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Matthew J. Patey, Yeonkyoung Jin, Byoungwook Ahn, Weon-Il Lee & Kyoung June Yi. (2023) Engaging in inclusive pedagogy: how elementary physical and health educators understand their roles. International Journal of Inclusive Education 27:14, pages 1659-1678.
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Jonathan Hancock, Ramone Al Bishawi & Do Coyle. (2023) Ownership and agency through learner-led design of shared learning spaces: a multi-case study approach. Cambridge Journal of Education 53:6, pages 761-778.
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Kate Attfield. (2023) The “feeling-life” journey of the grade school child: An investigation into inclusive young citizenship in international Waldorf education. Journal of Curriculum and Pedagogy 20:4, pages 276-299.
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Haydn Morgan & Andrew Parker. (2023) Sport-for-development, critical pedagogy and marginalised youth: engagement, co-creation and community consciousness. Sport, Education and Society 28:7, pages 741-754.
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Yi Liu, Yajun Yan, Huixian Xia & Kun Sun. (2023) Analysing the longitudinal course selection panel data (2014-2020) of K-12 teachers from Zhejiang province: a comprehensive study on in-service training needs. Professional Development in Education 0:0, pages 1-21.
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Younghoon Lee & Kyoung June Yi. (2023) Three Cs in becoming a culturally responsive teacher: Canadian physical education teachers’ perspectives. International Journal of Inclusive Education 0:0, pages 1-17.
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Tamirat Gibon Ginja & Xiaoduan Chen. (2023) Conceptualising inclusive education: the role of teacher training and teacher's attitudes towards inclusion of children with disabilities in Ethiopia. International Journal of Inclusive Education 27:9, pages 1042-1055.
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James K Daly & Shea Richardson. (2023) A Meeting of the Minds: A Needed Transformation in Teacher Education. The Teacher Educator 0:0, pages 1-19.
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Carmel Conn & Susan Davis. (2023) Policy implications of collective agency for inclusion: evidence from the Welsh context. Journal of Education Policy 0:0, pages 1-22.
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Fahad Ahmed Alnaim & Halis Sakız. (2023) Pedagogical components in the inclusion of students with mathematical learning difficulties in mathematics classes. International Journal of Inclusive Education 0:0, pages 1-20.
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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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Maria Petrova Trifonova. (2023) Quality of education and care in kindergartens and their readiness for inclusive education in Bulgaria. European Journal of Special Needs Education 38:2, pages 260-275.
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Jose Enrique Llamazares De Prado & Ana Rosa Arias Gago. (2023) Education and ICT in Inclusive Museums Environments. International Journal of Disability, Development and Education 70:2, pages 186-200.
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Deborah Holt & Alice Taylor. (2022) Tutoring project for children from a refugee community: tutor perspectives. Educational Research 64:4, pages 473-490.
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Zoe Slater & Gill Chambers. (2022) Primary teachers’ perceptions of whole-class teaching and learning in English primary schools: an exploratory study of perceived benefits, challenges and effective practice. Education 3-13 0:0, pages 1-15.
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Sérgio Gaitas, C. Carêto, F. Peixoto & J. Castro Silva. (2022) Differentiated instruction: ‘to be, or not to be, that is the question’. International Journal of Inclusive Education 0:0, pages 1-17.
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Sílvia Baena, Jordi Collet-Sabé, Marta Garcia-Molsosa & Martí Manzano. (2022) More innovation, less inclusion? Debates and discussions regarding the intersectionality of innovation and inclusion in the Catalan school system: a position paper. International Journal of Inclusive Education 26:9, pages 865-877.
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Marc Fabri, Grania Fenton, Penny Andrews & Mhairi Beaton. (2022) Experiences of Higher Education Students on the Autism Spectrum: Stories of Low Mood and High Resilience. International Journal of Disability, Development and Education 69:4, pages 1411-1429.
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Andreas Köpfer. (2022) Reconstructing Students’ Appropriation of Space in Inclusive Schools in Austria and Germany Using Bourdieu’s Theory of Social Space. International Journal of Inclusive Education 0:0, pages 1-17.
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Melanie Nind, Andreas Köpfer & Kathrin Lemmer. (2022) Children’s spaces of belonging in schools: bringing theories and stakeholder perspectives into dialogue. International Journal of Inclusive Education 0:0, pages 1-13.
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Anabel Moriña. (2022) Faculty members who engage in inclusive pedagogy: methodological and affective strategies for teaching. Teaching in Higher Education 27:3, pages 371-386.
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Fiona Hallett. (2022) Can SENCOs do their job in a bubble? The impact of Covid-19 on the ways in which we conceptualise provision for learners with special educational needs. Oxford Review of Education 48:1, pages 1-13.
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Cecilia Simón, Yolanda Muñoz-Martínez & Gordon L. Porter. (2021) Classroom instruction and practices that reach all learners. Cambridge Journal of Education 51:5, pages 607-625.
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Cecilia Simón, Raquel Palomo & Gerardo Echeita. (2021) The duty to promote an inclusive educational system: a phenomenological study on the assessment procedures of pupils with special educational needs in Madrid (Spain). International Journal of Inclusive Education 0:0, pages 1-17.
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Michele Waltz Comarú, Renato Matos Lopes, Luiza Amara Maciel Braga, Fabio Batista Mota & Cecília Galvão. (2021) A bibliometric and descriptive analysis of inclusive education in science education. Studies in Science Education 57:2, pages 241-263.
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Anabel Moriña & Inmaculada Orozco. (2021) Understanding inclusive pedagogy in primary education: teachers’ perspectives. Educational Studies 47:2, pages 137-154.
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Wayne Veck & Julie Wharton. (2021) Refugee children, trust and inclusive school cultures. International Journal of Inclusive Education 25:2, pages 210-223.
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