article	Citations
Future career expectations of college students - the contribution of disability status, self-advocacy, self-efficacy, and support	73
An exploration of educators’ experiences of inclusive post-secondary education (IPSE) programmes: a Qualitative study	39
Teachers’ experiences during the COVID-19 pandemic in Portugal: the role of personal, professional and coping variables in inclusive practices	25
A study of perceptions as expressed through metaphors: what do preschool teachers think about their inclusive students?	21
Self-assessment of teacher efficacy in Serbia: Serbian adaptation of the Teacher Efficacy for Inclusive Practice (TEIP) scale	20
Teacher competencies in special educator recruitment in Finland	17
Teachers’ self-efficacy in working with pupils with conduct disorder symptoms: The role of gender and diagnostic label	16
Attitudes and self-efficacy of early childhood educators towards the inclusion of children with disability in day-care	15
Preservice teachers’ concerns about inclusive education: exploring the role of teacher efficacy and resilience	15
Pharmacological treatment of children with ADHD: how educators persuade parents to use it	14
Liberal perspectives on inclusion. Enlightenment values and debates on equity and democracy in classrooms	14
An interactive technology-based emotion recognition intervention for children with developmental language disorder: A longitudinal mixed-method study	13
Bridging cultures: examining teachers’ attitudes towards inclusion in Jewish and Arab education systems in Israel	12
Paradoxes of using psychiatric diagnoses as organising principles for special educational support	12
An intervention programme to promote social communication skills for prelinguistic children with autism spectrum disorders: “Kids in the Kitchen”	11
General and special education teachers in co-teaching. Self-efficacy in collaboration, co-teaching benefits, and teaching practices in inclusive classrooms: a mediation analysis	11
The prevalence of special educational needs in Northern Ireland: A comparative analysis	11
What are the effects of the COVID-19 pandemic on the development of children with special educational needs and disabilities from parents’ experiences? An integrative review	11
The involvement of autistic children in early childhood education	11
Implicit and explicit measurement of pre-service teachers’ attitudes towards autism spectrum disorder	10
Asking about inclusion: question order and social desirability influence measures of attitudes towards inclusive education	10
Psychological capital as a mediator of job satisfaction and burnout among teachers in special and standard education	9
Special education in Norwegian early childhood education and care: a document analysis of special education assistance provided to children with language disorders	9
Teaching assistant support for learning and wellbeing: the perspectives of secondary school pupils with special educational needs and disabilities	9
Relationships and psychosocial aspects in inclusive secondary schools in Germany	9

Exploring pre-service special needs teachers’ assessment conceptions and assessment self-efficacy	8
CORRECTION	8
CORRECTION	8
Consultation as a shared, ethical practice: judgement ability in special needs educators’ consultation practice	7
The impact of peer-assisted instruction in physical education classes on students with mild intellectual disabilities and peers	7
The effects of accommodations and curriculum modifications on academic performance and perceived inclusion: a prospective longitudinal study among students in Switzerland	7
The core of justifying teaching content for students with intellectual disabilities	7
ICT’s role in supporting students with SEND: insights from primary mainstream classrooms in England	7
The scoping review of systematic instruction literature for individuals with disabilities: trends in Türkiye from 1983 to 2022	7
International perspectives on inclusive education: In the light of educational justice	7
Creating optimal educational settings for children with rare diseases – a working method	7
Response to Rakap et al. paper	7
Utilisation of extracurricular support offers for children with developmental learning disorders: the role of parental predisposing characteristics, enabling resources and perceived need	7
The perceptions of Autistic school students of their well-being at school: a meta-synthesis	6
Experiences of children with learning disabilities living in low-income households during the Covid-19 pandemic	6
What influences do parents perceive as supportive of school well-being and the inclusion of children with ADHD?: A qualitative study	6
Additional Reviewers Volume 38	6
Pathways to Inclusion: Exploring Early Childhood School Administrators’ Attitudes towards Including Children with Disabilities in Türkiye	6
Understanding professors’ and students with disabilities’ perceptions of inclusive higher education: a systematic literature review	6
Labour division and inclusion: perspectives of early childhood education staff on interprofessional collaboration when identifying and working with autistic children	6
A study on parents’ awareness of inclusive education	6
Academic performance of learners with special needs in open and distance learning: a study in Anadolu University open education system	6
“I’ve built a shield around myself, I’ll finish and that’s it”: coping strategies among online students with disabilities	5
The inclusion of students who are most vulnerable to exclusion via cooperative learning. A longitudinal case-study	5
Attitudes and perceptions of teacher self-efficacy and collaborative practices in the context of inclusive education for students with special educational needs in Portuguese schools	5
Diagnoses and special educational support. A study of institutional decision-making of provision of special educational support for children at school	5
The benefits of inclusive education: a systematic review of student achievement in secondary schools	5
Preparing physical education teachers for the inclusions of children with disabilities through online courses: A scoping review	5
Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education	5
Uncovering the meanings of educational assessment: realities at the outset of inclusion reform in Lithuanian schools	5
Interprofessional collaboration between educational psychologists and speech and language therapists in the UK: facilitators and barriers	5
Effects of a reading dog programme on reading skills and task-related behaviour in special needs education	5
A dilemmatic space: A qualitative study about teachers’ agency working with early identification of special needs	5
Shared Book-Reading Amongst Parents of Autistic and Non-Autistic Children	5
Development of performative identities in autism writers’ autobiographies	5
Parental attitudes towards the inclusion of children with disabilities in Jordanian kindergartens	4
A cross-sectional study on reading among young L1 and L2 students in Sweden	4
Promoting emergent literacy skills among children at risk for specific learning disorder: general vs. Specific vs. Combined metacognitive interventions	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
School-based speech and language therapists: between the promises of policy and the realities of practice	4
Flexischooling children with special educational needs: insights from a survey of parents and carers	4
Patterns of teachers’ self-efficacy and attitudes toward inclusive education associated with teacher emotional support, collective teacher efficacy, and collegial collaboration	4
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	4
Self-advocacy among college students with and without learning disabilities: the contribution of academic self-efficacy and support	4
Attitudes toward disability among preservice special education teachers: the role of attachment style and empathy	4
Effectiveness of an undergraduate course on the self-efficacy of Spanish sports sciences university students for the inclusion of individuals with disabilities	4
Perspectives of learning and support assistants on cooperation with teachers in inclusive education: a systematic literature review	4
Inclusion of a pupil with autism spectrum disorder in mainstream education in the Czech Republic	4
Self-efficacy and attitudes towards inclusive education: the moderating role of family and friendship experiences with special educational needs and disabilities	4
‘There is no barrier when it comes to your deafness’: participatory research exploring the views of deaf and hard-of-hearing students being educated in a resource provision	4

Exploring factors related to special needs educators’ work-related well-being in preschool settings	4
Developing a concentric spatial turn for inclusive and special education: key issues for systems development	4