OOIR: Observatory of International Research

Papers

(The TQCC of International Journal of Inclusive 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 2021-09-01 to 2025-09-01.)

Article	Citations
‘We are here and we deserve it’: being an autistic teacher in Poland	51
Adolescent health: from individual risk behaviours to wellbeing ecosystems: learning from the paradigm shift	43
Inclusive education in complex landscapes of stakeholders, agendas and priorities	38
Widening the focus of school readiness for children with disabilities in Malawi: a critical review of the literature	34
Our school: our space – inclusion and young people’s experiences of space within an English secondary free school	23
The effect of peer relationships on aggressive behaviours of children with autism spectrum disorder in the context of inclusive education – the moderation role of positive affects	21
Pre-service teachers’ and recent teacher graduates’ perceptions of self-efficacy in teaching students with Autism Spectrum Disorder – an exploratory case study	19
The attitudes of physical education teachers towards teaching students with disabilities: a qualitative research in Turkey	18
Teaching Hebrew as a second language for Arab middle and high school students with disabilities	17
Indigenous worldviews and inclusive education: insights into participatory video and the practice of Buen Vivir of the Misak community	17
Supporting carers in higher education: a qualitative longitudinal study	16
How effective is online pre-service teacher education for inclusion when compared to face-to-face delivery?	16
Pathways to belonging in the transition to school: the perspectives of children	15
Examining the impact of disability studies in education-infused curriculum on attitudes towards inclusion in a U.S. secondary teacher education programme	15
Diversity and inclusion strategies for LGBTQ + students from diverse ethnic backgrounds in higher education: a scoping review	14
Legitimacy, effectiveness, and feasibility of language pull-out classes – assessing in-service teachers’ attitudes towards segregated language support	14
Co-teaching practices in Italian primary classrooms: a case for including the sociocultural framework in training teaching collaborations	14
Bridging gaps between theory and practice of inclusive teacher education: international perspectives	14
Inclusive approaches to liberal arts education in the context of the creative economy: integrating access, engagement, and technological literacy	13
A work in progress: inclusion for students with developmental disabilities from the perspectives of principals and teachers	13
Assessment and learning loss in England: never let a good crisis go to waste	13
Parents and the gender and sexual violence assemblage in a rural school	13
Towards inclusion: a comparative examination of the status of disability acts in South Asia	13
Impact of Covid-19 on the education of children with disabilities in Malawi: reshaping parental engagement for the future	13
Dancing between money and ideas: inclusion in primary education in the Czech Republic from 2005 to 2020	12

Measuring Chinese inclusive teachers’ beliefs about teaching students with disabilities: scale development and validation	12
Constructing expertise: reframing intelligence with preservice teachers	11
Student perspectives on quality management and intercultural education: a case study in a public university in the Amazon of Peru	11
Curriculum and the power to ex(in)clude disabled students	11
Teachers’ attitudes towards inclusion in physical education: systematic review and meta-analysis of studies conducted before and after the Salamanca Statement	10
‘Little islands’: challenges and opportunities for student carers in higher education	10
Inclusive education policies – objects of observance, omission, and obfuscation: ten years on …	10
A review of language literacy and science: enhancing engagement and achievement in science	10
Fostering inclusion: students’ voices in the co-design of a school-district level policy	10
The Czech version of the Teacher Efficacy for Inclusive Practice (TEIP) scale: validation and psychometric analysis of the instrument with primary school teachers	9
Enablers and barriers to equitable participation for students with blindness or low vision in Australian mainstream secondary schools	9
We pamper them and suddenly reality hits them: Slovak national testing for Year 5 pupils with special needs	9
Recalibrating تَرْبِيَة (tarbiya) and social justice in the face of internationalisation. The case of inclusion in Indonesian Muslim education	9
Student–teacher relationship quality in students with learning disabilities and special educational needs	9
Participation patterns and quality of life of children with autism in inclusive education	9
Reimagining indigenous knowledge in a multicultural science classroom	9
Perceptions of pre-service special education teachers in South Korea toward teaching physical education for students with disabilities	9
Canadian Nova Scotian Black learners in the Individualised Program Plan (IPP): intersectionality analysis and findings from a household survey	8
Evaluating a transitional support intervention to improve educational outcomes and experiences for students registered with disability and inclusion services	8
The lived experiences of primary and secondary education for autistic university students	8
Shaping students for inclusion: a gift and a project. Dutch preservice teachers and the complexity of inclusive teaching practices in physical education	8
Language and belonging in Australian schools: perspectives and experiences of families from refugee backgrounds	8
Construction and validation of Leading Inclusive Education in Compulsory Education Questionnaire (LIE-Q-Teaching Team)	8
Social inclusive education in secondary schools. A student's perspective approach	7
Shining a light on disparities to access. Specialist teachers’ perceptions on the impacts of COVID-19 restrictions on learning for students with blindness and low vision in Australia, New Zealand, and	7
Knowledge and barriers to inclusion of ASC pupils in Scottish mainstream schools: a mixed methods approach	7
(Im)possibilities of parity of participation in school settings in the lives of unaccompanied youth	7
Between capacity development and contestation: a systematic review of the involvement of inter- and non-governmental actors in inclusive education	7
Values in education: animating the care and support for teaching and learning framework	7
Reconstructing Students’ Appropriation of Space in Inclusive Schools in Austria and Germany Using Bourdieu’s Theory of Social Space	7
Students with spinal cord injury: a scoping review of evidence regarding return to study and education participation following rehabilitation	7
Special issue: CSTL in Sub-Saharan Africa	7
School assistants’ experiences of belonging	7
Continual disobedience: a term perpetuating exclusive practices in schools	6
Are students with disabilities truly present in universities? An international analysis from a participatory approach	6
Majority language acquisition by children of refugee background: a review	6
Inclusive education in the language classroom: an investigation into the portrait of gender in language textbooks	6
Giving a voice to the best faculty members: benefits of digital resources for the inclusion of all students in Arts and Humanities	6
Rewidening the lens to ethnic and socioeconomic diversity? ‘Othering’ through inclusion and assessment in Israeli educational policy and practice	6
Thinking outside the ‘deficit box’: promoting the equal valuing of all children through teacher professional development	6
Time–space paths and the experiences of vulnerable young people in alternative educational settings	6
Encountering diversity: educators’ ways in mediating toddler’s inclusion in the Finnish early childhood classroom	6
Decolonising solidarity in higher education: navigating barriers and enablers in advocacy with people from displaced backgrounds	6
Differentiated instruction: ‘to be, or not to be, that is the question’	6
Inclusive education and the bullying involvement of boys with special educational needs at a Swedish elementary school	6
‘It sort of goes hand in hand the academic and the social’: teachers’ experiences working with the inclusion of immigrant students in mainstream lower secondary school classes in Norway	6
What makes a good school? Perspectives of students at inclusive secondary schools in Germany	6
Cross-professional collaboration and inclusive school development in Denmark	6
Teacher’s attitude towards inclusion of children with disabilities in general education system of Bangladesh	6
Leading the fight: an African American mother advocating for her children with disabilities	5

Exploring the drivers and barriers to the non-formal education in Anganwadi centers for sustainable development education: a multiple stakeholder study	5
Tracing the lineage of international inclusive education practices in Kenya	5
Inclusive education in South Africa: path dependencies and emergences	5
Exploring Bhutanese teachers’ knowledge and use of strategies for the inclusion of students on the autism spectrum	5
Psychometric properties of the Italian adaptation of the short form of the Quality Scale of Inclusive School Development (QU!S-S)	5
Cross-faculty perspectives of teachers on inclusive higher education: a university-wide study in the Netherlands	5
Exploring epistemic injustice in dyscalculia	5
Exploring linguistically responsive teaching with preservice teachers in a course on teaching English learners	5
Adopted students’ educational paths and inclusiveness of Italian school system: an explorative study using parents’ evaluation	5
Disability and learning in Ethiopia: what changed as a result of the COVID-19 pandemic?	5
The relationship between socio-cognitive skills and ethnic prejudice in preservice special education teachers	5
Improving inclusive peer relations through imagined contact	5
Multicultural education as the supportive component of English language curriculum: a mixed-methods experimental design study at a Turkish University	5
How do students experience inclusive assessment? A critical review of contemporary literature	5
Empowering school administrators for refugee education in Türkiye: insights from multiple stakeholders on a training programme	5
‘It’s a school but it’s not a school’: understanding father involvement in the schooling of children with intellectual disabilities in Kenya	4
Integrating high-leverage practices into special education teacher preparation programmes: promoting access and equity for all learners	4
Interpretations of inclusive education in Australian policy: what’s the problem represented to be?	4
‘A Front Row Seat to my Kid’s Learning’: how caregivers of children with IDD leveraged community cultural wealth to support virtual learning	4
Between expansion and segmentation: revisiting old and new disparities in secondary education in Latin America	4
Parental perception of inclusive education: mothers’ narrative construct of the school space	4
Achieving teacher agency for inclusive education: an exploration of general education teachers’ perspective	4
In search of a middle ground. A case study of special educational support in between ordinary school and segregated settings in Denmark	4
Why inclusive education falters: a Bernsteinian analysis	4
Does the educational setting matter: school quality of life of students with special education needs?	4
Revalidating the Portuguese version of the SE-PETE-D Questionnaire: evidence from a large sample of in-service physical education teachers	4
Experiencing ‘inclusion’: a critical and systemic analysis of young people’s voices in English and Greek mainstream secondary schools	4
Inclusion of multilingual students—teachers’ perceptions on language support models	4
Educational provision for newly arrived unaccompanied sanctuary seekers aged 15–16	4
Are Australian schools becoming less inclusive? Changes to class ability grouping practices in Australian secondary schools	4
Perceptions and experiences of teachers in Zimbabwe on inclusive education and teacher training: the value of Unhu/Ubuntu philosophy	4
Psychological safety in innovative learning environments: planning for inclusive spaces	4
Children and young people in socially and educationally excluded living conditions – leisure and youth clubs’ work with inclusion processes aimed at the school	4
Classroom exclusions: patterns, practices, and pupil perceptions	4
The challenges of distance learning in Italy: new inequalities and implications for inclusive education	4
The future of special schools in Australia: complying with the Convention on the Rights of Persons with Disabilities	4
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	4
Employing intensive teaching triads to enhance the impact of a peer-mediated social skills program	4
What is ‘fair’ and ‘just’ in refugee education? How teachers and school leaders negotiate competing discourses of ‘equity’ and ‘equality’ in Australia	4
Enhancing family involvement assessment in inclusive preschool education: insights from a Serbian validation study of the family involvement questionnaire	4
Peer-seating groups and social participation by students with learning disabilities in full-inclusion in Malaysian secondary schools	4
Impact of inclusive education on early childhood development: a systematic review and meta-analysis	4
Can peer mediation foster migrant students’ inclusion in mainstream classrooms? An exploratory case study	4
Preparing student teachers for inclusive classes: the effects of co-teaching in higher education on students’ knowledge and attitudes about inclusion	4
Normative power in higher education: the ghost of inherent requirements	4