| In-service teachers' attitudes, concerns, efficacy and intentions to teach in inclusive classrooms: an international comparison of Australian and Italian teachers |
11 |
| Friendship motivations, challenges and the role of masking for girls with autism in contrasting school settings |
9 |
| A systematic literature review of qualitative research methods for eliciting the views of young people with ASD about their educational experiences |
8 |
| A mindfulness parent well-being course: evaluation of outcomes for parents of children with autism and related disabilities recruited through special schools |
7 |
| Attitude towards inclusive education: the perspective of Slovenian preschool and primary school teachers |
7 |
| Student voices on social exclusion in general primary schools |
7 |
| Social participation and friendship quality of students with special educational needs in regular Greek primary schools |
7 |
| The relationship between class attitudes towards peers with a disability and peer acceptance, friendships and peer interactions of students with a disability in regular secondary schools |
6 |
| Making sense of 'teaching', 'support' and 'differentiation': the educational experiences of pupils with Education, Health and Care Plans and Statements in mainstream secondary schools |
5 |
| The effects of educational computer game on low-performing children's early numeracy skills - an intervention study in a preschool setting |
5 |
| The impact of social referencing on social acceptance of children with disabilities and migrant background: an experimental study in primary school settings |
5 |
| The quality of experience of students with and without special educational needs in everyday life and when relating to peers |
5 |
| Executive functions in kindergarten children at risk for developmental coordination disorder |
5 |
| Voices from Spanish students with disabilities: willpower and effort to survive university |
4 |
| The role of part-time special education supporting students with reading and spelling difficulties from grade 1 to grade 2 in Finland |
3 |
| Teacher strategies to support the social participation of students with SEBD in the regular classroom |
3 |
| One of the gang? Peer relations among students with special educational needs in Irish mainstream primary schools |
3 |
| Implicitly measuring attitudes towards inclusive education: a new attitude test based on single-target implicit associations |
3 |
| Do troublesome pupils impact teacher perception of the behaviour of their classmates? |
3 |
| Disability, the arts and the curriculum: Is there common ground? |
3 |
| Title: what about my voice? Autistic young girls' experiences of mainstream school |
3 |
| What is meant by inclusion? On the effects of different definitions on attitudes toward inclusive education |
3 |
| Behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children |
3 |
| Education intervention using para-sports for athletes with high support needs to improve attitudes towards students with disabilities in Physical Education |
3 |
| Inclusive vocational schools in Canada and Germany. A comparison of vocational pre-service teachers attitudes, self-efficacy and experiences towards inclusive education |
3 |
| Facilitating qualitative research interviews for respondents with intellectual disability |
3 |
| Parental satisfaction with disabled children's school inclusion in Italy |
3 |
| Selection and evaluation of Internet information by adults with intellectual disabilities |
3 |
| Does social exclusion by classmates lead to behaviour problems and learning difficulties or vice versa? A cross-lagged panel analysis |
3 |
| School segregation and social participation: the case of Norwegian children with physical disabilities |
3 |
| Perimeters of, and challenges to, the jurisdiction of Swedish special educators: an exploration of free text responses |
2 |
| Curriculum research for students with intellectual disabilities: a content-analytic review |
2 |
| Teachers' views of co-teaching approaches in addressing pupils with special educational needs (SEN) in multi-grade classrooms |
2 |
| 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 |
2 |
| Foreign language teachers' preparedness to cater for special educational needs of learners with dyslexia: a conceptual framework |
2 |
| One market, two perspectives, three implications: on the development of the special education market in Sweden |
2 |
| A critical review of education support practices in Spain |
2 |
| Role of age and IQ in emotion understanding in Autism Spectrum Disorder: implications for educational interventions |
2 |
| Evaluating the perception of disability and the inclusive education of teachers: the Italian validation of the Sacie-R (Sentiments, Attitudes, and Concerns about Inclusive Education - Revised Scale) |
2 |
| The three-tiered support system and the special education teachers' role in Swedish-speaking schools in Finland |
2 |
| Selection for special education services: the role of gender and socio-economic status |
2 |
| 'So, how does one define a friendship?': Identifying friendship among students using AAC in inclusive education settings |
2 |
| Preschool staff relationships with children with language difficulties: a comparative study in Belarusian and Norwegian preschools |
2 |
| Professionals' views on the new policy for special educational needs in England: ideology versus implementation |
2 |
| Check in-check out intervention for supporting pupils' behaviour: effectiveness and feasibility in Finnish schools |
2 |
| Teacher sensitivity in interaction with individual students: the role of teachers' daily negative emotions |
2 |
| Documenting pedagogical support measures in Finnish IEPs for students with intellectual disability |
1 |
| I am not unskilled and unaware: deaf and hearing learners' self-assessments of linguistic and nonlinguistic skills |
1 |
| Interdisciplinary collaboration as a prerequisite for inclusive education |
1 |
| Proposals for improving the transition process of young people with intellectual disabilities in Spain: insights from focus groups of professionals, young people and their families |
1 |
