Citations (50)
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Moa Yngve & Helene Lidström. (2023) Implementation of information and communication technology to facilitate participation in high school occupations for students with neurodevelopmental disorders. Disability and Rehabilitation: Assistive Technology 0:0, pages 1-9.
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Susanne Schwab & Ghaleb Hamad Alnahdi. (2023) Does the same teacher’s attitude fit all students? Uncovering student-specific variance of teachers’ attitudes towards all of their students. International Journal of Inclusive Education 0:0, pages 1-16.
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Sedat Turgut & Mahir Uğurlu. (2023) Adaptation of the Concerns About Inclusive Education Scale Short Form (CIES-SF) into Turkish. European Journal of Special Needs Education 0:0, pages 1-15.
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Katharina-Theresa Lindner, Susanne Schwab, Mona Emara & Elias Avramidis. (2023) Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education. European Journal of Special Needs Education 0:0, pages 1-22.
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Susanne Jurkowski, Manuela Ulrich & Bettina Müller. (2023) Co-teaching as a resource for inclusive classes: teachers’ perspectives on conditions for successful collaboration. International Journal of Inclusive Education 27:1, pages 54-71.
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Andrea Kleeberg-Niepage, David Brehme, Lena-Marie Bendfeldt & Kathrin Jansen. (2022) What makes a good school? Perspectives of students at inclusive secondary schools in Germany. International Journal of Inclusive Education 0:0, pages 1-23.
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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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Jantien Gerdes, S. L. Goei, M. Huizinga & D. de Ruyter. (2021) Creating an optimal environment for inclusive education: co-location and transformation in interdisciplinary collaboration. European Journal of Special Needs Education 36:5, pages 700-714.
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Susanne Schwab. (2021) Preventing bullying and promoting inclusion. Educational Psychology 41:3, pages 261-263.
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William Kinsella. (2020) Organising inclusive schools. International Journal of Inclusive Education 24:12, pages 1340-1356.
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Michael Gaffney. (2020) Peer reciprocity and friendship in the classroom: a disabled student's experience. Ethnography and Education 15:4, pages 462-478.
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Stuart Woodcock & Garry Jones. (2020) Examining the interrelationship between teachers’ self-efficacy and their beliefs towards inclusive education for all. Teacher Development 24:4, pages 583-602.
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Kelly Sharp, Jane M. Jarvis & Julie M. McMillan. (2020) Leadership for differentiated instruction: teachers’ engagement with on-site professional learning at an Australian secondary school. International Journal of Inclusive Education 24:8, pages 901-920.
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Aster Van Mieghem, Karine Verschueren, Katja Petry & Elke Struyf. (2020) An analysis of research on inclusive education: a systematic search and meta review. International Journal of Inclusive Education 24:6, pages 675-689.
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Moa Yngve, Helene Lidström, Elin Ekbladh & Helena Hemmingsson. (2019) Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs. European Journal of Special Needs Education 34:3, pages 327-341.
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Sabine Weiss, Thomas Lerche, Magdalena Muckenthaler, Ulrich Heimlich & Ewald Kiel. (2019) Making inclusive instruction succeed: what matters (most) from teachers’ perspectives? The role of teachers’ personal characteristics, joint professional work, and school-related parameters. Educational Research and Evaluation 25:3-4, pages 145-162.
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Bridget Rodden, Paula Prendeville, Sheena Burke & William Kinsella. (2019) Framing secondary teachers’ perspectives on the inclusion of students with autism spectrum disorder using critical discourse analysis. Cambridge Journal of Education 49:2, pages 235-253.
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Carmen L. A. Zurbriggen, Martin Venetz & Chantal Hinni. (2018) The quality of experience of students with and without special educational needs in everyday life and when relating to peers. European Journal of Special Needs Education 33:2, pages 205-220.
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Timo Lüke & Michael Grosche. (2018) What do I think about inclusive education? It depends on who is asking. Experimental evidence for a social desirability bias in attitudes towards inclusion. International Journal of Inclusive Education 22:1, pages 38-53.
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Stuart Woodcock & Ian Hardy. (2017) Beyond the binary: rethinking teachers’ understandings of and engagement with inclusion. International Journal of Inclusive Education 21:6, pages 667-686.
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Articles from other publishers (30)
Stuart Woodcock, Elizabeth Hitches & Arianna Manning. (2023) ‘The hardest part is…’: Teacher self-efficacy and inclusive practice. International Journal of Educational Research Open 5, pages 100289.
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Brian Moore, Stuart Woodcock & Stephan Kielblock. (2023) How students’ pro-social behaviour relates to their resilience: Implications for an inclusive environment. International Journal of Educational Research Open 5, pages 100269.
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Ilias Vasileiadis, Ioanna Dimitriadou & Spyros Koutras. 2023. Childhood Developmental Language Disorders. Childhood Developmental Language Disorders
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Paula Molinero-González, Luis J. Martín-Antón, Miguel Á. Carbonero-Martín, Wendy L. Arteaga-Cedeño & José Luis Rodríguez-Sáez. (2023) The Effectiveness of an Intervention Programme for Reducing Peer Rejection in Early Childhood Education. Children 10:11, pages 1826.
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Ingrid Sala-Bars, Anabel Moriña, Ana Casas & Lucía Van Der Mel. (2023) Reasons and External Factors That Influence Access to University and Job Placement Programs for Individuals with Intellectual Disability. Behavioral Sciences 13:9, pages 745.
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Nicolas Margas. (2023) Inclusive classroom climate development as the cornerstone of inclusive school building: review and perspectives. Frontiers in Psychology 14.
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Natalia Triviño-Amigo, Irene Polo-Campos, Santiago Gomez-Paniagua, Sabina Barrios-Fernandez, María Mendoza-Muñoz & Jorge Rojo-Ramos. (2023) Differences in the Perception Regarding Inclusion Preparation among Teachers at Different Educational Stages. International Journal of Environmental Research and Public Health 20:4, pages 3420.
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Kim Collett & Christopher Boyle. 2023. Research for Inclusive Quality Education. Research for Inclusive Quality Education
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Pearl Subban, Stuart Woodcock, Umesh Sharma & Fiona May. (2022) Student experiences of inclusive education in secondary schools: A systematic review of the literature. Teaching and Teacher Education 119, pages 103853.
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Umesh Sharma, Stuart Woodcock, Fiona May & Pearl Subban. (2022) Examining Parental Perception of Inclusive Education Climate. Frontiers in Education 7.
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Stuart Woodcock & Sandy Nicoll. (2022) “It isn't you”: Teachers’ beliefs about inclusive education and their responses toward specific learning disabilities. Psychology in the Schools 59:4, pages 765-783.
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Margarita Knickenberg, Carmen L. A. Zurbriggen & Susanne Schwab. (2022) Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings. SAGE Open 12:1, pages 215824402210798.
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Ghaleb H. Alnahdi, Susanne Schwab, Ayman Elahdi & Aminah H. Alnahdi. (2021) The Positive Impact of Joint Activities on Students Attitudes Toward Peers With Disabilities. Frontiers in Psychology 12.
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Julia Kast, Mike Lehofer, Norbert Tanzer, Joachim Hagn & Susanne Schwab. (2021) Parents’ attitudes towards students with a background of migration—Does the background of migration matter?. Studies in Educational Evaluation 70, pages 101014.
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Diego Navarro-Mateu, Teresa Gómez-Domínguez, María Padrós Cuxart & Esther Roca-Campos. (2021) Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education. Frontiers in Psychology 12.
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Emily M. Kuntz & Erik W. Carter. (2021) General Educators' Involvement in Interventions for Students With Intellectual Disability. Inclusion 9:2, pages 134-150.
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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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Stuart Woodcock. (2020) Teachers' beliefs in inclusive education and the attributional responses toward students with and without specific learning difficulties. Dyslexia 27:1, pages 110-125.
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Anthoula Kefallinou, Simoni Symeonidou & Cor J. W. Meijer. (2020) Understanding the value of inclusive education and its implementation: A review of the literature. PROSPECTS 49:3-4, pages 135-152.
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Toshiko Kamei. 2020. Understanding Students with Additional Needs as Learners. Understanding Students with Additional Needs as Learners
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Carmen L. A. Zurbriggen, Martin Venetz, Susanne Schwab & Marco G. P. Hessels. (2019) A Psychometric Analysis of the Student Version of the Perceptions of Inclusion Questionnaire (PIQ). European Journal of Psychological Assessment 35:5, pages 641-649.
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Karin Bertills, Mats Granlund & Lilly Augustine. (2019) Inclusive Teaching Skills and Student Engagement in Physical Education. Frontiers in Education 4.
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Mark Minott. (2019) Reflective teaching, inclusive teaching and the teacher’s tasks in the inclusive classroom: a literary investigation. British Journal of Special Education 46:2, pages 226-238.
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Karolien Keppens, Els Consuegra, Maarten Goossens, Sven De Maeyer & Ruben Vanderlinde. (2019) Measuring pre-service teachers' professional vision of inclusive classrooms: A video-based comparative judgement instrument. Teaching and Teacher Education 78, pages 1-14.
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Stuart Woodcock, Elizabeth Hitches & Garry Jones. (2019) It’s not you, it’s me: Teachers’ self-efficacy and attributional beliefs towards students with specific learning difficulties. International Journal of Educational Research 97, pages 107-118.
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Josep Maria Sanahuja, Oscar Mas & Patricia Olmos. (2018) El rol del profesorado de apoyo en el aula regular de un instituto de educación secundaria. Revista Complutense de Educación 29:4, pages 1041-1057.
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Stuart Woodcock & Elizabeth Hitches. (2017) Potential or problem? An investigation of secondary school teachers’ attributions of the educational outcomes of students with specific learning difficulties. Annals of Dyslexia 67:3, pages 299-317.
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Grzegorz Szumski, Joanna Smogorzewska & Maciej Karwowski. (2017) Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis. Educational Research Review 21, pages 33-54.
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Stuart Woodcock & Ian Hardy. (2017) Probing and problematizing teacher professional development for inclusion. International Journal of Educational Research 83, pages 43-54.
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Amanda Watkins, Annet De Vroey & Simoni Symeonidou. 2016. Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap. Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap
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