Citations (103)
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Heidrun Demo, Kari Nes, Hege Merete Somby, Anna Frizzarin & Sofia Dal Zovo. (2023) In and out of class – what is the meaning for inclusive schools? Teachers’ opinions on push-and pull-out in Italy and Norway. International Journal of Inclusive Education 27:14, pages 1592-1610.
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Peter Hart & Elena Bracey. (2023) Privacy, power, and relationship: ethics and the home-school partnership. Oxford Review of Education 49:6, pages 732-748.
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Maithe Paula da Silva & Alexandre Anatolievich Bachkirov. (2023) Social inclusion through synergy of kindness, forgiveness, and peaceableness: A conceptual proposition. Journal of Moral Education 0:0, pages 1-17.
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Cathryn Knight, Carmel Conn, Tom Crick & Sian Brooks. (2023) Divergences in the framing of inclusive education across the UK: a four nations critical policy analysis. Educational Review 0:0, pages 1-17.
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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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Vivienne Anderson, Alejandra Ortiz-Ayala & Sayedali Mostolizadeh. (2023) Schools and teachers as brokers of belonging for refugee-background young people. International Journal of Inclusive Education 0:0, pages 1-15.
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Thyge Tegtmejer, Eva Hjörne & Roger Säljö. (2023) Diagnoses and special educational support. A study of institutional decision-making of provision of special educational support for children at school. European Journal of Special Needs Education 38:3, pages 363-377.
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David Paulsrud. (2023) Resolving dilemmas: Swedish special educators and subject teachers’ perspectives on their enactment of inclusive education. Journal of Education Policy 0:0, pages 1-18.
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Carmen Márquez & Noelia Melero Aguilar. (2023) Advancing towards inclusion: recommendations from faculty members of Spanish universities. International Journal of Inclusive Education 27:4, pages 556-570.
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Eleni Patoulioti & Claes Nilholm. (2023) What is meant by ‘community’ in different theoretical traditions? An analysis of influential educational research. European Journal of Special Needs Education 0:0, pages 1-15.
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Erin Feinauer Whiting & Scott Nash. (2023) ‘Be yourself, but don’t be weird’: conformity, performance, and contradictions in early adolescent students’ advice for belonging at school. Journal of Youth Studies 0:0, pages 1-24.
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Susan L. Recchia & Seung Eun McDevitt. (2023) A place for Miguel: discovering the power of belonging within an inclusive toddler community. European Early Childhood Education Research Journal 31:1, pages 51-63.
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Simoni Symeonidou, Eleni Loizou & Susan Recchia. (2023) The inclusion of children with disabilities in early childhood education: interdisciplinary research and dialogue. European Early Childhood Education Research Journal 31:1, pages 1-7.
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SeonYeong Yu & RahKyung Kim. (2023) Limited representation of disability in early childhood classrooms: data from South Korea. European Early Childhood Education Research Journal 31:1, pages 106-123.
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Victoria I. Puig & Tara L. Evenson. (2023) Harnessing abilities and talents: parents’ perspectives on responsive inclusive early childhood education. European Early Childhood Education Research Journal 31:1, pages 75-91.
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Björn Högberg & Joakim Lindgren. (2023) From a crisis of results to a crisis of wellbeing – education reform and the declining sense of school belonging in Sweden. Comparative Education 59:1, pages 18-37.
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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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Elizabeth J. Done & Helen Knowler. (2022) A tension between rationalities: “off-rolling” as gaming and the implications for head teachers and the inclusion agenda. Educational Review 74:7, pages 1322-1341.
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Muhammad Zuhdi & Stephen Dobson. (2022) Recalibrating تَرْبِيَة (tarbiya) and social justice in the face of internationalisation. The case of inclusion in Indonesian Muslim education. International Journal of Inclusive Education 0:0, pages 1-15.
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Johan Edin. (2022) The identity making of teachers, pupil assistants and the diagnosed pupil: discourses in the context of segregated special education units. Emotional and Behavioural Difficulties 27:4, pages 344-356.
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Tabitha McKenzie & Rāwiri Toia. (2022) An inclusive indigenous approach to curriculum development. International Journal of Inclusive Education 0:0, pages 1-15.
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Juuso Henrik Nieminen & Henri Valtteri Pesonen. (2022) Politicising inclusive learning environments: how to foster belonging and challenge ableism?. Higher Education Research & Development 41:6, pages 2020-2033.
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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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Maria Karmiris. (2022) Cripistemologies and resisting the calls to return to normal. Curriculum Inquiry 52:4, pages 426-442.
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Anastasia Liasidou. (2022) Inclusive education as a trauma-responsive practice: research-based considerations and implications. International Journal of Inclusive Education 0:0, pages 1-13.
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Kristine Black-Hawkins, Linda Maguire & Ruth Kershner. (2022) Developing inclusive classroom communities: what matters to children?. Education 3-13 50:5, pages 577-591.
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Max Biddulph. (2022) Imagining a ‘next future’ for pastoral care in education: a ‘wishlist’ for developments over the next 40 years. Pastoral Care in Education 40:3, pages 271-278.
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Anne Emerson. (2022) The case for trauma-informed behaviour policies. Pastoral Care in Education 40:3, pages 352-359.
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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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Tom Tom. (2022) Zimbabwe’s fast-track land reform at 20: exploring disability inclusion and the attendant policy implications. Disability & Society 0:0, pages 1-26.
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Gary Thomas & Natasha Macnab. (2022) Intersectionality, diversity, community and inclusion: untangling the knots. International Journal of Inclusive Education 26:3, pages 227-244.
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Juuso Henrik Nieminen. (2022) Assessment for Inclusion: rethinking inclusive assessment in higher education. Teaching in Higher Education 0:0, pages 1-19.
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Lauren Stentiford & George Koutsouris. (2021) What are inclusive pedagogies in higher education? A systematic scoping review. Studies in Higher Education 46:11, pages 2245-2261.
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T. McDermott, J. Porter, J. Ingram & H. Daniels. (2021) The development of a tool for investigating the barriers and supports to participation in school life and feelings of belonging: part 1. European Journal of Special Needs Education 36:5, pages 787-802.
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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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Mustafa Kale & Durmuş Aslan. (2021) Barriers to Yuruk Turkmen preschoolers’ access to education and participation processes: does inclusive education include pastoral nomadic children?. Education 3-13 49:6, pages 745-760.
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Hildegunn Fandrem, Hanne Jahnsen, Svein Erik Nergaard & Kirsti Tveitereid. (2021) Inclusion of immigrant students in schools: the role of introductory classes and other segregated efforts. International Journal of Inclusive Education 0:0, pages 1-16.
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Erin Feinauer Whiting, Erika Feinauer, Sionelle Nicole Beller & Elizabeth R. Howard. (2021) Kindergarteners’ perceptions of belonging and inclusion in a two-way immersion classroom. International Journal of Inclusive Education 0:0, pages 1-21.
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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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Stephen Dobson, Gabriella Agrusti & Marta Pinto. (2021) Supporting the inclusion of refugees: policies, theories and actions. International Journal of Inclusive Education 25:1, pages 1-6.
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Katharina-Theresa Lindner, Verena Letzel, Giulia Tarini & Susanne Schwab. (2021) When home turns into quarantine school – new demands on students with special educational needs, their parents and teachers during COVID-19 quarantine. European Journal of Special Needs Education 36:1, pages 1-4.
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Tanushree Sarkar. Learning for all? Ableism, education policy, and the 'global learning crisis' in India. International Journal of Inclusive Education 0:0, pages 1-17.
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Sefakor Komabu-Pomeyie. The Challenges and Factors Facilitating the Inclusive Education Policy Implementation in Ghana: Policy Stakeholders’ Perspectives. International Journal of Disability, Development and Education 0:0, pages 1-22.
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David Paulsrud. Resisting the standards agenda? Swedish subject teachers and special educators’ discourses on teaching students with different needs. European Journal of Special Needs Education 0:0, pages 1-15.
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Articles from other publishers (57)
Jefferson Mauricio Tello-Zuluaga, Efraín Darío Ochoa Londoño & Jhan Carlos Herrera Pérez. (2023) Procesos de educación inclusiva en una institución educativa oficial. Revista Virtual Universidad Católica del Norte:70, pages 55-88.
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Justin A. Haegele & Anthony J. Maher. (2023) Toward a Conceptual Understanding of Inclusion as Intersubjective Experiences. Educational Researcher 52:6, pages 385-393.
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Keerty Nakray. (2023) Disability policies, transnationalism and policy diffusion: ‘Asocial’ models of inclusion for children and youth in low and middle-income countries (LMICs). Irish Journal of Sociology 31:2, pages 254-270.
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Yolanda Muñoz-Martínez, Cecilia Simon Rueda & MªLuz M. Fernández-Blázquez. (2023) How to facilitate the educational inclusion of students with autism: learning from the experience of teachers in Spain. Equality, Diversity and Inclusion: An International Journal 42:6, pages 787-804.
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Sarah K. Benson. (2023) Contextualizing inclusion policy: views from Jordanian special education teachers. Educational Research for Policy and Practice.
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Joan G. Mowat & Anna Beck. (2023) Rising to the Challenge of Creating Equitable, Inclusive, and Compassionate School Communities in the Recovery Phase of the Pandemic: The Role of Aspiring Headteachers. Education Sciences 13:5, pages 524.
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Anabel Corral-Granados, Ana María Martínez-Martínez, Carlos Sánchez-Muñoz & Noelia Navarro-Gómez. (2023) Early Years Staff Experiences in a “Culture of Learning” Regarding Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis. Education Sciences 13:5, pages 515.
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Luisa Losada-Puente, Manoel Baña¯Castro & María Fiuza Asorey. (2023) How do Children Value Educational Inclusion? Opinions from Primary Schools. Revista Colombiana de Educación:88, pages 138-160.
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Anastasia Vlachou & Smaragdi S. Tsirantonaki. (2023) The Importance of School Principals’ Values towards the Inclusive Education of Disabled Students: Associations between Their Values and Knowledge, Beliefs, Attitudes and Practices. Education Sciences 13:4, pages 360.
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Samaneh Khademi, Caroline Essers & Karin van Nieuwkerk. (2023) Iranian Refugee Entrepreneurship and Inclusion in the Netherlands. Journal of Refugee Studies 36:1, pages 105-127.
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Mirna Nel, Johnnie Hay, Tanya Bekker, Christa Beyers, Nicky Pylman, Gregg Alexander & Sheila Matoti. (2023) Exploring the perceptions of lecturers and final year students about the infusion of inclusion in initial teacher education programmes in South Africa. Frontiers in Education 8.
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Juuso Henrik Nieminen. (2022) Unveiling ableism and disablism in assessment: a critical analysis of disabled students’ experiences of assessment and assessment accommodations. Higher Education 85:3, pages 613-636.
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Ringgi Rahmat Fitra, Rochmat Wahab & Hana Andriningrum. (2023) Implementation of The Education Curriculum For ABK. Jurnal Ilmiah Sekolah Dasar 7:1, pages 96-103.
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Tracey Sempowicz & Suzanne Carrington. (2023) Advancing the inclusion agenda in Australia: A multi-case study of the school experiences of children adopted from overseas. International Journal of Educational Research 117, pages 102124.
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Abdullah Madhesh. (2023) Universities admission policies (Requirements): Exclusionary or inclusionary for applicants with disabilities. International Journal of Educational Research 117, pages 102122.
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Anastasia Liasidou. (2022) Decolonizing Inclusive Education through Trauma-Informed Theories. Scandinavian Journal of Disability Research 24:1, pages 277-287.
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Fernando Andrade-Sánchez. (2022) Simuladores virtuales para la formación docente inclusiva. VISUAL REVIEW. International Visual Culture Review / Revista Internacional de Cultura Visual 9:Monográfico, pages 1-13.
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M.ª Luz M. Fernández-Blázquez & Gerardo Echeita Sarrionandia. (2022) Hacia una educación más inclusiva: la transformación de un centro educativo. Teoría de la Educación. Revista Interuniversitaria 35:1, pages 185-206.
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Ana M. Correia, Chris Forlin & Eva Sio. (2022)
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Harry Daniels, Jill Porter & Ian Thompson. (2022) What Counts as Evidence in the Understanding of School Exclusion in England?. Frontiers in Education 7.
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Mónica López Gil, Francisco Javier Amores Fernández & Rosa María Vázquez Recio. (2022) El profesorado y el alumnado ante el fracaso y el abandono educativo: encuentros y desencuentros. Revista Complutense de Educación 33:4, pages 657-666.
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Macdelyn Khutsafalo Mosalagae. 2022. Research Anthology on Vocational Education and Preparing Future Workers. Research Anthology on Vocational Education and Preparing Future Workers
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Carmen Márquez & Noelia Melero-Aguilar. (2021) What are their thoughts about inclusion? Beliefs of faculty members about inclusive education. Higher Education 83:4, pages 829-844.
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C. Aaron Price & Lauren Applebaum. (2021) Measuring a Sense of Belonging at Museums and Cultural Centers. Curator: The Museum Journal 65:1, pages 135-160.
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Cecilia Simón Rueda, Margarita Cañadas Pérez, M.ª Luz Fernández Blázquez & Gerardo Echeita Sarrionandia. (2021) El proceso de confinamiento por la Covid-19 del alumnado con trastornos del espectro autista escolarizado en centros ordinarios: un análisis cualitativo del impacto sobre ellos, sus necesidades futuras y las de sus familias. Siglo Cero Revista Española sobre Discapacidad Intelectual:1, pages 141-161.
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João Lamego Lopes & Célia Regina Oliveira. (2021) Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy. Education Sciences 11:4, pages 169.
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Deborah Price & Roger Slee. (2021) An Australian Curriculum that includes diverse learners: the case of students with disability. Curriculum Perspectives 41:1, pages 71-81.
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Eva Johansson & Anna-Maija Puroila. (2021) Research Perspectives on the Politics of Belonging in Early Years Education. International Journal of Early Childhood 53:1, pages 1-8.
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Taina Kyrönlampi, Minna Uitto & Anna-Maija Puroila. (2021) Place, Peers, and Play: Children’s Belonging in a Preprimary School Setting. International Journal of Early Childhood 53:1, pages 65-82.
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Anna-Maija Puroila, Jaana Juutinen, Elina Viljamaa, Riikka Sirkko, Taina Kyrönlampi & Marjatta Takala. (2021) Young Children’s Belonging in Finnish Educational Settings: an Intersectional Analysis. International Journal of Early Childhood 53:1, pages 9-29.
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Almudena Cotán, Arecia Aguirre, Beatriz Morgado & Noelia Melero. (2021) Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education. Sustainability 13:6, pages 3031.
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Grace Lavín Francis, Carlos E. Lavin, Jessica Sanchez, Alexandra S. Reed & Linda Mason. (2020) Inclusive Education Definitions and Practices: Exploring Perspectives of Education Professionals in Mexico City. Journal of Policy and Practice in Intellectual Disabilities 18:1, pages 58-67.
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Abdullah Madhesh. (2021) Full exclusion during COVID-19: Saudi Deaf education is an example. Heliyon 7:3, pages e06536.
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Constanza San Martin, Chenda Ramirez, Rubén Calvo, Yolanda Muñoz-Martínez & Umesh Sharma. (2021) Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices. Sustainability 13:4, pages 2300.
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Sheila Bennett, Jacqueline Specht, Monique Somma & Rebecca White. (2020) Navigating School Interactions: Parents of Students with Intellectual Disabilities Speak Out. Current Developmental Disorders Reports 7:3, pages 149-154.
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David Mc Keon. (2020) ‘Soft barriers’ – The impact of school ethos and culture on the inclusion of students with special educational needs in mainstream schools in Ireland. Improving Schools 23:2, pages 159-174.
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Carmel Conn & Matt Hutt. (2020) Successful futures for all? Additional learning needs in Wales in the light of curriculum reform. British Journal of Special Education 47:2, pages 152-169.
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Elizabeth J. Done & Helen Knowler. (2019) Painful invisibilities: Roll management or ‘off‐rolling’ and professional identity. British Educational Research Journal 46:3, pages 516-531.
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