Citations (56)
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Mikel Pérez-Gutiérrez, José Manuel Castanedo-Alonso, Marifa Salceda-Mesa & Carlos Cobo-Corrales. (2023) Scientific production on inclusive education and physical education: a bibliometric analysis. International Journal of Inclusive Education 27:14, pages 1679-1695.
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Janne Hedegaard Hansen, Charlotte Riis Jensen, Mette Molbæk & Maria Christina Secher Schmidt. (2021) Cross-professional collaboration and inclusive school development in Denmark. International Journal of Inclusive Education 0:0, pages 1-15.
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Velibor Bobo Kovač & Birgit Lene Vaala. (2021) Educational inclusion and belonging: a conceptual analysis and implications for practice. International Journal of Inclusive Education 25:10, pages 1205-1219.
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Janne Hedegaard Hansen, Suzanne Carrington, Charlotte Riis Jensen, Mette Molbæk & Maria Christina Secher Schmidt. (2020) The collaborative practice of inclusion and exclusion. Nordic Journal of Studies in Educational Policy 6:1, pages 47-57.
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Gunnlaugur Magnússon. (2019) An amalgam of ideals – images of inclusion in the Salamanca Statement. International Journal of Inclusive Education 23:7-8, pages 677-690.
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Tanja Sturm. (2019) Constructing and addressing differences in inclusive schooling – comparing cases from Germany, Norway and the United States. International Journal of Inclusive Education 23:6, pages 656-669.
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Gunnlaugur Magnússon, Kerstin Göransson & Gunilla Lindqvist. (2019) Contextualizing inclusive education in educational policy: the case of Sweden. Nordic Journal of Studies in Educational Policy 5:2, pages 67-77.
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Bjørg Kjær & Karen Ida Dannesboe. (2019) Reflexive professional subjects: knowledge and emotions in the collaborations between teachers and educational-psychological consultants in a Danish school context. International Studies in Sociology of Education 28:2, pages 168-185.
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Mette Molbaek. (2018) Inclusive teaching strategies – dimensions and agendas. International Journal of Inclusive Education 22:10, pages 1048-1061.
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Ulrika Gidlund. (2018) Why teachers find it difficult to include students with EBD in mainstream classes. International Journal of Inclusive Education 22:4, pages 441-455.
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Johanna Sagner-Tapia. (2018) An analysis of alterity in teachers’ inclusive pedagogical practices. International Journal of Inclusive Education 22:4, pages 375-390.
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Line Torbjørnsen Hilt. (2017) Education without a shared language: dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students. International Journal of Inclusive Education 21:6, pages 585-601.
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Johan Malmqvist. (2016) Working successfully towards inclusion—or excluding pupils? A comparative retroductive study of three similar schools in their work with EBD. Emotional and Behavioural Difficulties 21:4, pages 344-360.
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Susanne Severinsson. (2016) Documentation for students in residential care: network of relations of human and non-human actants. International Journal of Inclusive Education 20:9, pages 921-933.
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Birgit Paju, Lauri Räty, Raija Pirttimaa & Elina Kontu. (2016) The school staff's perception of their ability to teach special educational needs pupils in inclusive settings in Finland. International Journal of Inclusive Education 20:8, pages 801-815.
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Leda Kamenopoulou, Jorun Buli-Holmberg & Jan Siska. (2016) An exploration of student teachers’ perspectives at the start of a post-graduate master's programme on inclusive and special education. International Journal of Inclusive Education 20:7, pages 743-755.
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Helene Ratner. (2016) Modern Settlements in Special Needs Education: Segregated Versus Inclusive Education. Science as Culture 25:2, pages 193-213.
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T. Van der Bij, F. P. Geijsel, G. J. A. Garst & G. T. M. Ten Dam. (2016) Modelling inclusive special needs education: insights from Dutch secondary schools. European Journal of Special Needs Education 31:2, pages 220-235.
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Cornelia Schneider. (2015) Social participation of children and youth with disabilities in Canada, France and Germany. International Journal of Inclusive Education 19:10, pages 1068-1079.
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Marie-Helene Zimmerman Nilsson. (2015) Inclusion functioning as exclusion: new students entering the Academy of Music in Sweden. Teachers and Teaching 21:3, pages 277-288.
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Line Torbjørnsen Hilt. (2015) Included as excluded and excluded as included: minority language pupils in Norwegian inclusion policy. International Journal of Inclusive Education 19:2, pages 165-182.
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Aija Klavina, Kajsa Jerlinder, Lars Kristén, Lena Hammar & Tine Soulie. (2014) Cooperative oriented learning in inclusive physical education. European Journal of Special Needs Education 29:2, pages 119-134.
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Uzi Levi, Michal Einav, Ilana Raskind, Orit Ziv & Malka Margalit. (2013) Helping students with LD to succeed: the role of teachers’ hope, sense of coherence and specific self-efficacy. European Journal of Special Needs Education 28:4, pages 427-439.
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Articles from other publishers (33)
Elizabeth A. Blake. (2023) (Re)Imagining Inclusive Education: How Boundaries can Come to Matter More than Children Within Public Schools. Interchange 54:4, pages 425-438.
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Clare Martin. (2021) The influence of the inclusion of visually impaired pupils on teachers’ conceptualisations of inclusion and SEND. British Journal of Special Education 48:2, pages 175-195.
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Christoforos Mamas, Alan J. Daly, Shana R. Cohen & Gabrielle Jones. (2021) Social participation of students with autism spectrum disorder in general education settings. Learning, Culture and Social Interaction 28, pages 100467.
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Ulrika Jepson Wigg & Anna Ehrlin. (2021) Liminal spaces and places – Dilemmas in education for newly arrived students. International Journal of Educational Research Open 2, pages 100078.
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Angela Gissi. (2019) ‘What Does the Term Refugee Mean to You?’: Perspectives from Syrian Refugee Women in Lebanon. Journal of Refugee Studies 32:4, pages 539-561.
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Niall King & Barry J. Ryan. (2019) The Impact of Social Inclusion on the Social Development of Students with a General Learning Difficulty in Postprimary Education in Ireland. Education Research International 2019, pages 1-7.
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Michele Della Ventura. 2019. Innovative Technologies and Learning. Innovative Technologies and Learning
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Jacob Dladla & Teresa Auma Ogina. (2018) Teachers’ perceptions of learners who are street children: A South African case study. South African Journal of Education 38:Supplement 2, pages 1-8.
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Maryann Jortveit. (2018) Inkludering som rettighet, godhet og verdighet. Norsk pedagogisk tidsskrift 102:3, pages 259-270.
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Gauthier de Beco. (2017) The right to inclusive education: why is there so much opposition to its implementation?. International Journal of Law in Context 14:3, pages 396-415.
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Gerd Terese Pettersson. (2018) Specialpedagogisk verksamhet i svenska fristående glesbygdsskolor. Educare:2, pages 28-50.
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Jabulani Mpofu, Maximus M. Sefotho & Jacobus G. Maree. (2017) Psychological well-being of adolescents with physical disabilities in Zimbabwean inclusive community settings: An exploratory study. African Journal of Disability 6.
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Margarida Maria de Moura VIEIRA-RODRIGUES & Maria Manuela Pires SANCHES-FERREIRA. (2017) A Inclusão de Crianças com Necessidades Educativas Especiais no Ensino Regular em Portugal: a Opinião de Educadores de Infância e de Professores do 1º Ciclo do Ensino Público e Privado. Revista Brasileira de Educação Especial 23:1, pages 37-52.
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Nevin GÜNER YILDIZ. (2017) Classroom Management and Student Achievement: A Study on Five Elementary Classrooms. Anadolu Journal Of Educational Sciences International 7:1, pages 155-183.
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Joan G Mowat. (2015) Towards a new conceptualisation of marginalisation. European Educational Research Journal 14:5, pages 454-476.
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Garry Hornby. (2015) Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education 42:3, pages 234-256.
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Line Torbjørnsen Hilt & Steinar Bøyum. (2015) Kulturelt mangfold og intern eksklusjon. Norsk pedagogisk tidsskrift 99:3-4, pages 181-193.
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Marta Madrid. (2012) Paradox in A/r/tography: Collective Short Animated Film-Making for Social Inclusion. Visual Arts Research 38:2, pages 58-68.
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