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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Perceptions of ‘inclusion’ and perceived preparedness among school teachers in Sri Lanka
Shyamani Hettiarachchi, Ajay Das
Teaching and Teacher Education (2014) Vol. 43, pp. 143-153
Closed Access | Times Cited: 53

Showing 1-25 of 53 citing articles:

Inclusive education a “rhetoric” or “reality”? Teachers' perspectives and beliefs
Ashwini Tiwari, Ajay Das, Manisha Sharma
Teaching and Teacher Education (2015) Vol. 52, pp. 128-136
Closed Access | Times Cited: 102
Differentiated instruction: are Hong Kong in-service teachers ready?
Sally Wai‐Yan Wan
Teachers and Teaching (2016), pp. 1-28
Closed Access | Times Cited: 76
Ghanaian teachers: competencies perceived as important for inclusive education
Ahmed Bawa Kuyini, Kofi Asiama Yeboah, Ajay Das, et al.
International Journal of Inclusive Education (2016) Vol. 20, Iss. 10, pp. 1009-1023
Closed Access | Times Cited: 60
Mainstream teachers’ concerns about inclusive education for children with special educational needs and disability in England under pre‐pandemic conditions
Eleanor Warnes, Elizabeth J. Done, Helen Knowler
Journal of Research in Special Educational Needs (2021) Vol. 22, Iss. 1, pp. 31-43
Open Access | Times Cited: 37
Teacher Attitudes and Perceptions of Inclusive Education: A Case of Ghana
Jonathan Chitiyo, Gordon Brobbey, Kwame Bediako Asare
Journal of International Special Needs Education (2024) Vol. 27, Iss. 1, pp. 23-35
Closed Access | Times Cited: 4
English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland
Joanna Nijakowska, Dina Tsagari, George Spanoudis
Dyslexia (2018) Vol. 24, Iss. 4, pp. 357-379
Open Access | Times Cited: 41
Teaching Attitudes towards Students with Disabilities
José Luis Gallego Ortega, Antonio Rodrí­guez Fuentes
Mathematics (2021) Vol. 9, Iss. 14, pp. 1637-1637
Open Access | Times Cited: 23
Perspectivas actitudinales de docentes en ejercicio y en formación hacia la inclusión educativa
María Jesús Caurcel Cara, Antonio Rodrí­guez Fuentes, José Luis Gallego Ortega, et al.
Psicoperspectivas Individuo y Sociedad (2021) Vol. 20, Iss. 1
Open Access | Times Cited: 19
Inclusive education in Zimbabwe: An assessment of teachers' self‐efficacy and attitudes in Masvingo
Jonathan Chitiyo, Kinsey Simone, Edson Muresherwa, et al.
Journal of Research in Special Educational Needs (2024)
Open Access | Times Cited: 2
Foreign language teachers’ preparedness to cater for special educational needs of learners with dyslexia: a conceptual framework
Joanna Nijakowska
European Journal of Special Needs Education (2019) Vol. 34, Iss. 2, pp. 189-203
Closed Access | Times Cited: 22
Accommodating Learners With Dyslexia in English Language Teaching in Sri Lanka: Teachers’ Knowledge, Attitudes, and Challenges
Bimali Indrarathne
TESOL Quarterly (2019) Vol. 53, Iss. 3, pp. 630-654
Open Access | Times Cited: 21
Understanding teachers’ concerns about inclusive education
Monika Yadav, Ajay Das, Sushama Sharma, et al.
Asia Pacific Education Review (2015) Vol. 16, Iss. 4, pp. 653-662
Closed Access | Times Cited: 20
Attitudes of Secondary Regular School Teachers Toward Inclusive Education in New Delhi, India: A Qualitative Study
Nisha Bhatnagar, Ajay Das
Exceptionality Education International (2014) Vol. 24, Iss. 2
Open Access | Times Cited: 19
Strategies for inclusion: Learning from students' perspectives on acceleration in inclusive education
Lynn Dare, Elizabeth Nowicki
Teaching and Teacher Education (2017) Vol. 69, pp. 243-252
Closed Access | Times Cited: 19
Análisis actitudinal de las nuevas generaciones docentes hacia la inclusión educativa
Antonio Rodrí­guez Fuentes, María Jesús Caurcel Cara
RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa (2020) Vol. 26, Iss. 1
Open Access | Times Cited: 17
Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective
Matthias Maunsell
Latin American Journal of Content and Language Integrated Learning (2020) Vol. 13, Iss. 1, pp. 92-113
Open Access | Times Cited: 16
School teachers' knowledge and perceptions of inclusive education in Fiji
Jonathan Chitiyo, Victor Mafone Alasa
British Journal of Special Education (2023) Vol. 50, Iss. 4, pp. 450-462
Closed Access | Times Cited: 5
Teacher education for inclusive education in Bhutan: perspectives of pre-service and beginning teachers*
Kishore Kumar Chhetri, Nerida Spina, Suzanne Carrington
International Journal of Inclusive Education (2020) Vol. 27, Iss. 3, pp. 303-318
Closed Access | Times Cited: 14
A brief history of special education policy on the inclusion of students with intellectual disabilities in Saudi Arabia
Khalid Abu-Alghayth, Nicholas Catania, Sarah Semon, et al.
British Journal of Learning Disabilities (2022) Vol. 50, Iss. 2, pp. 178-187
Open Access | Times Cited: 8
Factors Affecting Organizational Performance: A Study on Four Factors: Motivation, Ability, Roles, and Organizational Support
Long Bunteng
Journal Of Social Sciences And Humanites (2022), pp. 1-15
Open Access | Times Cited: 8
Exploring the effectiveness of continuous activity with automatic feedback in online calculus
Teresa Sancho Vinuesa, Ramon Masià, Marc Fuertes i Alpiste, et al.
Computer Applications in Engineering Education (2017) Vol. 26, Iss. 1, pp. 62-74
Closed Access | Times Cited: 13
Implementing Inclusive Education in Mixed-Ability Classrooms by Employing Differentiated Instruction
Afroditi Malisiova, Georgios Α. Kougioumtzis, Georgios Tsitsas, et al.
Advances in educational technologies and instructional design book series (2023), pp. 155-178
Closed Access | Times Cited: 4
Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire
Joanna Nijakowska, Dina Tsagari, George Spanoudis
Studies in Second Language Learning and Teaching (2020) Vol. 10, Iss. 4, pp. 779-805
Open Access | Times Cited: 10
Primary school teachers' readiness in identifying children with dyslexia: A national survey in Sri Lanka
W.A.N.N. Peries, Bimali Indrarathne, Bernard Deepal Wanniarachchi Jayamanne, et al.
Dyslexia (2021) Vol. 27, Iss. 4, pp. 486-509
Open Access | Times Cited: 9
Future Mathematics Teachers’ Perceptions towards Inclusion in Secondary Education: University of Granada
Emilio Crisol Moya, María Jesús Caurcel Cara, Paula Peregrina-Nievas, et al.
Education Sciences (2023) Vol. 13, Iss. 3, pp. 245-245
Open Access | Times Cited: 3
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