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 2021-11-01 to 2025-11-01.)

Article	Citations
Future career expectations of college students - the contribution of disability status, self-advocacy, self-efficacy, and support	68
Attitudes and self-efficacy of early childhood educators towards the inclusion of children with disability in day-care	31
An exploration of educators’ experiences of inclusive post-secondary education (IPSE) programmes: a Qualitative study	23
Teachers’ experiences during the COVID-19 pandemic in Portugal: the role of personal, professional and coping variables in inclusive practices	19
Teachers’ self-efficacy in working with pupils with conduct disorder symptoms: The role of gender and diagnostic label	18
A study of perceptions as expressed through metaphors: what do preschool teachers think about their inclusive students?	16
Self-assessment of teacher efficacy in Serbia: Serbian adaptation of the Teacher Efficacy for Inclusive Practice (TEIP) scale	16
Teacher competencies in special educator recruitment in Finland	15
Asking about inclusion: question order and social desirability influence measures of attitudes towards inclusive education	14
Pharmacological treatment of children with ADHD: how educators persuade parents to use it	13
An interactive technology-based emotion recognition intervention for children with developmental language disorder: A longitudinal mixed-method study	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	12
Bridging cultures: examining teachers’ attitudes towards inclusion in Jewish and Arab education systems in Israel	11
Paradoxes of using psychiatric diagnoses as organising principles for special educational support	11
An intervention programme to promote social communication skills for prelinguistic children with autism spectrum disorders: “Kids in the Kitchen”	10
Implicit and explicit measurement of pre-service teachers’ attitudes towards autism spectrum disorder	10
The involvement of autistic children in early childhood education	10
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	10
Relationships and psychosocial aspects in inclusive secondary schools in Germany	9
Liberal perspectives on inclusion. Enlightenment values and debates on equity and democracy in classrooms	9
Special education in Norwegian early childhood education and care: a document analysis of special education assistance provided to children with language disorders	9
The prevalence of special educational needs in Northern Ireland: A comparative analysis	9
Psychological capital as a mediator of job satisfaction and burnout among teachers in special and standard education	8
Teaching assistant support for learning and wellbeing: the perspectives of secondary school pupils with special educational needs and disabilities	8
The core of justifying teaching content for students with intellectual disabilities	7

CORRECTION	7
Consultation as a shared, ethical practice: judgement ability in special needs educators’ consultation practice	7
Utilisation of extracurricular support offers for children with developmental learning disorders: the role of parental predisposing characteristics, enabling resources and perceived need	7
CORRECTION	7
Creating optimal educational settings for children with rare diseases – a working method	7
ICT’s role in supporting students with SEND: insights from primary mainstream classrooms in England	7
International perspectives on inclusive education: In the light of educational justice	7
Exploring pre-service special needs teachers’ assessment conceptions and assessment self-efficacy	7
Academic performance of learners with special needs in open and distance learning: a study in Anadolu University open education system	6
The scoping review of systematic instruction literature for individuals with disabilities: trends in Türkiye from 1983 to 2022	6
Experiences of children with learning disabilities living in low-income households during the Covid-19 pandemic	6
Response to Rakap et al. paper	6
Pathways to Inclusion: Exploring Early Childhood School Administrators’ Attitudes towards Including Children with Disabilities in Türkiye	6
A study on parents’ awareness of inclusive education	6
The effects of accommodations and curriculum modifications on academic performance and perceived inclusion: a prospective longitudinal study among students in Switzerland	6
What influences do parents perceive as supportive of school well-being and the inclusion of children with ADHD?: A qualitative study	6
The inclusion of students who are most vulnerable to exclusion via cooperative learning. A longitudinal case-study	5
Additional Reviewers Volume 38	5
Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education	5
Development of performative identities in autism writers’ autobiographies	5
Maternal attachment and behaviour problems: comparison between children in regular and special education schools	5
“I’ve built a shield around myself, I’ll finish and that’s it”: coping strategies among online students with disabilities	5
A dilemmatic space: A qualitative study about teachers’ agency working with early identification of special needs	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
Understanding professors’ and students with disabilities’ perceptions of inclusive higher education: a systematic literature review	5
Labour division and inclusion: perspectives of early childhood education staff on interprofessional collaboration when identifying and working with autistic children	5
The perceptions of Autistic school students of their well-being at school: a meta-synthesis	5
Preparing physical education teachers for the inclusions of children with disabilities through online courses: A scoping review	5
Effects of a reading dog programme on reading skills and task-related behaviour in special needs education	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	4
Promoting emergent literacy skills among children at risk for specific learning disorder: general vs. Specific vs. Combined metacognitive interventions	4
Attitudes toward disability among preservice special education teachers: the role of attachment style and empathy	4
Interprofessional collaboration between educational psychologists and speech and language therapists in the UK: facilitators and barriers	4
Exploring factors related to special needs educators’ work-related well-being in preschool settings	4
ADHD-symptoms and transition to middle school: the effects of academic and social adjustment	4
Self-advocacy among college students with and without learning disabilities: the contribution of academic self-efficacy and support	4
Patterns of teachers’ self-efficacy and attitudes toward inclusive education associated with teacher emotional support, collective teacher efficacy, and collegial collaboration	4
Effectiveness of an undergraduate course on the self-efficacy of Spanish sports sciences university students for the inclusion of individuals with disabilities	4
Flexischooling children with special educational needs: insights from a survey of parents and carers	4
Shared Book-Reading Amongst Parents of Autistic and Non-Autistic Children	4
Giving voice to education professionals of primary and secondary school students with emotional and behavioural disorders: a qualitative study	4
Who is in focus? A scoping review of themes and consistency in inclusive education for all	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
Perceptions of inclusion in students with diagnosed behavioural, emotional and social difficulties (BESD) displaying internalising and externalising behaviour in inclusive and special education	4
Perspectives of learning and support assistants on cooperation with teachers in inclusive education: a systematic literature review	4
Developing a concentric spatial turn for inclusive and special education: key issues for systems development	4
Parental attitudes towards the inclusion of children with disabilities in Jordanian kindergartens	4
Inclusion of a pupil with autism spectrum disorder in mainstream education in the Czech Republic	4