Citations (67)
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Heidrun Demo, Kari Nes, Hege Merete Somby, Anna Frizzarin & Sofia Dal Zovo. (2023) In and out of class – what is the meaning for inclusive schools? Teachers’ opinions on push-and pull-out in Italy and Norway. International Journal of Inclusive Education 27:14, pages 1592-1610.
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Lidon Lashley. (2023) Stay in your lane experiences of children with Special Education Needs and/or Disabilities in two mainstream primary schools in Guyana. International Journal of Inclusive Education 27:8, pages 921-971.
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Jon Erik Finnvold & Therese Dokken. (2023) How school placement and parental social capital influence children’s perceptions of inclusion in school. A survey of Norwegian children with physical disabilities. European Journal of Special Needs Education 0:0, pages 1-16.
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S. Meuser, B. Piskur, P. Hennissen & D. Dolmans. (2023) Targeting the school environment to enable participation: A scoping review. Scandinavian Journal of Occupational Therapy 30:3, pages 298-310.
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Suzet Tanya Lereya, Sarah Cattan, Yeosun Yoon, Ruth Gilbert & Jessica Deighton. (2023) How does the association between special education need and absence vary overtime and across special education need types?. European Journal of Special Needs Education 38:2, pages 245-259.
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Eamonn Carroll, Keyu Ye & Selina McCoy. (2022) Educationally maintained inequality? The role of risk factors and resilience at 9, 13 and 17 in disabled young people’s post-school pathways at 20. Irish Educational Studies 41:3, pages 573-594.
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Jeffrey M. DeVries, Margarita Knickenberg & Maria Trygger. (2022) Academic self-concept, perceptions of inclusion, special needs and gender: evidence from inclusive classes in Sweden. European Journal of Special Needs Education 37:3, pages 511-525.
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Selina McCoy, Delma Byrne & Pat O’Connor. (2022) Gender stereotyping in mothers’ and teachers’ perceptions of boys’ and girls’ mathematics performance in Ireland. Oxford Review of Education 48:3, pages 341-363.
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Ghaleb H Alnahdi & Susanne Schwab. (2021) Inclusive education in Saudi Arabia and Germany: students’ perception of school well-being, social inclusion, and academic self-concept. European Journal of Special Needs Education 36:5, pages 773-786.
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Seraphim Dempsey, Seán Lyons & Selina McCoy. (2020) Early mobile phone ownership: influencing the wellbeing of girls and boys in Ireland?. Journal of Children and Media 14:4, pages 492-509.
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Margarita Knickenberg, Carmen L. A. Zurbriggen, Martin Venetz, Susanne Schwab & Markus Gebhardt. (2020) Assessing dimensions of inclusion from students’ perspective – measurement invariance across students with learning disabilities in different educational settings. European Journal of Special Needs Education 35:3, pages 287-302.
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Peder Haug. (2020) Inclusion in Norwegian schools: pupils’ experiences of their learning environment. Education 3-13 48:3, pages 303-315.
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Selina McCoy, Michael Shevlin & Richard Rose. (2020) Secondary school transition for students with special educational needs in Ireland. European Journal of Special Needs Education 35:2, pages 154-170.
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Seraphim Dempsey, Seán Lyons & Selina McCoy. (2019) Later is better: mobile phone ownership and child academic development, evidence from a longitudinal study. Economics of Innovation and New Technology 28:8, pages 798-815.
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Pandelitsa Cosma & Anita Soni. (2019) A systematic literature review exploring the factors identified by children and young people with behavioural, emotional and social difficulties as influential on their experiences of education. Emotional and Behavioural Difficulties 24:4, pages 421-435.
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Eleni Dimitrellou & Jane Hurry. (2019) School belonging among young adolescents with SEMH and MLD: the link with their social relations and school inclusivity. European Journal of Special Needs Education 34:3, pages 312-326.
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Laura Lübke, Martin Pinquart & Malte Schwinger. (2019) How to measure teachers’ attitudes towards inclusion: evaluation and validation of the Differentiated Attitudes Towards Inclusion Scale (DATIS). European Journal of Special Needs Education 34:3, pages 297-311.
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Elaine Keane, Manuela Heinz & Patricia Eaton. (2018) Fit(ness) to teach?: disability and initial Teacher education in the republic of Ireland. International Journal of Inclusive Education 22:8, pages 819-838.
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Joanne Banks, Selina McCoy & Denise Frawley. (2018) One of the gang? Peer relations among students with special educational needs in Irish mainstream primary schools. European Journal of Special Needs Education 33:3, pages 396-411.
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Ming Lui, Lan Yang & Kuen-Fung Sin. (2017) Parents’ Perspective of the Impact of School Practices on the Functioning of Students with Special Educational Needs. International Journal of Disability, Development and Education 64:6, pages 624-643.
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Selina McCoy, Bertrand Maître, Dorothy Watson & Joanne Banks. (2016) The role of parental expectations in understanding social and academic well-being among children with disabilities in Ireland. European Journal of Special Needs Education 31:4, pages 535-552.
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Jane Carrigan & Catherine Maunsell. (2014) ‘Never really had a good education you know, until I came in here’: educational life histories of young adult male prisoner learners. Irish Educational Studies 33:4, pages 399-417.
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Selina McCoy, Joanne Banks & Michael Shevlin. (2012) School matters: how context influences the identification of different types of special educational needs. Irish Educational Studies 31:2, pages 119-138.
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Joanne Banks, Michael Shevlin & Selina McCoy. (2012) Disproportionality in special education: identifying children with emotional behavioural difficulties in Irish primary schools. European Journal of Special Needs Education 27:2, pages 219-235.
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Articles from other publishers (43)
Ilias Vasileiadis, Ioanna Dimitriadou & Spyros Koutras. 2023. Childhood Developmental Language Disorders. Childhood Developmental Language Disorders
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Jesse J. Helton, Autumn Asher BlackDeer, Kira H. Banks, Mark Pousson & Keon L. Gilbert. (2023) Racial Discrimination of Adolescents With Special Healthcare Needs. Journal of Adolescent Health 73:2, pages 383-386.
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Joanne Banks, Chris Forlin & Dianne Chambers. (2023) Home‐schooling in the Republic of Ireland. British Journal of Special Education.
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Alexandra Maftei & Alois Gherguţ. (2023) Using Toys as Potential Inclusive Educational Means: A Longitudinal Approach Involving Children, Parents, and Teachers. Early Childhood Education Journal.
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Jose Marquez. (2023) Gender Differences in School Effects on Adolescent Life Satisfaction: Exploring Cross-National Variation. Child & Youth Care Forum.
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Alexandra Pirker, Julia Hafenscher & Katharina-Theresa Lindner. (2023) Investigating the Self-Perception of Social, Emotional, and Academic Inclusion of Students with and without Special Educational Needs through Photovoice. Education Sciences 13:4, pages 423.
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Dragomir DavidovićLj.Lj., Maja DavidovićV.V., Ivana SretenovićR.R. & Jasna VeljkovićJ.J.. (2023) Self-assessment of the engagement of students with disabilities in the school context. Specijalna edukacija i rehabilitacija 22:4, pages 313-326.
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Eamonn Carroll, Selina McCoy & Georgiana Mihut. (2022) Exploring cumulative disadvantage in early school leaving and planned post‐school pathways among those identified with special educational needs in Irish primary schools. British Educational Research Journal 48:6, pages 1065-1082.
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Hamza Hammad, Iffat Elbarazi, Malik Bendak, Khaled Obaideen, Asma Amanatullah, Bibi Sara Badshah Khan, Leila Ismail, Alex Kieu & Moien AB Khan. (2022) Influence of Religiosity on Youths’ Attitudes Towards People with Disabilities in the United Arab Emirates. Journal of Religion and Health.
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Ghaleb H. Alnahdi, Katharina-Theresa Lindner & Susanne Schwab. (2022) Teachers’ Implementation of Inclusive Teaching Practices as a Potential Predictor for Students’ Perception of Academic, Social and Emotional Inclusion. Frontiers in Psychology 13.
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Muiread Murphy, Stephanie Thompson, David M. Doyle & Delia Ferri. (2022) Inclusive education and the law in Ireland. International Journal of Law in Context, pages 1-21.
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Katharina-Theresa Lindner, Sepideh Hassani, Susanne Schwab, Cornelia Gerdenitsch, Silvia Kopp-Sixt & Andrea Holzinger. (2022) Promoting Factors of Social Inclusion of Students With Special Educational Needs: Perspectives of Parents, Teachers, and Students. Frontiers in Education 7.
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Janka Goldan, Lena Nusser & Michael Gebel. (2022) School-related Subjective Well-being of Children with and without Special Educational Needs in Inclusive Classrooms. Child Indicators Research.
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Daniela Vera VERGARA, Victoria PARRA, Claudia P. PEREZ-SALAS & Himmbler OLIVARES. (2022) Rol de la Familia en el Compromiso Escolar Desde la Perspectiva de Estudiantes con Necesidades Educativas Especiales. Revista Brasileira de Educação Especial 28.
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Sepideh Hassani & Susanne Schwab. (2021) Social-Emotional Learning Interventions for Students With Special Educational Needs: A Systematic Literature Review. Frontiers in Education 6.
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Marcela Pozas, Verena Letzel, Katharina-Theresa Lindner & Susanne Schwab. (2021) DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept. Frontiers in Education 6.
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Iryna Babik & Elena S. Gardner. (2021) Factors Affecting the Perception of Disability: A Developmental Perspective. Frontiers in Psychology 12.
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Nadine Spörer, Thorsten Henke & Stefanie Bosse. (2021) Is there a dark side of co-teaching? A study on the social participation of primary school students and their interactions with teachers and classmates.. Learning and Instruction 71, pages 101393.
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Vesna RadovanovićS.S. & Jasmina KovačevićM.M.. (2021) Pripadnost školi posmatrana iz ugla učenika sa smetnjama u razvoju. Inovacije u nastavi 34:2, pages 44-56.
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Joan Mwihaki Nyika & Fredrick Madaraka. 2021. Handbook of Research on Critical Issues in Special Education for School Rehabilitation Practices. Handbook of Research on Critical Issues in Special Education for School Rehabilitation Practices
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Susanne Schwab, Carmen L.A. Zurbriggen & Martin Venetz. (2020) Agreement among student, parent and teacher ratings of school inclusion: A multitrait-multimethod analysis. Journal of School Psychology 82, pages 1-16.
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Susanne Schwab & Ghaleb Hamad Alnahdi. (2020) Teachers’ Judgments of Students’ School-Wellbeing, Social Inclusion, and Academic Self-Concept: A Multi-Trait-Multimethod Analysis Using the Perception of Inclusion Questionnaire. Frontiers in Psychology 11.
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David Mc Keon. (2020) ‘Soft barriers’ – The impact of school ethos and culture on the inclusion of students with special educational needs in mainstream schools in Ireland. Improving Schools 23:2, pages 159-174.
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Björn Kröske. (2020) Schulisches Wohlbefinden, Zugehörigkeit und Unterstützung bei Schülerinnen und Schülern im gemeinsamen Unterricht der Sekundarstufe ISchool well-being, social affiliation and perceived support for students in inclusive secondary education. Unterrichtswissenschaft 48:2, pages 243-272.
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Aoife Lily Gallagher, Rose Galvin, Katie Robinson, Carol-Anne Murphy, Paul F. Conway & Alison Perry. (2020) The characteristics, life circumstances and self-concept of 13 year olds with and without disabilities in Ireland: A secondary analysis of the Growing Up in Ireland (GUI) study. PLOS ONE 15:3, pages e0229599.
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Uche D. Asogwa, Theresa Onyema Ofoegbu, Chimaobi Samuel Ogbonna, Michael Eskay, Ngozi O. Obiyo, Godfrey C. Nji, Oliver Rotachukwu Ngwoke, Chiedu Eseadi, Christian Iheanacho Agboti, Chinedozie Uwakwe & Benedict C. Eze. (2020) Effect of video-guided educational intervention on school engagement of adolescent students with hearing impairment. Medicine 99:23, pages e20643.
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Anke Heyder, Anna Südkamp & Ricarda Steinmayr. (2020) How are teachers' attitudes toward inclusion related to the social-emotional school experiences of students with and without special educational needs?. Learning and Individual Differences 77, pages 101776.
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David P. TreanorDavid P. Treanor. 2020. Intellectual Disability and Social Policies of Inclusion. Intellectual Disability and Social Policies of Inclusion
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Martin Venetz, Carmen L. A. Zurbriggen & Susanne Schwab. (2019) What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings. Frontiers in Psychology 10.
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Susanne Schwab, Umesh Sharma & Tim Loreman. (2018) Are we included? Secondary students' perception of inclusion climate in their schools. Teaching and Teacher Education 75, pages 31-39.
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Katharina Rathmann, Theres Vockert, Ludwig Bilz, Markus Gebhardt & Klaus Hurrelmann. (2018) Self-rated health and wellbeing among school-aged children with and without special educational needs: Differences between mainstream and special schools. Research in Developmental Disabilities 81, pages 134-142.
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Donna Koller, Morgane Le Pouesard & Joanna Anneke Rummens. (2018) Defining Social Inclusion for Children with Disabilities: A Critical Literature Review. Children & Society 32:1, pages 1-13.
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Avital Kaye-Tzadok, Sun Suk Kim & Gill Main. (2017) Children's subjective well-being in relation to gender — What can we learn from dissatisfied children?. Children and Youth Services Review 80, pages 96-104.
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Thorsten Henke, Katja Bogda, Jennifer Lambrecht, Stefanie Bosse, Helvi Koch, Kai Maaz & Nadine Spörer. (2017) Will you be my friend? A multilevel network analysis of friendships of students with and without special educational needs backgrounds in inclusive classroomsWillst du mein Freund sein? Eine Mehrebenennetzwerkanalyse von Freundschaften von Schulkindern mit einem und ohne einen sonderpädagogischen Förderbedarf in inklusiven Klassen. Zeitschrift für Erziehungswissenschaft 20:3, pages 449-474.
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Louise Holt, Sophie Bowlby & Jennifer Lea. (2017) “Everyone knows me …. I sort of like move about”: The friendships and encounters of young people with Special Educational Needs in different school settings. Environment and Planning A: Economy and Space 49:6, pages 1361-1378.
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Thorsten Henke, Stefanie Bosse, Jennifer Lambrecht, Christian Jäntsch, Jessica Jaeuthe & Nadine Spörer. (2017) Mittendrin oder nur dabei? Zum Zusammenhang zwischen sonderpädagogischem Förderbedarf und sozialer Partizipation von Grundschülerinnen und Grundschülern. Zeitschrift für Pädagogische Psychologie 31:2, pages 111-123.
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Afroditi Kalambouka, Maria Pampaka, Michael Omuvwie & Lawrence Wo. (2016) MATHEMATICS DISPOSITIONS OF SECONDARY SCHOOL STUDENTS WITH SPECIAL EDUCATIONAL NEEDS. Journal of Research in Special Educational Needs 16, pages 701-707.
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Susanne Schwab, Peter Rossmann, Norbert Tanzer, Joachim Hagn, Sabrina Oitzinger, Verena Thurner & Tanja Wimberger. (2015) Schulisches Wohlbefinden von SchülerInnen mit und ohne sonderpädagogischen Förderbedarf. Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie 43:4, pages 265-274.
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Denise Frawley, Selina McCoy, Joanne Banks & Maeve Thornton. (2014) Affective School Engagement and Self-Concept: How are Irish Boys and Girls Faring?. Child Indicators Research 7:4, pages 843-859.
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Michael S. Kelly, Andy J. Frey & Stephanie C. Berzin. 2014. The Handbook of Behavioral Medicine. The Handbook of Behavioral Medicine
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Ágota Szekeres & Endre Horváth. (2014) Sociometric patterns of classes integrating children with mild intellectual disabilities. Magyar Pszichológiai Szemle 69:1, pages 263-281.
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Anthony Feiler. (2013) The views of students in the 14–19 phase attending three special schools and a secure unit on their learning and achievement. London Review of Education.
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