OOIR: Observatory of International Research

Papers

(The TQCC of European Journal of Special Needs Education is 5. 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 2022-08-01 to 2026-08-01.)

Article	Citations
Self-assessment of teacher efficacy in Serbia: Serbian adaptation of the Teacher Efficacy for Inclusive Practice (TEIP) scale	116
Teachers’ self-efficacy in working with pupils with conduct disorder symptoms: The role of gender and diagnostic label	56
Teacher competencies in special educator recruitment in Finland	31
Attitudes and self-efficacy of early childhood educators towards the inclusion of children with disability in day-care	26
An exploration of educators’ experiences of inclusive post-secondary education (IPSE) programmes: a Qualitative study	24
Preservice teachers’ concerns about inclusive education: exploring the role of teacher efficacy and resilience	24
Teachers’ experiences during the COVID-19 pandemic in Portugal: the role of personal, professional and coping variables in inclusive practices	23
Future career expectations of college students - the contribution of disability status, self-advocacy, self-efficacy, and support	21
Collaboration within the mesosystem of hospital education: interactions among hospital school, family, and healthcare actors	21
Pharmacological treatment of children with ADHD: how educators persuade parents to use it	21
Asking about inclusion: question order and social desirability influence measures of attitudes towards inclusive education	20
Paradoxes of using psychiatric diagnoses as organising principles for special educational support	19
In-service general education teachers’ competence for inclusive education: a systematic scoping review and evidence-gap map	19
An intervention programme to promote social communication skills for prelinguistic children with autism spectrum disorders: “Kids in the Kitchen”	14
Implicit and explicit measurement of pre-service teachers’ attitudes towards autism spectrum disorder	14
Bridging cultures: examining teachers’ attitudes towards inclusion in Jewish and Arab education systems in Israel	13
The involvement of autistic children in early childhood education	13
An interactive technology-based emotion recognition intervention for children with developmental language disorder: A longitudinal mixed-method study	13
Inclusive or not so inclusive education: the experiences of a SEN child advisory group	12
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	12
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
Liberal perspectives on inclusion. Enlightenment values and debates on equity and democracy in classrooms	11
The prevalence of special educational needs in Northern Ireland: A comparative analysis	11
Unraveling stress and competence: a cross-lagged analysis of preservice special education teachers working with students with emotional and behavioural difficulties during a semester internship	10
Psychological capital as a mediator of job satisfaction and burnout among teachers in special and standard education	10

Unveiling the relevance of practice experience in teaching students with special educational needs in inclusive settings: exploring personal and contextual factors that shape teachers’ use of DI throu	10
Teaching assistant support for learning and wellbeing: the perspectives of secondary school pupils with special educational needs and disabilities	10
School-related stress in mainstream classrooms: longitudinal comparisons between low-achieving students, students with behavioural difficulties, comorbid difficulties and their peers	10
Relationships and psychosocial aspects in inclusive secondary schools in Germany	10
CORRECTION	9
CORRECTION	9
‘Did I do things right?’ Teachers’ experiences of the policy–practice gap in SEND provision in secondary schools in England	9
ICT’s role in supporting students with SEND: insights from primary mainstream classrooms in England	9
Special education in Norwegian early childhood education and care: a document analysis of special education assistance provided to children with language disorders	9
Self-care in SEN teacher education	9
International perspectives on inclusive education: In the light of educational justice	9
The core of justifying teaching content for students with intellectual disabilities	8
Consultation as a shared, ethical practice: judgement ability in special needs educators’ consultation practice	8
The scoping review of systematic instruction literature for individuals with disabilities: trends in Türkiye from 1983 to 2022	8
Creating optimal educational settings for children with rare diseases – a working method	8
Response to Rakap et al. paper	8
The impact of peer-assisted instruction in physical education classes on students with mild intellectual disabilities and peers	8
The effects of accommodations and curriculum modifications on academic performance and perceived inclusion: a prospective longitudinal study among students in Switzerland	8
A study on parents’ awareness of inclusive education	7
Labour division and inclusion: perspectives of early childhood education staff on interprofessional collaboration when identifying and working with autistic children	7
Enhancing school professionals’ capacity for inclusive education: interprofessional collaboration when using the Partnering for Change (P4C) in Sweden	7
Understanding professors’ and students with disabilities’ perceptions of inclusive higher education: a systematic literature review	7
Additional Reviewers Volume 38	7
Academic performance of learners with special needs in open and distance learning: a study in Anadolu University open education system	7
Experiences of children with learning disabilities living in low-income households during the Covid-19 pandemic	7
Pathways to Inclusion: Exploring Early Childhood School Administrators’ Attitudes towards Including Children with Disabilities in Türkiye	7
The benefits of inclusive education: a systematic review of student achievement in secondary schools	6
Interprofessional collaboration between educational psychologists and speech and language therapists in the UK: facilitators and barriers	6
A dilemmatic space: A qualitative study about teachers’ agency working with early identification of special needs	6
Secondary school teachers’ attitudes towards inclusive education: a systematic review of recent results and research trends	6
The perceptions of Autistic school students of their well-being at school: a meta-synthesis	6
Shared Book-Reading Amongst Parents of Autistic and Non-Autistic Children	6
School-based speech and language therapists: between the promises of policy and the realities of practice	6
“I’ve built a shield around myself, I’ll finish and that’s it”: coping strategies among online students with disabilities	6
Development of performative identities in autism writers’ autobiographies	6
Preparing physical education teachers for the inclusions of children with disabilities through online courses: A scoping review	6
Uncovering the meanings of educational assessment: realities at the outset of inclusion reform in Lithuanian schools	6
Attitudes toward disability among preservice special education teachers: the role of attachment style and empathy	6
Effects of a reading dog programme on reading skills and task-related behaviour in special needs education	6
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	6
Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education	6
Perspectives of learning and support assistants on cooperation with teachers in inclusive education: a systematic literature review	5
Developing a concentric spatial turn for inclusive and special education: key issues for systems development	5
Professional collaboration for children and adolescents with neurodevelopmental disorders: a scoping review	5
Additional Reviewers for Volume 40	5
Exploring factors related to special needs educators’ work-related well-being in preschool settings	5
Categorical identification and dimensional prediction of early mathematical difficulties: the role of domain-general cognitive processes	5
Who is in focus? A scoping review of themes and consistency in inclusive education for all	5
Inclusive education at a crossroads: a multi-stakeholder analysis of systemic barriers for children with multiple disabilities under a centralised assessment framework	5
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	5

Effectiveness of an undergraduate course on the self-efficacy of Spanish sports sciences university students for the inclusion of individuals with disabilities	5
Perceptions of inclusion in students with diagnosed behavioural, emotional and social difficulties (BESD) displaying internalising and externalising behaviour in inclusive and special education	5
Flexischooling children with special educational needs: insights from a survey of parents and carers	5
‘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	5
Special educational didaktik: a didaktik voice for equitable, just, and tactful teaching in preschool	5