International Journal of Inclusive Education

Papers
(The median citation count of International Journal of Inclusive Education is 2. 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.)
ArticleCitations
Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis61
Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis58
Mapping research on inclusive education since Salamanca Statement: a bibliometric review of the literature over 25 years45
Using the Service-Learning approach to bridge the gap between theory and practice in teacher education34
Students’ attitudes toward disability: a systematic literature review (2012–2019)23
Teachers with disabilities: a literature review23
The effect of school leadership on implementing inclusive education: how transformational and instructional leadership practices affect individualised education planning22
Special education reforms in Ireland: changing systems, changing schools21
Teacher agency for inclusive education: an international scoping review20
Catering for ‘very different kids’: distance education teachers’ understandings of and strategies for student engagement20
Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective18
Promoting inclusiveness, creativity and critical thinking through digital storytelling among EFL teacher candidates17
Teaching for inclusion – a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support17
Inclusion, access, and accessibility of educational resources in higher education institutions: exploring the Ethiopian context17
Differentiated instruction: the diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles16
Social inclusion of immigrant children at school: the impact of group, family and individual characteristics, and the role of proficiency in the national language15
Inclusive education in South Africa: path dependencies and emergences15
Beyond Salamanca: a citation analysis of the CRPD/GC4 relative to the Salamanca Statement in inclusive and special education research15
Do both ‘get it right’? Inclusion of newly arrived migrant students in Swedish primary schools15
‘I’m good at science but I don’t want to be a scientist’: Australian primary school student stereotypes of science and scientists15
Increasing faculty’s competence in digital accessibility for inclusive education: a systematic literature review15
A preschool for all children? – Swedish preschool teachers’ perspective on inclusion14
How do students experience inclusive assessment? A critical review of contemporary literature14
Leadership for inclusive special education: a qualitative exploration of SENCOs’ and principals’ Experiences in secondary schools in Ireland13
Segregated education as a challenge to inclusive processes: a total population study of Swedish teachers’ views on education for pupils with intellectual disability13
Inclusion does not solely apply to students with disabilities: pre-service teachers’ attitudes towards inclusive schooling of all students13
Reconceptualising teacher education for teachers of learners with severe to profound disabilities12
Teacher education and inclusive education in Kazakhstan12
Teachers’ and parents’ attitudes towards inclusion of pupils with a first language other than the language of instruction12
Conceptualising disability: a critical discourse analysis of a teacher education textbook12
Feeling excluded: international students experience equity, diversity and inclusion11
Classroom-based peer interventions targeting autism ignorance, prejudice and/or discrimination: a systematic PRISMA review11
Is inclusion still an illusion in higher education? exploring the curriculum through the student voice11
Reconceptualising inclusive education in the Pacific10
‘It’s all about the attitudes!’ – Introducing a scale to assess teachers’ attitudes towards the practice of differentiated instruction10
A systematized review of co-teaching efficacy in enhancing inclusive education for students with disability10
Grouped out of STEM degrees: the overlooked mathematics ‘glass ceiling’ in NSW secondary schools10
The duty to promote an inclusive educational system: a phenomenological study on the assessment procedures of pupils with special educational needs in Madrid (Spain)10
Learning about students in co-teaching teams10
‘Being there’: technology to reduce isolation for young people with significant illness10
Teacher ratings of academic skills and academic enablers of children on the autism spectrum9
Can participation in an online ASD training enhance attitudes toward inclusion, teaching self-Efficacy and ASD knowledge among preservice educators in diverse cultural contexts?9
When differences are made into likenesses: the normative documentation and assessment culture of the preschool9
In and out of class – what is the meaning for inclusive schools? Teachers’ opinions on push-and pull-out in Italy and Norway9
A critical realist model of inclusive education for children with special educational needs and/or disabilities9
Connecting beliefs, noticing and differentiated teaching practices: a study among pre-service teachers and teachers9
Impact of Covid-19 on the education of children with disabilities in Malawi: reshaping parental engagement for the future9
Inclusion of disabled Higher Education students: why are we not there yet?8
Special education provision in Greek mainstream classrooms: teachers’ characteristics and recruitment procedures in parallel support8
The Zero Reject policy: a way forward for inclusive education in Malaysia?8
The psychosocial impact of rare diseases among children and adolescents attending mainstream schools in Western Australia8
A review of the literature to inform the development of a practice framework for supporting children with cerebral visual impairment (CVI)8
From regular education teachers to special educators: the role transformation of resource room teachers in Chinese inclusive education schools8
Facilitators and barriers along pathways to higher education in Sweden: a disability lens8
‘This school is 100% not autistic friendly!’ Listening to the voices of primary-aged autistic children to understand what an autistic friendly primary school should be like8
Scientific production on inclusive education and physical education: a bibliometric analysis8
School leaders’ vision is the strongest predictor of their attitudes towards inclusive education practice8
Inclusion of immigrant students in schools: the role of introductory classes and other segregated efforts8
Researching a whole school approach to school connectedness8
Fifty ways to work with students’ diverse abilities? A video study on inclusive teaching practices in secondary mathematics classrooms8
Including students with disabilities in innovative learning environments: a model for inclusive practices8
Co-teaching as a resource for inclusive classes: teachers’ perspectives on conditions for successful collaboration7
Chinese international graduate students at Canadian universities: language barriers, cultural identities and perceived problems of engagement7
Planting the seeds for inclusive education: one resource centre at a time7
Inclusion in practice: humanising pedagogy for immigrant children with and without disabilities7
Social classroom climate and personalised instruction as predictors of students’ social participation7
Implementing the school-wide autism competency model to improve outcomes for students on the autism spectrum: a multiple case study of three schools7
More innovation, less inclusion? Debates and discussions regarding the intersectionality of innovation and inclusion in the Catalan school system: a position paper7
Inclusion of multilingual students—teachers’ perceptions on language support models7
Widening the focus of school readiness for children with disabilities in Malawi: a critical review of the literature7
Barriers to positive parent-teacher partnerships: the views of parents and teachers in an inclusive education context7
Addressing heterogeneity in secondary education: who benefits from differentiated instruction in German classes?6
Construction and validation of Leading Inclusive Education in Compulsory Education Questionnaire (LIE-Q-Teaching Team)6
A comparison of Australian and Swiss secondary school teachers’ attitudes, concerns, self-efficacy, and intentions to teach in inclusive classrooms: does the context matter?6
Identity matters? ‘Working class’ student teachers in Ireland, the desire to be a relatable and inclusive teacher, and sharing the classed self6
Inclusive education is another country; developments, obstacles and resistance to inclusive education6
Autism in Higher Education: dissonance between educators’ perceived knowledge and reported teaching behaviour6
Providing inclusive education through virtual classrooms: a study of the experiences of secondary science teachers in Malaysia during the pandemic6
Recognition of refugee students’ cultural wealth and social capital in resettlement6
Advancing towards inclusion: recommendations from faculty members of Spanish universities6
Promoting peer interactions in an inclusive preschool in China: what are teachers’ strategies?6
Measuring teacher efficacy to build capacity for implementing inclusive practices in an Australian primary school6
An expansion of practice: special education and Montessori public school6
Conceptualising inclusive education: the role of teacher training and teacher's attitudes towards inclusion of children with disabilities in Ethiopia6
Mainstream teachers’ perceptions of individual differences among students in inclusive education settings of China6
On ‘integration rooms’, tough territories, and ‘places to be’: the ability-space-regimes of three educational settings at Austrian secondary schools5
The effect of local discourses adapted by teachers on Syrian child refugees’ schooling experiences in Turkey5
How do Australian pre-service teachers understand differentiated instruction and associated concepts of inclusion and diversity?5
The lived experience of autistic teachers: a review of the literature5
Teacher education for inclusive education in Bhutan: perspectives of pre-service and beginning teachers*5
Pre-service teachers’ and recent teacher graduates’ perceptions of self-efficacy in teaching students with Autism Spectrum Disorder – an exploratory case study5
Education, power, and segregation. The psychoeducational report as an obstacle to inclusive education5
Teaching to the track: grouping in reception education for Newly Arrived Migrant students5
Equity and STEM in elite contexts: challenging institutional assumptions and critiquing student support5
The educational experiences of autistic children with and without extreme demand avoidance behaviours5
Using collaborative action research to enhance differentiated instruction5
Assessment of the quality of inclusive schools A short form of the quality scale of inclusive school development (QU!S-S) – reliability, factorial structure and measurement invariance5
Inclusion illusion: a mixed-methods study of preservice teachers and their preparedness for inclusive schooling in Health and Physical Education5
Pluralistic and equitable education in the neoliberal era: paradoxes and contradictions5
‘I’m learning how to do it’: reflecting on the implementation of a new assessment tool in an Australian Early Childhood5
Psychological safety in innovative learning environments: planning for inclusive spaces5
Indigenous Elders’ wisdom and dominionization in higher education: barriers and facilitators to decolonisation and reconciliation5
Editorial: refugees and inclusive education4
A simplex approach in Italian teacher education programmes to promote inclusive practices4
Stigmatisation and othering: the case of Syrian students in Turkish schools*4
Building inclusive and democratic schools in Spain: strategies for mobilising knowledge on inclusive education through participatory action research4
Inclusion as participation: mapping the participation model with four different levels of inclusive education4
Bullying among primary school-aged students: which factors could strengthen their tendency towards resilience?4
Educational inclusion in resource-constrained contexts: a study of rural primary schools in Cambodia4
Visions of an inclusive school – Preferred futures by special education teacher students4
Catering to children and youth from refugee backgrounds in Australia: deep-rooted constraints4
Inclusive pedagogy through the lens of primary teachers and teaching assistants in England4
The development of inclusive practice under a policy of integration4
Pathways to inclusive and equitable quality education for people with disabilities: cross-context conversations and mutual learning4
Performing the good (im)migrant: inclusion and expectations of linguistic assimilation4
Curricular and pedagogical barriers to South Korean female students’ physical activity in physical education class4
The factors that count: predicting implementation fidelity of evidence-based behavioural supports in Australian schools4
Rural and urban general education teachers’ instructional strategies in inclusive classrooms in China: a dual system perspective4
Where is Ubuntu in competitive South African schools? An inclusive education perspective4
Comprehensive support for pupils at risk of school failure in inclusive education: theory and school practice in the Czech Republic4
Perceptions and experiences of teachers in Zimbabwe on inclusive education and teacher training: the value of Unhu/Ubuntu philosophy4
Teaching writing by formula: empowerment or exclusion?4
Promising practices for preparing Canadian teachers for inclusive classrooms: analysis through a transformative learning lens4
Exploring Bhutanese teachers’ knowledge and use of strategies for the inclusion of students on the autism spectrum4
Disability studies in and for inclusive teacher education in Aotearoa New Zealand4
Aiming for inclusion: processes taking place in co-creation involving students with disabilities in higher education4
‘Not integrated at all. Whatsoever’: teachers’ narratives on the integration of newly arrived refugee students in Norway4
Botswana teachers: competencies perceived as important for inclusive education4
The future of special schools in Australia: complying with the Convention on the Rights of Persons with Disabilities4
Bridging gaps between theory and practice of inclusion through an innovative partnership between university academics and school educators in Australia4
It takes a special type of teacher. An investigation into the capabilities of staff working with disengaged students4
Understanding teaching practices for inclusive participation of students with autism in Saudi Arabian primary schools4
Students’ experience of isolation room punishment in UK mainstream education. ‘I can’t put into words what you felt like, almost a dog in a cage’4
Promoting accessible and inclusive education on disaster risk reduction: the case of students with sensory disabilities4
Student engagement in schools serving marginalised communities4
Children’s voices on marginalisation and inclusion: lessons to be learned from two decades of research in Cyprus4
Improving educational inclusion for refugee-background learners through appreciation of diversity4
Furthering inclusive education in Papua New Guinea through teacher training: reflections on challenges and transformations4
Inclusive disaster risk reduction education for Indonesian children4
From the teachers’ perspectives: resources used in teaching reading comprehension to English First Additional Language (EFAL) learners in the FET phase3
Teachers’ joy of teaching children with a chronic illness: the opportunities to learn3
Dealing with inclusion – teachers’ assessment of internal and external resources3
Refugee and migrant children’s views of integration and belonging in school in Ireland – and the role of micro- and meso-level interactions3
Leveraging the Design Thinking Model to address campus accessibility challenges and assess perceptions of disability awareness3
School assistants’ experiences of belonging3
A systematic review of interventions promoting social inclusion of immigrant and ethnic minority preschool children3
‘It’s a school but it’s not a school’: understanding father involvement in the schooling of children with intellectual disabilities in Kenya3
Educational parlance of equity and inclusivity and students’ gendered national identity constructions in public schools in Islamabad, Pakistan3
Academic identity development: school experiences and the dyslexic learner3
Equity, parental/caregiver ‘Power,’ and disability policy in the U.S. Context3
Development and psychometric evaluation of an instrument measuring subjective definitions of inclusion (FEDI)3
Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina3
A scoping review of mixed methods rigour in inclusive education: application of the Rigorous Mixed Methods Framework3
Experiences that shape pre-service teachers’ inclusive practice beliefs: a group concept mapping study3
The invisible student in physical education classes: voices from Deaf and hard of hearing students on inclusion3
Navigating personal and contextual factors of SENCo teacher identity3
Intersections of social class and special educational needs in a DEIS post-primary school: school choice and identity3
Turkish education policies and practices: inclusive or exclusionary?3
Troubling knowledges and difficult pedagogical moments for students learning3
Kindergartens: inclusive spaces for all children?3
‘Come willing to learn’: experiences of parents advocating for their children with severe vision impairments in Australian mainstream education3
In sight, in mind: a literature synthesis on social connectedness through technology for young people with long-term conditions3
Valuing vulnerable children’s voices in educational research3
Giving a voice to the best faculty members: benefits of digital resources for the inclusion of all students in Arts and Humanities3
Developing an inclusive curriculum: Understanding co-creation through cultural lens3
What makes inclusive service-learning inclusive?3
Comparison of inclusive and traditional science classrooms: middle school students’ attitudes towards science3
Experiential education of deaf and hard of hearing students in the lab with non-signing advisors3
Time–space paths and the experiences of vulnerable young people in alternative educational settings3
Learning to read ‘inclusion’ divergently: enacting a transnational approach to inclusive education3
Autistic girls and emotionally based school avoidance: supportive factors for successful re-engagement in mainstream high school3
‘Teachers should put themselves in their students’ shoes’: Perspectives of Parents from Minority-ethnic Backgrounds on Schooling in Ireland3
Broadening the view of inclusion from a social justice perspective. A scoping review of the literature3
A critical analysis of court decision on mainstream school attendance of a child with medical care needs in Japan: a long way towards inclusive education3
Children’s spaces of belonging in schools: bringing theories and stakeholder perspectives into dialogue3
Service learning as supported, social learning for international students: an Australian case study3
The pursuit of ‘the good life’: Muslim masculinities and the transition to higher education in Australia3
Children with disabilities in Eastern Africa face significant barriers to access education: a scoping review3
A comparison of the participation levels of Taiwanese children with autism spectrum disorders in inclusive vs. segregated settings3
Innovative learning environments and spaces of belonging for special education teachers3
Exploring positive and negative teachers’ attitudes towards inclusion of children with disabilities in schools in Trinidad: implications for teacher education3
Year 3 boys’ and girls’ enjoyment for reading across economic demographics in Australia. Implications for boys and students from lower SES communities3
Lessons learned from educators of English as a second language in the U.S. during covid-19: providing inclusive space for all educators3
Adjustment of Israeli undergraduate students to emergency remote learning during COVID-19: a mixed methods examination3
Strengthening teacher education to support deaf learners3
Accommodating students with exceptional needs by aligning classroom assessment with IEP goals2
Tracing the lineage of international inclusive education practices in Kenya2
Professional practice placement as a unique challenge for students with disabilities in health and human service educational programmes2
School placement and participation of Chilean young people with cerebral palsy2
Far away, but yet so close. Urban teacher education and rural schools: directors’ point of view2
Learning motivation and psychological empowerment of socioeconomically disadvantaged learners – an empirical study on inclusive project-based learning during Covid-192
The Basketball Boys: young men from refugee backgrounds and the symbolic value of swagger in an Australian state high school2
Developing inclusive communities: understanding the experiences of education of learners of English as an additional language in England and street-connected children in Kenya2
Dismantling barriers and advancing disability-inclusive education: an examination of national laws and policies across 193 countries2
In search of a middle ground. A case study of special educational support in between ordinary school and segregated settings in Denmark2
Conceptions, perceptions and practices of inclusive education in schools in Karnataka (India): moving beyond normative prescriptions and blame-game2
Should we stay or should we go? Parent experiences of moving or considering moving their autistic child between mainstream schools2
Indigenous learning lab as prefigurative political action to dismantle settler-colonial system of exclusion2
A scoping review of perceived support needs of teachers for implementing inclusive education2
University professors and the inclusion of students with special educational needs in higher education: proposal and validation of a measurement scale2
Factors influencing enrolments and study completion of persons with physical impairments in universities2
Factors influencing Indonesian teachers’ use of proactive classroom management strategies2
Elementary school students’ attitudes towards cerebral palsy: a raising awareness brief intervention2
Reconstructing Students’ Appropriation of Space in Inclusive Schools in Austria and Germany Using Bourdieu’s Theory of Social Space2
Access to schools and learning outcomes of children with disabilities in Pakistan: findings from a household survey in four administrative units2
Student perceptions of project-based learning in inclusive high school language arts2
A call for radical over reductionist approaches to ‘inclusive’ reform in neoliberal times: an analysis of position statements in the United States2
Teachers’ views on learner-related variables impeding the integration of ethnomathematics approaches into the teaching and learning of geometry2
Linking curriculum content to students’ cultural heritage in order to promote inclusion: an analysis of a learning-through-the arts project2
Increasing Universal Design for Learning knowledge and application at a community college: the Universal Design for Learning Academy2
Between capacity development and contestation: a systematic review of the involvement of inter- and non-governmental actors in inclusive education2
Challenges inherent in the academic endeavours of students with visual impairment2
How are culturally inclusive teaching practices integrated into business school’s curriculum? An analysis of syllabi from the United States2
Barriers and facilitators in inclusive daycare facilities: mothers’ perspectives2
Nothing about us without us! A PALAR approach to improving inclusion in a Zimbabwean College of Education2
Classroom exclusions: patterns, practices, and pupil perceptions2
Student carer experiences of higher education and support: a scoping review2
Further development of the Teacher Attitudes to Inclusion Scale: principal components and Rasch analysis2
Teachers’ perspectives about mindfulness programmes in primary schools to support wellbeing and positive behaviour2
Engaging in inclusive pedagogy: how elementary physical and health educators understand their roles2
Performative pedagogies of care and the emerging geographies of school exclusion for students with disability2
The illusion of choice in inclusive education2
Persistence and academic performance in higher education: a comparison between students with and without reported learning disabilities2
Professional development for inclusive education: insights from India2
A third space for inclusion: multilingual teaching assistants reporting on the use of their marginal position, translation and translanguaging to construct inclusive environments2
Our school: our space – inclusion and young people’s experiences of space within an English secondary free school2
The Generous Boys and the Nice to Meet You Band: students from migrant and refugee backgrounds as leaders in reshaping university values through creative arts-based programmes2
From yarning circles to zoom: navigating sensitive issues within indigenous education in an online space2
School autonomy and discrimination against students with disability in Australian primary and secondary education settings: a scoping review2
Barriers to tests and exams for autistic pupils: improving access and longer-term outcomes2
Peer-seating groups and social participation by students with learning disabilities in full-inclusion in Malaysian secondary schools2
Resilience to neoliberal structural constraints: lessons from Chinese inclusive education teachers2
Dancing between money and ideas: inclusion in primary education in the Czech Republic from 2005 to 20202
Experiencing ‘inclusion’: a critical and systemic analysis of young people’s voices in English and Greek mainstream secondary schools2
‘The road less travelled’: grade-level acceleration in inclusive schools2
Are in-service teachers supported in Hong Kong? Teachers’ perceived support needs in the implementation of inclusive education2
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