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Christina Hajisoteriou & Georgios Sorkos. (2023) Towards a new paradigm of “Sustainable Intercultural and inclusive education”: A comparative “blended” approach. Education Inquiry 14:4, pages 496-512.
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Denis Tajic & Nihad Bunar. (2023) Do both ‘get it right’? Inclusion of newly arrived migrant students in Swedish primary schools. International Journal of Inclusive Education 27:3, pages 288-302.
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Anabel Corral-Granados, Anna Cecilia Rapp & Eli Smeplass. (2023) Nordic challenges related to exclusion and local responses in Swedish, Finnish, and Norwegian urban compulsory education. Education Inquiry 0:0, pages 1-32.
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Jesús Soldevila-Pérez, Joan Jordi Muntaner-Guasp & Mila Naranjo-Llanos. (2023) Collaboration between ethnographers and the educational community of a school in the development of inclusive education. Ethnography and Education 18:1, pages 94-111.
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Nihad Bunar & Päivi Juvonen. (2022) ‘Not (yet) ready for the mainstream’ – newly arrived migrant students in a separate educational program. Journal of Education Policy 37:6, pages 986-1008.
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Manuel Delgado-García, Sara Conde Vélez & María de la O Toscano Cruz. (2022) Cooperative learning at university: Opinion of students and application of the instrument Cooperative Learning Questionnaire (CLQ). Innovations in Education and Teaching International 59:5, pages 564-573.
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Georgios Sorkos & Konstantinos Magos. (2022) When Inclusion in Greek Schools Is Delayed: Listening to the Voices of Chinese Primary School Students. Journal of Research in Childhood Education 36:3, pages 466-482.
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Samuel P. León, Sandra Barroso-Carballo & Inmaculada García-Martínez. (2021) Social inclusive education in secondary schools. A student's perspective approach. International Journal of Inclusive Education 0:0, pages 1-15.
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Haris Memisevic, Alma Dizdarevic, Amila Mujezinovic & Mirjana Djordjevic. (2021) Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina. International Journal of Inclusive Education 0:0, pages 1-17.
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Fatema Taj Johora, Marilyn Fleer & Nikolai Veresov. (2021) Inclusion of a child with expressive language difficulties in a mainstream Australian preschool – roundabout ways can create opportunities for participation. International Journal of Inclusive Education 25:11, pages 1252-1269.
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Georgios Sorkos & Christina Hajisoteriou. (2021) Sustainable intercultural and inclusive education: teachers’ efforts on promoting a combining paradigm. Pedagogy, Culture & Society 29:4, pages 517-536.
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Elina Nikula, Päivi Pihlaja & Petri Tapio. (2021) Visions of an inclusive school – Preferred futures by special education teacher students. International Journal of Inclusive Education 0:0, pages 1-15.
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Marjorie Ceballos, T. Vitale & W. R. Gordon$suffix/text()$suffix/text(). (2021) Educational leaders and the professional doctorate dissertation: an analysis of leaders’ interests within the educational leadership corpus. Research in Post-Compulsory Education 26:3, pages 312-332.
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Lorena Ortega, Ernesto Treviño & Denisse Gelber. (2021) The inclusion of girls in Chilean mathematics classrooms: gender bias in teacher-student interaction networks (La inclusión de las niñas en las aulas de matemáticas chilenas: sesgo de género en las redes de interacciones profesor-estudiante). Journal for the Study of Education and Development 44:3, pages 623-674.
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Anna Cecilia Rapp & Anabel Corral-Granados. (2021) Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective. International Journal of Inclusive Education 0:0, pages 1-17.
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Dorys Soledad Sabando Rojas, Ignasi Puigdellívol Aguadé & Mercedes Torrado Fonseca. (2021) Inclusive education and academic performance in Catalan public schools. International Journal of Inclusive Education 0:0, pages 1-18.
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Fabio Dovigo. (2020) Through the eyes of inclusion: an evaluation of video analysis as a reflective tool for student teachers within special education. European Journal of Teacher Education 43:1, pages 110-126.
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Articles from other publishers (38)
Felicity Burbridge Rinde. (2022) Inclusive socio-musical spaces for newly arrived migrant children in a Norwegian primary school: Teacher and school leader perspectives. International Journal of Music Education 41:3, pages 428-442.
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Mehmet Sabir ÇEVİK, Ali CULHA & Mehmet Nezir ÇEVİK. (2023) The Moderating Role of Gender and Age in the Relationship Between School Principals' Inclusive Leadership Behaviors and Teachers' Organizational Cynicism Levels. Participatory Educational Research 10:3, pages 191-208.
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Olga Lyra, Kyriaki Koullapi & Eirini Kalogeropoulou. (2023) Fears towards disability and their impact on teaching practices in inclusive classrooms: An empirical study with teachers in Greece. Heliyon 9:5, pages e16332.
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Mati Zakai–Mashiach. (2023) "It is like you are in a golden cage": How autistic students experience special education classrooms in general high schools. Research in Developmental Disabilities 134, pages 104419.
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Cecilia María Azorín Abellán & Carmen Martínez Montes. (2023) Educación inclusiva en tiempos de pandemia. Revista Complutense de Educación 34:1, pages 57-67.
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Remedios Benítez-Gavira & Sonia Aguilar-Gavira. (2023) Mirada inclusiva. La diversidad como característica. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico, pages 1-12.
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Aida Sanahuja Ribés. (2022) La Tertulia Literaria Dialógica como estrategia inclusiva: convivencia, participación democrática y aprendizajes en el aula de Educación Primaria. Revista de Estilos de Aprendizaje 15:EspecialII, pages 46-56.
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Beatriz Chaves Yuste. (2022) Jigsaw: una metodología activa aplicada a la escritura académica en ILE. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico, pages 1-13.
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Syeda Kashfee Ahmed, David Jeffries, Anannya Chakraborty, Toby Carslake, Petra Lietz, Budiarti Rahayu, David Armstrong, Amit Kaushik & Kris Sundarsagar. (2022) Teacher professional development for disability inclusion in low‐ and middle‐income Asia‐Pacific countries: An evidence and gap map. Campbell Systematic Reviews 18:4.
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Xiao Liang, Minghui Li, Yandan Wu, Xueping Wu, Xiaohui Hou & Cindy Hui-Ping Sit. (2022) A socio-ecological approach to inclusive physical education in China: A systematic review. Frontiers in Public Health 10.
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Pedro Jimenez. 2022. Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development. Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development
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Aida Sanahuja Ribés & Santiago Traver Albalat. (2022) Facilitadores y obstáculos para el cambio metodológico en secundaria: uso de metodologías activas en el aula. Revista Ciencias Pedagógicas e Innovación 10:1, pages 55-64.
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Marisa Carvalho, Joana Cruz, Helena Azevedo & Helena Fonseca. (2022) Measuring Inclusive Education in Portuguese Schools: Adaptation and Validation of a Questionnaire. Frontiers in Education 7.
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Natalia Triviño-Amigo, Sabina Barrios-Fernandez, Carlos Mañanas-Iglesias, Jorge Carlos-Vivas, María Mendoza-Muñoz, José Carmelo Adsuar, Ángel Acevedo-Duque & Jorge Rojo-Ramos. (2022) Spanish Teachers’ Perceptions of Their Preparation for Inclusive Education: The Relationship between Age and Years of Teaching Experience. International Journal of Environmental Research and Public Health 19:9, pages 5750.
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Dandan Li, Josep Maria Sanahuja Gavaldà & Mar Badia Martín. (2022) Listening to students’ voices on inclusive teaching strategies in Chinese primary schools. International Journal of Chinese Education 11:2, pages 2212585X2211209.
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Osvaldo Hernández-González, Rosario Spencer-Contreras, Pilar Sanz-Cervera & Raúl Tárraga-Mínguez. (2022) Analysis of the Autism Spectrum Disorder (ASD) Knowledge of Cuban Teachers in Primary Schools and Preschools. Education Sciences 12:4, pages 284.
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Edita Núñez-Sotelo & Mauricio López Cruz. (2022) Contribuciones del diseño universal para el aprendizaje a la implementación de un currículo accesible para estudiantes con y sin discapacidad intelectual. Revista Brasileira de Educação 27.
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Gabrielle Wilcox, Cristina Fernandez Conde & Amy Kowbel. (2021) Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education. Education Sciences 11:3, pages 129.
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Cecilia María AZORÍN ABELLÁN & Marta SANDOVAL MENA. (2019) Apoyos para avanzar hacia una educación más inclusiva en los centros escolares: análisis de guías para la acción. Siglo Cero Revista Española sobre Discapacidad Intelectual 50:3, pages 7.
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Louise Holt, Sophie Bowlby & Jennifer Lea. (2019) Disability, special educational needs, class, capitals, and segregation in schools: A population geography perspective. Population, Space and Place 25:4, pages e2229.
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