Citations (140)
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Emilie Chevallier-Rodrigues, Florence Savournin, Amélie Courtinat-Camps, Emmanuelle Brossais & Myriam de Léonardis. (2022) Being different or similar? An exploration of inclusive education from the point of view of French adolescents. Disability & Society 37:10, pages 1568-1590.
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Jule Eilts & Ute Koglin. (2022) Bullying and victimization in students with emotional and behavioural disabilities: a systematic review and meta-analysis of prevalence rates, risk and protective factors. Emotional and Behavioural Difficulties 27:2, pages 133-151.
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Anette Bagger. (2022) Opportunities to display knowledge during national assessment in mathematics: a matter of access and participation. European Journal of Special Needs Education 37:1, pages 104-117.
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Laura Hickinbotham & Anita Soni. (2021) A systematic literature review exploring the views and experiences of children and young people of the label Social, Emotional and Mental Health (SEMH). Emotional and Behavioural Difficulties 26:2, pages 135-150.
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António Valentim & Joaquim Pires Valentim. (2020) What I think of school: perceptions of school by people with intellectual disabilities. Disability & Society 35:10, pages 1618-1640.
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Eleni Dimitrellou, Jane Hurry & Dawn Male. (2020) Assessing the inclusivity of three mainstream secondary schools in England: challenges and dilemmas. International Journal of Inclusive Education 24:10, pages 1097-1113.
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Lotte Hedegaard-Soerensen & Sine Penthin Grumloese. (2020) Student-teacher dialogue for lesson planning: inclusion in the context of national policy and local culture. Nordic Journal of Studies in Educational Policy 6:1, pages 25-36.
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Michael S. Merry. (2020) Do Inclusion Policies Deliver Educational Justice for Children with Autism? An Ethical Analysis. Journal of School Choice 14:1, pages 9-25.
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Anna-Leena Riitaoja, Jenni Helakorpi & Gunilla Holm. (2019) Students negotiating the borders between general and special education classes: an ethnographic and participatory research study. European Journal of Special Needs Education 34:5, pages 586-600.
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Roseann Maguire, Alastair Wilson & Andrew Jahoda. (2019) Talking about learning disability: promoting positive perceptions of people with intellectual disabilities in Scottish schools. International Journal of Developmental Disabilities 65:4, pages 257-264.
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Karin Hannes, Katja Petry & Mieke Heyvaert. (2018) The meta-aggregative approach to qualitative evidence synthesis: a worked example on experiences of pupils with special educational needs in inclusive education. International Journal of Research & Method in Education 41:3, pages 291-305.
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Claes Nilholm & Kerstin Göransson. (2017) What is meant by inclusion? An analysis of European and North American journal articles with high impact. European Journal of Special Needs Education 32:3, pages 437-451.
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D. Ianes, S. Cappello & H. Demo. (2017) Teacher and student voices: a comparison between two perspectives to study integration processes in Italy. European Journal of Special Needs Education 32:3, pages 301-313.
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Clara O’Byrne & Orla Muldoon. (2017) Stigma, self-perception and social comparisons in young people with an intellectual disability. Irish Educational Studies 36:3, pages 307-322.
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Hannah Margraf & Martin Pinquart. (2016) Bullying and social support: variation by school-type and emotional or behavioural disturbances. Emotional and Behavioural Difficulties 21:3, pages 258-270.
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Hsi-Sheng Wei, Heng-Hao Chang & Ji-Kang Chen. (2016) Bullying and Victimisation among Taiwanese Students in Special Schools. International Journal of Disability, Development and Education 63:2, pages 246-259.
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Annet De Vroey, Elke Struyf & Katja Petry. (2016) Secondary schools included: a literature review. International Journal of Inclusive Education 20:2, pages 109-135.
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Helen Bates, Aileen McCafferty, Ethel Quayle & Karen McKenzie. (2015) Review: typically-developing students’ views and experiences of inclusive education. Disability and Rehabilitation 37:21, pages 1929-1939.
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Sonia Sawhney. (2015) Unpacking the nature and practices of inclusive education: the case of two schools in Hyderabad, India. International Journal of Inclusive Education 19:9, pages 887-907.
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Thérèse Day & Anita Prunty. (2015) Responding to the challenges of inclusion in Irish schools. European Journal of Special Needs Education 30:2, pages 237-252.
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Kelly L. Leigers & Christine T. Myers. (2015) Effect of Duration of Peer Awareness Education on Attitudes toward Students with Disabilities: A Systematic Review. Journal of Occupational Therapy, Schools, & Early Intervention 8:1, pages 79-96.
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Noel Purdy & Conor Mc Guckin. (2014) Disablist bullying in Northern Ireland and the Republic of Ireland: an investigation of student teachers’ knowledge, experience and confidence. European Journal of Special Needs Education 29:4, pages 446-456.
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Brahm Norwich. (2014) Recognising value tensions that underlie problems in inclusive education. Cambridge Journal of Education 44:4, pages 495-510.
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Stephen James Minton. (2014) Prejudice and effective anti-bullying intervention: Evidence from the bullying of “minorities”. Nordic Psychology 66:2, pages 108-120.
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Sian Emily Jones, Claire Fox, Hayley Gilman, Lucy James, Toni Karic, Katie Wright-Bevans & Victoria Caines. (2013) ‘I’m being called names and I’m being hit’. Challenges of longitudinal research on bullying amongst 11–13-year-olds. Pastoral Care in Education 31:4, pages 321-336.
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Gerald Walton & Blair Niblett. (2013) Investigating the problem of bullying through photo elicitation. Journal of Youth Studies 16:5, pages 646-662.
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Emily
Jane Prince & Julie Hadwin. (2013) The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs. International Journal of Inclusive Education 17:3, pages 238-262.
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Zaakirah Mohamed & Sumaya Laher. (2012) Exploring foundation phase school teachers’ perceptions of learning difficulties in two Johannesburg schools. Journal of Child & Adolescent Mental Health 24:2, pages 133-147.
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Joseph Travers. (2011) Teachers’ organisational practices and their perceptions of the benefits of support by withdrawal for mathematics in Irish primary schools. European Journal of Special Needs Education 26:4, pages 461-477.
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Kathleen Mortier, Lore Desimpel, Elisabeth De Schauwer & Geert Van Hove. (2011) ‘I want support, not comments’: children's perspectives on supports in their life. Disability & Society 26:2, pages 207-221.
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Jan Pijl, EinarM. Skaalvik & Sidsel Skaalvik. (2010) Students with special needs and the composition of their peer group. Irish Educational Studies 29:1, pages 57-70.
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Neil Humphrey & Wendy Symes. (2010) Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools. European Journal of Special Needs Education 25:1, pages 77-91.
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Smadar Tuval & Emda Orr. (2009) Social representations of inclusion and stratification: ethnographic research within two Israeli elementary schools. Disability & Society 24:4, pages 503-516.
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Chrystalla Kaloyirou & Geoff Lindsay. (2008) The self‐perceptions of bullies in Cyprus primary schools. European Journal of Special Needs Education 23:3, pages 223-235.
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ElizabethA. Nowicki. (2008) The interaction of attitudes toward racial membership and learning ability in school‐age children. Educational Psychology 28:3, pages 229-244.
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ElizabethA. Nowicki. (2007) Children’s Beliefs about Learning and Physical Difficulties. International Journal of Disability, Development and Education 54:4, pages 417-428.
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Greg Mantle, Leslie Gelling & Stuart Livingstone. (2006) Supporting the Vulnerable Child: Engaging Fathers in the Home–School Dimension of Pastoral Care. Pastoral Care in Education 24:3, pages 41-48.
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Anastasia Vlachou, Eleni Didaskalou & Effi Argyrakouli. (2006) Preferences of students with general learning difficulties for different service delivery modes. European Journal of Special Needs Education 21:2, pages 201-216.
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