OOIR: Observatory of International Research

Papers

(The TQCC of International Journal of Inclusive 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 2020-10-01 to 2024-10-01.)

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
Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective	26
Inclusive education in South Africa: path dependencies and emergences	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
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
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
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
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
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
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
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
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
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
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
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
Equity and STEM in elite contexts: challenging institutional assumptions and critiquing student support	6
Comprehensive support for pupils at risk of school failure in inclusive education: theory and school practice in the Czech Republic	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
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
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
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
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
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
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