Citations (46)
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Peter Mtika, Dean Robson, Archie Graham & Lindsay MacDougall. (2023) Student teachers’ perspectives of learning to enact an inclusive pedagogy: insights for working in high poverty school environments. Teaching Education 0:0, pages 1-16.
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Julia Kast & Susanne Schwab. (2023) Teachers’ and parents’ attitudes towards inclusion of pupils with a first language other than the language of instruction. International Journal of Inclusive Education 27:2, pages 221-240.
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Simoni Symeonidou, Eleni Loizou & Susan Recchia. (2023) The inclusion of children with disabilities in early childhood education: interdisciplinary research and dialogue. European Early Childhood Education Research Journal 31:1, pages 1-7.
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SeonYeong Yu & RahKyung Kim. (2023) Limited representation of disability in early childhood classrooms: data from South Korea. European Early Childhood Education Research Journal 31:1, pages 106-123.
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Aristea Fyssa, Maria Tsakiri & Stella Mouroutsou. (2023) Pursuing early childhood inclusion through reinforcing partnerships with parents of disabled children: beliefs of Greek pre-service early childhood educators. European Early Childhood Education Research Journal 31:1, pages 34-50.
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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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Elizabeth Pérez-Izaguirre, Gorka Roman & María Orcasitas-Vicandi. (2022) Immigrant minority languages and multilingual education in Europe: a literature review. International Journal of Multilingualism 0:0, pages 1-21.
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Hannu Savolainen, Olli-Pekka Malinen & Susanne Schwab. (2022) Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis. International Journal of Inclusive Education 26:9, pages 958-972.
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Simoni Symeonidou. (2022) Teacher education for inclusion and anti-oppressive curriculum development: innovative approaches informed by disability arts and narratives. International Journal of Inclusive Education 26:7, pages 659-673.
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Elizabeth Walton & Petra Engelbrecht. (2022) Inclusive education in South Africa: path dependencies and emergences. International Journal of Inclusive Education 0:0, pages 1-19.
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Elena Anastasiou & Christina Hajisoteriou. (2022) Enhancing inclusion through the collective activity of collaboration: a cultural historical activity theory perspective. Research Papers in Education 37:2, pages 275-301.
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Jozef Miškolci, Gunnlaugur Magnússon & Claes Nilholm. (2021) Complexities of preparing teachers for inclusive education: case-study of a university in Sweden. European Journal of Special Needs Education 36:4, pages 562-576.
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Susanne Schwab, Katharina Resch & Ghaleb Alnahdi. (2021) Inclusion does not solely apply to students with disabilities: pre-service teachers’ attitudes towards inclusive schooling of all students. International Journal of Inclusive Education 0:0, pages 1-17.
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Athanasios Koutsoklenis & Vassilios Papadimitriou. (2021) Special education provision in Greek mainstream classrooms: teachers’ characteristics and recruitment procedures in parallel support. International Journal of Inclusive Education 0:0, pages 1-16.
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Irena Lesar & Mojca Žveglič Mihelič. (2020) Beliefs of university staff teaching in pedagogical study programmes on concept(s) of inclusiveness – the case of Slovenia. International Journal of Inclusive Education 24:7, pages 739-753.
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Simoni Symeonidou & Katerina Mavrou. (2020) Problematising disabling discourses on the assessment and placement of learners with disabilities: can interdependence inform an alternative narrative for inclusion?. European Journal of Special Needs Education 35:1, pages 70-84.
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Hafdís Guðjónsdóttir & Edda Óskarsdóttir. (2020) ´Dealing with diversity´: debating the focus of teacher education for inclusion. European Journal of Teacher Education 43:1, pages 95-109.
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John Ravenscroft, John Davis, Mert Bilgin & Kerry Wazni. (2019) Factors that influence elementary school teachers’ attitudes towards inclusion of visually impaired children in Turkey. Disability & Society 34:4, pages 629-656.
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Pauline Wang, Leigh Ann Tipton-Fisler & Janice N. Phung. (2022) College Students’ Perceptions of Peers with Autism. Contemporary School Psychology 27:3, pages 523-533.
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Jelena StamatovićD.D. & Jasna MaksimovićM.M.. (2023) Schools in rural areas and inclusive education: Current condition and possibilities. Socioloski pregled 57:2, pages 638-664.
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Andrea Jardí, Cristina Petreñas, Elena Cano & Laura Pons-Seguí. (2023) The promotion of self-regulation of children's behaviour, an unresolved issue in initial teacher education in Catalonia (Spain). International Journal of Educational Research 122, pages 102263.
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Nadera Alborno. (2022) Child case studies: Leading the way to inclusion. Teaching and Teacher Education 111, pages 103618.
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Irene Gómez-Marí, Pilar Sanz-Cervera & Raúl Tárraga-Mínguez. (2021) Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review. Sustainability 13:9, pages 5097.
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Raúl Tárraga-Mínguez, Ximena Vélez-Calvo, Pilar Sanz-Cervera, Gemma Pastor-Cerezuela & María Inmaculada Fernández-Andrés. (2021) Educación inclusiva en Ecuador: perspectiva de directores, familias y evaluadores. Magis, Revista Internacional de Investigación en Educación 14, pages 1-21.
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Corina Borri-Anadon, Gustavo B. Bicalho Gonçalves & Kelly Russo. (2020) Évolution des politiques relatives à l’inclusion scolaire au Brésil et au Québec. Spirale - Revue de recherches en éducation N° 65-1:1, pages 117-130.
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