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Citations (36)
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Christina Hajisoteriou & Georgios Sorkos. (2023) Students as informal leaders in deliberate acts of inclusion. Research Papers in Education 38:6, pages 924-943.
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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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Craig Skerritt, Joe O’Hara & Martin Brown. (2023) Researching how student voice plays out in relation to classroom practice in Irish post-primary schools: a heuristic device. Irish Educational Studies 42:3, pages 297-314.
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Flavio Murahara, Heloisa Szymanski, Luciana Szymanski & Tara Flanagan. (2023) Becoming a student representative in Brazil: a phenomenological study of students with intellectual disabilities. Children's Geographies 21:2, pages 205-219.
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Jorun Buli-Holmberg, Hanne Marie Høybråten Sigstad, Ivar Morken & Eva Hjörne. (2023) From the idea of inclusion into practice in the Nordic countries: a qualitative literature review. European Journal of Special Needs Education 38:1, pages 79-94.
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Daniel Hernández-Torrano, Michelle Somerton & Janet Helmer. (2022) Mapping research on inclusive education since Salamanca Statement: a bibliometric review of the literature over 25 years. International Journal of Inclusive Education 26:9, pages 893-912.
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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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Marta Sandoval & Kyriaki Messiou. (2022) Students as researchers for promoting school improvement and inclusion: a review of studies. International Journal of Inclusive Education 26:8, pages 780-795.
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Gemma Scarparolo & Sally MacKinnon. (2022) Student voice as part of differentiated instruction: students’ perspectives. Educational Review 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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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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Ann-Cathrin Faldet & Kari Nes. (2021) Valuing vulnerable children’s voices in educational research. International Journal of Inclusive Education 0:0, pages 1-16.
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Eve Mayes, Rosalyn Black & Rachel Finneran. (2021) The possibilities and problematics of student voice for teacher professional learning: lessons from an evaluation study. Cambridge Journal of Education 51:2, pages 195-212.
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Mel Ainscow. (2020) Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy 6:1, pages 7-16.
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Articles from other publishers (22)
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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Kyriaki Messiou. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Mel Ainscow. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Joanna Anderson, Angela Page & Christopher Boyle. 2023. Research for Inclusive Quality Education. Research for Inclusive Quality Education
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Kim Collett & Christopher Boyle. 2023. Research for Inclusive Quality Education. Research for Inclusive Quality Education
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Anies Al-Hroub & Nidal JouniAnies Al-Hroub & Nidal Jouni. 2023. School Inclusion in Lebanon. School Inclusion in Lebanon
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Emily Miller, Tahereh Ziaian, Helena de Anstiss & Melanie Baak. (2021) Practices for inclusion, structures of marginalisation: experiences of refugee background students in Australian secondary schools. The Australian Educational Researcher 49:5, pages 1063-1084.
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Irune Corres-Medrano, Imanol Santamaría-Goicuria, Itziar Fernandez-Villanueva & Klara Smith-Etxeberria. (2022) The role of families in the response of inclusive schools: A case study from teacher’s perspectives. Frontiers in Education 7.
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Linda Marie Ellington. 2022. Handbook of Research on Educational Leadership and Research Methodology. Handbook of Research on Educational Leadership and Research Methodology
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E. N. Krolevetskaya & I. F. Isaev. (2022) Socio-Cultural Educational Environment of University as a Factor in the Development of Future Teacher’s Polysubjectness. Vysshee Obrazovanie v Rossii = Higher Education in Russia 31:6, pages 114-135.
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Chandra Lebenhagen. (2022) Autistic Students’ Views on Meaningful Inclusion: A Canadian Perspective. Journal of Education, pages 002205742211013.
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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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Eleni Dimitrellou & Dawn Male. (2022) Creating inclusive schools: a self‐review tool for educational practitioners. Support for Learning 37:2, pages 263-284.
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Anugamini Srivastava, Sucheta Agarwal & Malini Ganapathy. (2022) Editorial: Inclusive higher education in cross-cultural settings. International Journal of Educational Management 36:4, pages 357-363.
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Kyriaki Messiou, Lien Thien Bui, Mel Ainscow, Barbara Gasteiger-Klicpera, Edvina Bešić, Lisa Paleczek, Lotte Hedegaard-Sørensen, Hilde Ulvseth, Teresa Vitorino, Jorge Santos, Cecilia Simon, Marta Sandoval & Gerardo Echeita. (2020) Student diversity and student voice conceptualisations in five European countries: Implications for including all students in schools. European Educational Research Journal 21:2, pages 355-376.
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Le Thanh Tam, Hoang Thi Thuy An, To Khanh Linh, Le Thi Hong Nhung, Tran Ngoc Vinh Ha, Pham Quang Huy & Phan Tan Luc. (2022) Value Co-Creation Activities of Students on The Covid-19 Pandemic: Empirical Evidence from Economics Students in Vietnam. Journal of Organizational Behavior Research 7:2, pages 214-228.
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Inés Heras, Antonio M. Amor, Miguel Ángel Verdugo & M. Isabel Calvo. (2021) Operationalisation of quality of life for students with intellectual and developmental disabilities to improve their inclusion. Research in Developmental Disabilities 119, pages 104093.
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Anabel Corral-Granados, Chrissie Rogers & Fredrik Kruse. (2021) The forgotten ECEC staff working with birth-to-3-year-olds: The imbalances between the workforce policies and ECEC staff employment conditions in Spain. Management in Education, pages 089202062110579.
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Cristina Nieto & Anabel Moriña. (2021) Mainstream or Special Educational Settings: The Views of Spanish People With Intellectual Disability. Journal of Policy and Practice in Intellectual Disabilities 18:3, pages 187-196.
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Ignacio Perlado Lamo de EspinosaYolanda Muñoz Martínez & Juan Carlos Torrego Seijo. (2021) Students with special educational needs and cooperative learning in the ordinary classroom: some learnings from teaching practice. Journal of Research in Special Educational Needs 21:3, pages 211-221.
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Ines Alves, Paula Campos Pinto & Teresa Janela Pinto. (2020) Developing inclusive education in Portugal: Evidence and challenges. PROSPECTS 49:3-4, pages 281-296.
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A. A. Baranov & A. S. Suntsova. (2020) Development of students’ subject position in the process of internship in an inclusive school. The Education and science journal 22:2, pages 29-52.
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