International Journal of Inclusive Education

Article	Citations
Using the Service-Learning approach to bridge the gap between theory and practice in teacher education	42
Students’ attitudes toward disability: a systematic literature review (2012–2019)	27
Inclusive education in South Africa: path dependencies and emergences	26
Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective	26
How do students experience inclusive assessment? A critical review of contemporary literature	24
Increasing faculty’s competence in digital accessibility for inclusive education: a systematic literature review	23
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 support	22
Beyond Salamanca: a citation analysis of the CRPD/GC4 relative to the Salamanca Statement in inclusive and special education research	22
Promoting inclusiveness, creativity and critical thinking through digital storytelling among EFL teacher candidates	22
Social inclusion of immigrant children at school: the impact of group, family and individual characteristics, and the role of proficiency in the national language	21
Do both ‘get it right’? Inclusion of newly arrived migrant students in Swedish primary schools	21
Inclusion does not solely apply to students with disabilities: pre-service teachers’ attitudes towards inclusive schooling of all students	20
Teachers’ and parents’ attitudes towards inclusion of pupils with a first language other than the language of instruction	16
Teacher education and inclusive education in Kazakhstan	16
Including students with disabilities in innovative learning environments: a model for inclusive practices	15
Feeling excluded: international students experience equity, diversity and inclusion	15
A systematized review of co-teaching efficacy in enhancing inclusive education for students with disability	14
Conceptualising disability: a critical discourse analysis of a teacher education textbook	14
Classroom-based peer interventions targeting autism ignorance, prejudice and/or discrimination: a systematic PRISMA review	13
‘It’s all about the attitudes!’ – Introducing a scale to assess teachers’ attitudes towards the practice of differentiated instruction	13
Inclusion of disabled Higher Education students: why are we not there yet?	13
Impact of Covid-19 on the education of children with disabilities in Malawi: reshaping parental engagement for the future	13
Reconceptualising teacher education for teachers of learners with severe to profound disabilities	13
‘Being there’: technology to reduce isolation for young people with significant illness	13
Social classroom climate and personalised instruction as predictors of students’ social participation	12

Inclusion of immigrant students in schools: the role of introductory classes and other segregated efforts	12
Can participation in an online ASD training enhance attitudes toward inclusion, teaching self-Efficacy and ASD knowledge among preservice educators in diverse cultural contexts?	12
Inclusion of multilingual students—teachers’ perceptions on language support models	11
Special education provision in Greek mainstream classrooms: teachers’ characteristics and recruitment procedures in parallel support	11
Reconceptualising inclusive education in the Pacific	11
Connecting beliefs, noticing and differentiated teaching practices: a study among pre-service teachers and teachers	11
Learning about students in co-teaching teams	11
Fifty ways to work with students’ diverse abilities? A video study on inclusive teaching practices in secondary mathematics classrooms	11
How do Australian pre-service teachers understand differentiated instruction and associated concepts of inclusion and diversity?	10
Advancing towards inclusion: recommendations from faculty members of Spanish universities	10
Scientific production on inclusive education and physical education: a bibliometric analysis	10
Chinese international graduate students at Canadian universities: language barriers, cultural identities and perceived problems of engagement	10
Researching a whole school approach to school connectedness	10
In and out of class – what is the meaning for inclusive schools? Teachers’ opinions on push-and pull-out in Italy and Norway	10
Inclusive education is another country; developments, obstacles and resistance to inclusive education	10
From regular education teachers to special educators: the role transformation of resource room teachers in Chinese inclusive education schools	10
Teacher ratings of academic skills and academic enablers of children on the autism spectrum	10
Conceptualising inclusive education: the role of teacher training and teacher's attitudes towards inclusion of children with disabilities in Ethiopia	10
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
Measuring teacher efficacy to build capacity for implementing inclusive practices in an Australian primary school	9
Psychological safety in innovative learning environments: planning for inclusive spaces	9
A comparison of Australian and Swiss secondary school teachers’ attitudes, concerns, self-efficacy, and intentions to teach in inclusive classrooms: does the context matter?	9
Disability studies in and for inclusive teacher education in Aotearoa New Zealand	9
Inclusion as participation: mapping the participation model with four different levels of inclusive education	9
The psychosocial impact of rare diseases among children and adolescents attending mainstream schools in Western Australia	9
When differences are made into likenesses: the normative documentation and assessment culture of the preschool	8
Refugee and migrant children’s views of integration and belonging in school in Ireland – and the role of micro- and meso-level interactions	8
Widening the focus of school readiness for children with disabilities in Malawi: a critical review of the literature	8
Addressing heterogeneity in secondary education: who benefits from differentiated instruction in German classes?	8
Providing inclusive education through virtual classrooms: a study of the experiences of secondary science teachers in Malaysia during the pandemic	8
Facilitators and barriers along pathways to higher education in Sweden: a disability lens	8
Barriers to positive parent-teacher partnerships: the views of parents and teachers in an inclusive education context	8
School leaders’ vision is the strongest predictor of their attitudes towards inclusive education practice	8
Autistic girls and emotionally based school avoidance: supportive factors for successful re-engagement in mainstream high school	8
Identity matters? ‘Working class’ student teachers in Ireland, the desire to be a relatable and inclusive teacher, and sharing the classed self	8
Indigenous Elders’ wisdom and dominionization in higher education: barriers and facilitators to decolonisation and reconciliation	8
Perceptions and experiences of teachers in Zimbabwe on inclusive education and teacher training: the value of Unhu/Ubuntu philosophy	7
The educational experiences of autistic children with and without extreme demand avoidance behaviours	7
Inclusion in practice: humanising pedagogy for immigrant children with and without disabilities	7
Planting the seeds for inclusive education: one resource centre at a time	7
Promoting peer interactions in an inclusive preschool in China: what are teachers’ strategies?	7
Promoting accessible and inclusive education on disaster risk reduction: the case of students with sensory disabilities	7
The Zero Reject policy: a way forward for inclusive education in Malaysia?	7
Educational inclusion in resource-constrained contexts: a study of rural primary schools in Cambodia	7
Aiming for inclusion: processes taking place in co-creation involving students with disabilities in higher education	7
Building inclusive and democratic schools in Spain: strategies for mobilising knowledge on inclusive education through participatory action research	7
Recognition of refugee students’ cultural wealth and social capital in resettlement	7
The lived experience of autistic teachers: a review of the literature	7
Inclusive pedagogy through the lens of primary teachers and teaching assistants in England	7
Pathways to inclusive and equitable quality education for people with disabilities: cross-context conversations and mutual learning	7

‘Not integrated at all. Whatsoever’: teachers’ narratives on the integration of newly arrived refugee students in Norway	7
Construction and validation of Leading Inclusive Education in Compulsory Education Questionnaire (LIE-Q-Teaching Team)	7
A review of the literature to inform the development of a practice framework for supporting children with cerebral visual impairment (CVI)	6
An expansion of practice: special education and Montessori public school	6
Equity and STEM in elite contexts: challenging institutional assumptions and critiquing student support	6
Using collaborative action research to enhance differentiated instruction	6
Botswana teachers: competencies perceived as important for inclusive education	6
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 invariance	6
Stigmatisation and othering: the case of Syrian students in Turkish schools*	6
Autism in Higher Education: dissonance between educators’ perceived knowledge and reported teaching behaviour	6
Teaching to the track: grouping in reception education for Newly Arrived Migrant students	6
Bullying among primary school-aged students: which factors could strengthen their tendency towards resilience?	6
A systematic review of interventions promoting social inclusion of immigrant and ethnic minority preschool children	6
On ‘integration rooms’, tough territories, and ‘places to be’: the ability-space-regimes of three educational settings at Austrian secondary schools	6
Equity, parental/caregiver ‘Power,’ and disability policy in the U.S. Context	6
Performing the good (im)migrant: inclusion and expectations of linguistic assimilation	6
A third space for inclusion: multilingual teaching assistants reporting on the use of their marginal position, translation and translanguaging to construct inclusive environments	6
Comprehensive support for pupils at risk of school failure in inclusive education: theory and school practice in the Czech Republic	6
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’	6
Teacher education for inclusive education in Bhutan: perspectives of pre-service and beginning teachers*	6
Pre-service teachers’ and recent teacher graduates’ perceptions of self-efficacy in teaching students with Autism Spectrum Disorder – an exploratory case study	6
Education, power, and segregation. The psychoeducational report as an obstacle to inclusive education	5
The future of special schools in Australia: complying with the Convention on the Rights of Persons with Disabilities	5
Where is Ubuntu in competitive South African schools? An inclusive education perspective	5
Understanding teaching practices for inclusive participation of students with autism in Saudi Arabian primary schools	5
Pluralistic and equitable education in the neoliberal era: paradoxes and contradictions	5
Should we stay or should we go? Parent experiences of moving or considering moving their autistic child between mainstream schools	5
Improving educational inclusion for refugee-background learners through appreciation of diversity	5
Giving a voice to the best faculty members: benefits of digital resources for the inclusion of all students in Arts and Humanities	5
Differentiated instruction: ‘to be, or not to be, that is the question’	5
Valuing vulnerable children’s voices in educational research	5
Editorial: refugees and inclusive education	5
Experiential education of deaf and hard of hearing students in the lab with non-signing advisors	5
Navigating personal and contextual factors of SENCo teacher identity	5
Student engagement in schools serving marginalised communities	5
The factors that count: predicting implementation fidelity of evidence-based behavioural supports in Australian schools	5
A simplex approach in Italian teacher education programmes to promote inclusive practices	5
Inclusive disaster risk reduction education for Indonesian children	5
The effect of local discourses adapted by teachers on Syrian child refugees’ schooling experiences in Turkey	5
‘Come willing to learn’: experiences of parents advocating for their children with severe vision impairments in Australian mainstream education	5
Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina	5
Intersections of social class and special educational needs in a DEIS post-primary school: school choice and identity	5
Teaching writing by formula: empowerment or exclusion?	5
Inclusion illusion: a mixed-methods study of preservice teachers and their preparedness for inclusive schooling in Health and Physical Education	5
Bridging gaps between theory and practice of inclusion through an innovative partnership between university academics and school educators in Australia	5
Time–space paths and the experiences of vulnerable young people in alternative educational settings	4
Development and psychometric evaluation of an instrument measuring subjective definitions of inclusion (FEDI)	4
Linking curriculum content to students’ cultural heritage in order to promote inclusion: an analysis of a learning-through-the arts project	4
‘It’s a school but it’s not a school’: understanding father involvement in the schooling of children with intellectual disabilities in Kenya	4
The challenges of distance learning in Italy: new inequalities and implications for inclusive education	4
Knowledge and barriers to inclusion of ASC pupils in Scottish mainstream schools: a mixed methods approach	4
Experiences that shape pre-service teachers’ inclusive practice beliefs: a group concept mapping study	4
‘Teachers should put themselves in their students’ shoes’: Perspectives of Parents from Minority-ethnic Backgrounds on Schooling in Ireland	4
The invisible student in physical education classes: voices from Deaf and hard of hearing students on inclusion	4
Catering to children and youth from refugee backgrounds in Australia: deep-rooted constraints	4
Visions of an inclusive school – Preferred futures by special education teacher students	4
Furthering inclusive education in Papua New Guinea through teacher training: reflections on challenges and transformations	4
Comparison of inclusive and traditional science classrooms: middle school students’ attitudes towards science	4
Innovative learning environments and spaces of belonging for special education teachers	4
A scoping review of mixed methods rigour in inclusive education: application of the Rigorous Mixed Methods Framework	4
A scoping review of perceived support needs of teachers for implementing inclusive education	4
Development of a refugee education competency framework: Turkish context with Syrian refugee students	4
Adjustment of Israeli undergraduate students to emergency remote learning during COVID-19: a mixed methods examination	4
Year 3 boys’ and girls’ enjoyment for reading across economic demographics in Australia. Implications for boys and students from lower SES communities	4
From yarning circles to zoom: navigating sensitive issues within indigenous education in an online space	4
Student carer experiences of higher education and support: a scoping review	4
Broadening the view of inclusion from a social justice perspective. A scoping review of the literature	4
Inclusive education policies – objects of observance, omission, and obfuscation: ten years on …	4
Leveraging the Design Thinking Model to address campus accessibility challenges and assess perceptions of disability awareness	4
Lessons learned from educators of English as a second language in the U.S. during covid-19: providing inclusive space for all educators	4
Professional development for inclusive education: insights from India	4
School assistants’ experiences of belonging	4
Developing an inclusive curriculum: Understanding co-creation through cultural lens	4
Children with disabilities in Eastern Africa face significant barriers to access education: a scoping review	4
Curricular and pedagogical barriers to South Korean female students’ physical activity in physical education class	4
What makes inclusive service-learning inclusive?	4
Professional practice placement as a unique challenge for students with disabilities in health and human service educational programmes	4
Teachers’ joy of teaching children with a chronic illness: the opportunities to learn	4
Children’s voices on marginalisation and inclusion: lessons to be learned from two decades of research in Cyprus	4
Promising practices for preparing Canadian teachers for inclusive classrooms: analysis through a transformative learning lens	4

Exploring Bhutanese teachers’ knowledge and use of strategies for the inclusion of students on the autism spectrum	4
Service learning as supported, social learning for international students: an Australian case study	3
Between capacity development and contestation: a systematic review of the involvement of inter- and non-governmental actors in inclusive education	3
Developing inclusive communities: understanding the experiences of education of learners of English as an additional language in England and street-connected children in Kenya	3
From the teachers’ perspectives: resources used in teaching reading comprehension to English First Additional Language (EFAL) learners in the FET phase	3
The role of universities and knowledge in teacher education for inclusion	3
Gains in pre-service teacher efficacy for inclusive education: contributions of initial beliefs and practicum length	3
The pursuit of ‘the good life’: Muslim masculinities and the transition to higher education in Australia	3
Teachers’ perspectives about mindfulness programmes in primary schools to support wellbeing and positive behaviour	3
Troubling knowledges and difficult pedagogical moments for students learning	3
Kindergartens: inclusive spaces for all children?	3
Educational parlance of equity and inclusivity and students’ gendered national identity constructions in public schools in Islamabad, Pakistan	3
Schools and teachers as brokers of belonging for refugee-background young people	3
Proposing a conceptual framework for relational pedagogy: pedagogical informality, interface, exchange and enactment	3
Learning motivation and psychological empowerment of socioeconomically disadvantaged learners – an empirical study on inclusive project-based learning during Covid-19	3
Lessons from United States school district policies and approaches to special education during the COVID-19 pandemic	3
Indigenous learning lab as prefigurative political action to dismantle settler-colonial system of exclusion	3
Accommodating students with exceptional needs by aligning classroom assessment with IEP goals	3
In sight, in mind: a literature synthesis on social connectedness through technology for young people with long-term conditions	3
Engaging in inclusive pedagogy: how elementary physical and health educators understand their roles	3
Academic identity development: school experiences and the dyslexic learner	3
Virtual inclusion through telepresence robots: an inclusivity model and heuristic	3
A critical analysis of court decision on mainstream school attendance of a child with medical care needs in Japan: a long way towards inclusive education	3
Increasing Universal Design for Learning knowledge and application at a community college: the Universal Design for Learning Academy	3
Inclusion as indigenisation? Sámi perspectives in teacher education	3
Exploring positive and negative teachers’ attitudes towards inclusion of children with disabilities in schools in Trinidad: implications for teacher education	3
Why inclusive education falters: a Bernsteinian analysis	3
Teachers’ experiences of classroom behaviour problems and mitigation strategies among students with visual disabilities in Ghana	3
Turkish education policies and practices: inclusive or exclusionary?	3
Children’s spaces of belonging in schools: bringing theories and stakeholder perspectives into dialogue	3
The illusion of choice in inclusive education	3
Resilience to neoliberal structural constraints: lessons from Chinese inclusive education teachers	3
How effective is online pre-service teacher education for inclusion when compared to face-to-face delivery?	3
Estimating the percentage of marginalised students in Danish public schools: challenges encountered in measuring marginalisation	3
‘The road less travelled’: grade-level acceleration in inclusive schools	2
Barriers and facilitators for leading the development of inclusive school cultures in Chile	2
University professors and the inclusion of students with special educational needs in higher education: proposal and validation of a measurement scale	2
The place and space of indigenous worldviews and priorities within policy and action	2
(Im)possibilities of parity of participation in school settings in the lives of unaccompanied youth	2
Remote learning experiences of African Nova Scotian households in Canada during the COVID-19 temporary school closure: implications for inclusive education policy implementation	2
Infrastructures and phantasmagrams of inclusions that exclude: international student assessments	2
Classroom environment for children with disabilities in Kenyan preschools	2
Teacher education: doing justice to UNCRPD Article 24?	2
The work integrated learning experience of a university student with intellectual disability: a descriptive case study	2
Meaningful participation in a general education classroom of a student with significant disabilities: bridging the fields of occupational therapy and inclusive education	2
Investigation of the relationship between teacher job satisfaction, empowerment and loyalty: the difference between teachers of ethnic majority students and teachers of ethnic minority students in Vie	2
Promoting inclusion in play for students with developmental disabilities: kindergarten teachers’ perspectives	2
A systematic review of literature on inclusive education with special emphasis on children with disability in Pakistan	2
Barriers and facilitators in inclusive daycare facilities: mothers’ perspectives	2
The social acceptance of neurodiverse children in Irish primary schools	2
Peer-seating groups and social participation by students with learning disabilities in full-inclusion in Malaysian secondary schools	2
Suspicion of ADHD by teachers in relation to their perception of students’ cognitive capacities: do cognitively strong students escape verdict?	2
Are in-service teachers supported in Hong Kong? Teachers’ perceived support needs in the implementation of inclusive education	2
In search of a middle ground. A case study of special educational support in between ordinary school and segregated settings in Denmark	2
Exploring the growth of inclusive curriculum: a systematic review of scholar and practitioner perspectives	2
Kindergarteners’ perceptions of belonging and inclusion in a two-way immersion classroom	2
Majority language acquisition by children of refugee background: a review	2
An inclusive indigenous approach to curriculum development	2
Factors influencing enrolments and study completion of persons with physical impairments in universities	2
The invisible minority: why do textbook authors avoid people with disabilities in their books?	2
Towards a school culture of pedagogical fairness: revisiting the academic performance of immigrant children in East Asia	2
Dismantling barriers and advancing disability-inclusive education: an examination of national laws and policies across 193 countries	2
Exploring the beliefs of Spanish teachers who promote the development of inclusive pedagogy	2
Persistence and academic performance in higher education: a comparison between students with and without reported learning disabilities	2
Diversity and inclusion strategies for LGBTQ + students from diverse ethnic backgrounds in higher education: a scoping review	2
Fostering success: young people’s experience of education while in foster care	2
Are students with disabilities truly present in universities? An international analysis from a participatory approach	2
Parental perception of inclusive education: mothers’ narrative construct of the school space	2
Turning social inclusion into exclusion during collaborative learning between students with and without SEN	2
Inclusive education as a trauma-responsive practice: research-based considerations and implications	2
School autonomy and discrimination against students with disability in Australian primary and secondary education settings: a scoping review	2
Challenges inherent in the academic endeavours of students with visual impairment	2
Universal design for learning: connecting teacher implementation to student outcomes	2
Exploring the role and experience of classroom assistants supporting pupils with visual impairment	2
Classroom exclusions: patterns, practices, and pupil perceptions	2
Dancing between money and ideas: inclusion in primary education in the Czech Republic from 2005 to 2020	2
Elementary school students’ attitudes towards cerebral palsy: a raising awareness brief intervention	2
Individualized education plan applied to physical education as a support for inclusion in Brazilian schools	2
Reconstructing Students’ Appropriation of Space in Inclusive Schools in Austria and Germany Using Bourdieu’s Theory of Social Space	2
The relationship of classmates-perceived teacher feedback and the social acceptance of second, third and fourth graders	2
Access to schools and learning outcomes of children with disabilities in Pakistan: findings from a household survey in four administrative units	2
Student perceptions of project-based learning in inclusive high school language arts	2
Factors influencing Indonesian teachers’ use of proactive classroom management strategies	2
The Basketball Boys: young men from refugee backgrounds and the symbolic value of swagger in an Australian state high school	2
Tracing the lineage of international inclusive education practices in Kenya	2
Once inclusive always inclusive (?): experiences of Cypriot teachers and parents of children with disabilities on the use of technology and collaboration before and during the Covid-19 pandemic	2
What makes a good school? Perspectives of students at inclusive secondary schools in Germany	2
Collaborative engagement between stakeholders in the education of Australian students with disability: a scoping review	2
Our school: our space – inclusion and young people’s experiences of space within an English secondary free school	2
Conceptions, perceptions and practices of inclusive education in schools in Karnataka (India): moving beyond normative prescriptions and blame-game	2
Making the invisible, visible: a twenty-first century approach to tertiary preparation, attainment and access for student equity	2
How are culturally inclusive teaching practices integrated into business school’s curriculum? An analysis of syllabi from the United States	2
Experiencing ‘inclusion’: a critical and systemic analysis of young people’s voices in English and Greek mainstream secondary schools	2