Citations (164)
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Angela Page, Jo Anderson & Jennifer Charteris. (2023) Including students with disabilities in innovative learning environments: a model for inclusive practices. International Journal of Inclusive Education 27:14, pages 1696-1711.
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Ali Alkeraida. (2023) Understanding teaching practices for inclusive participation of students with autism in Saudi Arabian primary schools. International Journal of Inclusive Education 27:14, pages 1559-1575.
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Ann Cheryl Armstrong, Seu’ula Johansson-Fua & Derrick Armstrong. (2023) Reconceptualising inclusive education in the Pacific. International Journal of Inclusive Education 27:11, pages 1177-1190.
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Angela Page, Angelinah Vira, Susan Ledger, Joanne Mosen, Joanna Anderson, Jennifer Charteris & Christopher Boyle. (2023) Pacific inclusive education model: addressing dichotomies to ensure positive outcomes. Journal of Education Policy 38:5, pages 870-889.
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Liselotte Eek-Karlsson & Anette Emilson. (2023) Normalised diversity: educators’ beliefs about children’s belonging in Swedish early childhood education. Early Years 43:2, pages 317-331.
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Pearl Subban, Brent Bradford, Umesh Sharma, Tim Loreman, Elias Avramidis, Harry Kullmann, Caroline Sahli Lozano, Alessandra Romano & Stuart Woodcock. (2023) Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education. European Journal of Special Needs Education 38:2, pages 291-302.
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Kerstin Göransson & Karin Bengtsson. (2023) ‘They would be bullied in ordinary schools’ – exploring public discourses on inclusionary schooling. Disability & Society 38:2, pages 287-304.
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Denisa Denglerová, Jan Kalenda, Radim Šíp & Markéta Košatková. (2022) Dancing between money and ideas: inclusion in primary education in the Czech Republic from 2005 to 2020. International Journal of Inclusive Education 0:0, pages 1-18.
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Anette Emilson & Liselotte Eek-Karlsson. (2022) Doing belonging in early childhood settings in Sweden. Early Child Development and Care 192:14, pages 2234-2245.
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Linda Anne Barkas, Paul-Alan Armstrong & Garry Bishop. (2022) Is inclusion still an illusion in higher education? exploring the curriculum through the student voice. International Journal of Inclusive Education 26:11, pages 1125-1140.
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Sølvi Mausethagen, Hege Knudsmoen & Cecilie Dalland. (2022) The clustering of public values in local educational governance: the case of inclusion. Education Inquiry 0:0, pages 1-16.
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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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Fatma Kesik & Kadir Beycioglu. (2022) Turkish education policies and practices: inclusive or exclusionary?. International Journal of Inclusive Education 0:0, pages 1-18.
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Yenda Prado, Sharin Jacob & Mark Warschauer. (2022) Teaching computational thinking to exceptional learners: lessons from two inclusive classrooms. Computer Science Education 32:2, pages 188-212.
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Ana Virginia López-Fuentes & Raquel Fernández-Fernández. (2021) Analysing the potential of Disney-Pixar films for educating young children in inclusive values. International Journal of Inclusive Education 0:0, pages 1-18.
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Christina Hajisoteriou, Christiana Karousiou & Panayiotis Angelides. (2021) Children’s voices on marginalisation and inclusion: lessons to be learned from two decades of research in Cyprus. International Journal of Inclusive Education 0:0, pages 1-25.
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Mythili Ramchand. (2021) Conceptions, perceptions and practices of inclusive education in schools in Karnataka (India): moving beyond normative prescriptions and blame-game. International Journal of Inclusive Education 0:0, pages 1-16.
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Shruti Taneja-Johansson & Nidhi Singal. (2021) Pathways to inclusive and equitable quality education for people with disabilities: cross-context conversations and mutual learning. International Journal of Inclusive Education 0:0, pages 1-16.
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Stephen Fernandez. (2021) Making space in higher education: disability, digital technology, and the inclusive prospect of digital collaborative making. International Journal of Inclusive Education 25:12, pages 1375-1390.
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Shehreen Iqtadar, David I. Hernández-Saca, Bradley S. Ellison & Danielle M. Cowley. (2021) Global conversations: recovery and detection of Global South multiply-marginalized bodies. Race Ethnicity and Education 24:5, pages 719-736.
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Panayiota Stavroussi, Eleni Didaskalou & Jennifer Greif Green. (2021) Are Teachers’ Democratic Beliefs about Classroom Life Associated with Their Perceptions of Inclusive Education?. International Journal of Disability, Development and Education 68:5, pages 627-642.
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Julie Allan & Clara Jørgensen. (2021) Inclusion, social capital and space within an English secondary free school. Children's Geographies 19:4, pages 419-431.
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Ann-Louise Ljungblad. (2021) Pedagogical Relational Teachership (PeRT) – a multi-relational perspective. International Journal of Inclusive Education 25:7, pages 860-876.
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Julia Gigante & Linda Gilmore. (2020) Australian preservice teachers’ attitudes and perceived efficacy for teaching in inclusive classrooms. International Journal of Inclusive Education 24:14, pages 1568-1577.
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Janka Goldan & Susanne Schwab. (2020) Measuring students’ and teachers’ perceptions of resources in inclusive education – validation of a newly developed instrument. International Journal of Inclusive Education 24:12, pages 1326-1339.
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Hui Min Low, Lay Wah Lee & Aznan Che Ahmad. (2020) Knowledge and Attitudes of Special Education Teachers Towards the Inclusion of Students with Autism Spectrum Disorder. International Journal of Disability, Development and Education 67:5, pages 497-514.
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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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Elizabeth J. Done & Mandy J. Andrews. (2020) How inclusion became exclusion: policy, teachers and inclusive education. Journal of Education Policy 35:4, pages 447-464.
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Clara Rübner Jørgensen & Julie Allan. (2020) Education, schooling and inclusive practice at a secondary free school in England. British Journal of Sociology of Education 41:4, pages 507-522.
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Johnson Magumise & Maximus M. Sefotho. (2020) Parent and teacher perceptions of inclusive education in Zimbabwe. International Journal of Inclusive Education 24:5, pages 544-560.
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Cecilia Azorín & Mel Ainscow. (2020) Guiding schools on their journey towards inclusion. International Journal of Inclusive Education 24:1, pages 58-76.
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Ines Alves. (2020) Enacting education policy reform in Portugal – the process of change and the role of teacher education for inclusion. European Journal of Teacher Education 43:1, pages 64-82.
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Michalinos Zembylas. (2019) A Butlerian perspective on inclusion: the importance of embodied ethics, recognition and relationality in inclusive education. Cambridge Journal of Education 49:6, pages 727-740.
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Tobias Colling Larsen, Jessica Holloway & Bjørn Hamre. (2019) How is an inclusive agenda possible in an excluding education system? Revisiting the Danish Dilemma. International Journal of Inclusive Education 23:10, pages 1049-1064.
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Tim Corcoran, Lise Claiborne & Ben Whitburn. (2019) Paradoxes in inclusive education: a necessary condition of relationality?. International Journal of Inclusive Education 23:10, pages 1003-1016.
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Nidhi Singal. (2019) Challenges and opportunities in efforts towards inclusive education: reflections from India. International Journal of Inclusive Education 23:7-8, pages 827-840.
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Denise Beutel, Donna Tangen & Suzanne Carrington. (2019) Building bridges between global concepts and local contexts: implications for inclusive education in Nepal, Sri Lanka, and Bangladesh. International Journal of Inclusive Education 23:1, pages 109-124.
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Umesh Sharma, Ann Cheryl Armstrong, Laisiasa Merumeru, Janine Simi & Hannah Yared. (2019) Addressing barriers to implementing inclusive education in the Pacific. International Journal of Inclusive Education 23:1, pages 65-78.
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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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Hanne Vandenbussche & Elisabeth De Schauwer. (2018) The pursuit of belonging in inclusive education – insider perspectives on the meshwork of participation. International Journal of Inclusive Education 22:9, pages 969-982.
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Elizabeth Walton. (2018) Inclusive education in the academy: pedagogical and political imperatives in a master’s course. International Journal of Inclusive Education 22:8, pages 856-869.
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R. R. de Leeuw, A. A. de Boer, J. Bijstra & A. E. M. G. Minnaert. (2018) Teacher strategies to support the social participation of students with SEBD in the regular classroom. European Journal of Special Needs Education 33:3, pages 412-426.
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Elena Papamichael, Soula Ioannou, Charalambos Vrassidas, Elena Anastasiou & Eliza Theofanous. (2018) iDecide: supporting inclusive decision-making in European schools. Intercultural Education 29:3, pages 434-439.
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Ibis Marlene Álvarez Valdivia & Iosbel González Montoto. (2018) Teachers’ intercultural competence: a requirement or an option in a culturally diverse classroom?. International Journal of Inclusive Education 22:5, pages 510-526.
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Kari Nes, Heidrun Demo & Dario Ianes. (2018) Inclusion at risk? Push- and pull-out phenomena in inclusive school systems: the Italian and Norwegian experiences. International Journal of Inclusive Education 22:2, pages 111-129.
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Su Qiong Xu, Paul Cooper & Kenneth Sin. (2018) The ‘Learning in Regular Classrooms’ initiative for inclusive education in China. International Journal of Inclusive Education 22:1, pages 54-73.
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Morten Timmermann Korsgaard & Stig Skov Mortensen. (2017) Towards a shift in perspective for inclusive education research – a continental approach. International Journal of Inclusive Education 21:12, pages 1245-1260.
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Peder Haug. (2017) Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research 19:3, pages 206-217.
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Umesh Sharma, Chris Forlin, Manjula Marella & Filipe Jitoko. (2017) Using indicators as a catalyst for inclusive education in the Pacific Islands. International Journal of Inclusive Education 21:7, pages 730-746.
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Donna Tangen & Denise Beutel. (2017) Pre-service teachers’ perceptions of self as inclusive educators. International Journal of Inclusive Education 21:1, pages 63-72.
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Nahia Intxausti, Feli Etxeberria & Isabel Bartau. (2017) Effective and inclusive schools? Attention to diversity in highly effective schools in the Autonomous Region of the Basque Country. International Journal of Inclusive Education 21:1, pages 14-30.
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Rai S Kookana, Basant Maheshwari, Peter Dillon, Seema H Dave, Prahlad Soni, Hakimuddin Bohra, Yogita Dashora, Ramesh C Purohit, John Ward, Sachin Oza, Pratibha Katara, Kamal K Yadav, Maria E Varua, Harsharn Singh Grewal, Roger Packham, Anand Singh Jodha & Ashishkumar Patel. (2016) Groundwater scarcity impact on inclusiveness and women empowerment: Insights from school absenteeism of female students in two watersheds in India. International Journal of Inclusive Education 20:11, pages 1155-1171.
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Jennifer Duke, Hitendra Pillay, Megan Tones, Julie Nickerson, Suzanne Carrington & Ailini Ioelu. (2016) A case for rethinking inclusive education policy creation in developing countries. Compare: A Journal of Comparative and International Education 46:6, pages 906-928.
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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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Chijioke Dike Uba & Kechinyerem Amaka Nwoga. (2016) Understanding stigma from a sociocultural context: mothers’ experience of stigma directed towards children with special educational needs. International Journal of Inclusive Education 20:9, pages 975-994.
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Eva Hjörne. (2016) The narrative of special education in Sweden: History and trends in policy and practice. Discourse: Studies in the Cultural Politics of Education 37:4, pages 540-552.
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Kate Hughes, Tim Corcoran & Roger Slee. (2016) Health-inclusive higher education: listening to students with disabilities or chronic illnesses. Higher Education Research & Development 35:3, pages 488-501.
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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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Stefanie Gregorius. (2016) Exploring narratives of education: disabled young people’s experiences of educational institutions in Ghana. Disability & Society 31:3, pages 322-338.
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Jozef Miškolci. (2016) Inclusive education in the Slovak Republic two decades after the dissolution of Czechoslovakia. International Journal of Inclusive Education 20:2, pages 199-213.
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Maribel Cruz-Ortiz, M. Carmen Pérez-Rodríguez, Cristina Jenaro-Río, Dora-Esperanza Sevilla-Santo & Silvia Cruz-Ortiz. (2016) When differences do not matter: inclusion in a Mexican primary school / Cuando las diferencias no importan: la inclusión en una escuela primaria mexicana. Culture and Education 28:1, pages 72-98.
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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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Eric Shyman. (2015) Toward a Globally Sensitive Definition of Inclusive Education Based in Social Justice. International Journal of Disability, Development and Education 62:4, pages 351-362.
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Analía Inés Meo. (2015) Something old, something new. Educational inclusion and head teachers as policy actors and subjects in the City of Buenos Aires. Journal of Education Policy 30:4, pages 562-589.
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Rozanna Lilley. (2015) Trading places: Autism Inclusion Disorder and school change. International Journal of Inclusive Education 19:4, pages 379-396.
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Meenakshi Srivastava, Anke de Boer & Sip Jan Pijl. (2015) Inclusive education in developing countries: a closer look at its implementation in the last 10 years. Educational Review 67:2, pages 179-195.
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Katie Hughes. (2015) The social inclusion meme in higher education: are universities doing enough?. International Journal of Inclusive Education 19:3, pages 303-313.
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Judith Selvaraj. (2015) Inclusive education in New Zealand: policies, politics and contradictions. International Journal of Inclusive Education 19:1, pages 86-101.
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Markku Jahnukainen. (2015) Inclusion, integration, or what? A comparative study of the school principals’ perceptions of inclusive and special education in Finland and in Alberta, Canada. Disability & Society 30:1, pages 59-72.
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Anastasia Vlachou & Ioanna Papananou. (2015) Disabled students’ narratives about their schooling experiences. Disability & Society 30:1, pages 73-86.
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Elizabeth J. Done, Mike Murphy & Helen Knowler. (2015) Mandatory accreditation for Special Educational Needs Co-ordinators: biopolitics, neoliberal managerialism and the Deleuzo–Guattarian ‘war machine’. Journal of Education Policy 30:1, pages 86-100.
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Shruti Taneja Johansson. (2014) A critical and contextual approach to inclusive education: perspectives from an Indian context. International Journal of Inclusive Education 18:12, pages 1219-1236.
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Annie Venville, Annette F. Street & Ellie Fossey. (2014) Good intentions: teaching and specialist support staff perspectives of student disclosure of mental health issues in post-secondary education. International Journal of Inclusive Education 18:11, pages 1172-1188.
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Hermína Gunn\xFEórsdóttir & Dóra S. Bjarnason. (2014) Conflicts in teachers’ professional practices and perspectives about inclusion in Icelandic compulsory schools. European Journal of Special Needs Education 29:4, pages 491-504.
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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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Hermína Gunnþórsdóttir & Ingólfur Ásgeir Jóhannesson. (2014) Additional workload or a part of the job? Icelandic teachers' discourse on inclusive education. International Journal of Inclusive Education 18:6, pages 580-600.
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C. M. Mateusi & M. N. Naong. (2014) Giving Voice to the Voiceless: A Case Study of Learners with Impairments in Lesotho Schools. Journal of Social Sciences 39:3, pages 337-349.
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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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John Parry, Jonathan Rix, Kieron Sheehy & Katy Simmons. (2013) The Journey Travelled: A View of Two Settings a Decade Apart. British Journal of Educational Studies 61:4, pages 385-399.
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Sithabile Ntombela & Roshanthni Soobrayen. (2013) Access Challenges for Students with Disabilities at the University of KwaZulu-Natal: A Situational Analysis of the Edgewood Campus. Journal of Social Sciences 37:2, pages 149-155.
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Gai Harrison & Regine Ip. (2013) Extending the Terrain of Inclusive Education in the Classroom to the Field: International Students on Placement. Social Work Education 32:2, pages 230-243.
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Brian Wood, Ilektra Spandagou & David Evans. (2012) Principals' confidence in managing disruptive student behaviour. Exploring geographical context in NSW primary schools. School Leadership & Management 32:4, pages 375-395.
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Mojca Peček & Sunčica Macura-Milovanović. (2012) Who is responsible for vulnerable pupils? The attitudes of teacher candidates in Serbia and Slovenia. European Journal of Teacher Education 35:3, pages 327-346.
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Giampiero Tarantino, Kyriaki Makopoulou & Ross D. Neville. Teachers’ attitudes towards inclusion in physical education: systematic review and meta-analysis of studies conducted before and after the Salamanca Statement. International Journal of Inclusive Education 0:0, pages 1-15.
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