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 2020-11-01 to 2024-11-01.)

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
Norwegian students’ experiences of homeschooling during the COVID-19 pandemic	36
‘Homeschooling in times of corona’: exploring Mexican and German primary school students’ and parents’ chances and challenges during homeschooling	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
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
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
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
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
Interprofessional collaboration and school support in inclusive primary schools in Germany	11
‘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
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
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
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
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
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
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
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
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
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
Capturing students’ needs through collaboration - exploring challenges experienced by Norwegian educational-psychological advisers	5