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OpenAlex Citation Counts

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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:

Student experiences of inclusive education in secondary schools: A systematic review of the literature
Pearl Subban, Stuart Woodcock, Umesh Sharma, et al.
Teaching and Teacher Education (2022) Vol. 119, pp. 103853-103853
Closed Access | Times Cited: 20

Showing 20 citing articles:

The voices of learners with intellectual disabilities: putting their experiences on the agendas of educational professionals
Alicia Vinatea-Elorrieta, Ignacio Haya Salmón, Susana Rojas Pernía
International Journal of Qualitative Studies in Education (2025), pp. 1-19
Closed Access
Approach to Modeling Inclusive Environment in Educational Organization
S.V. Alekhina, Е.В. Самсонова, A.Y. Shemanov
Psychological Science and Education (2022) Vol. 27, Iss. 5, pp. 69-84
Open Access | Times Cited: 16
Enhancing Inclusive Teaching in China: Examining the Effects of Principal Transformational Leadership, Teachers’ Inclusive Role Identity, and Efficacy
Dongsheng Wang, Liang Huang, Xianhan Huang, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 3, pp. 175-175
Open Access | Times Cited: 2
Teacher candidates' preparedness to address diverse situations that can threaten pupils’ well-being
Anne‐Elina Salo, Anu Kajamies
Teaching and Teacher Education (2024) Vol. 140, pp. 104470-104470
Open Access | Times Cited: 1
Teacher candidates perspectives on inclusive education: A case study of mentored inclusive research
Sarah M. Hart
Journal of Pedagogical Research (2024)
Open Access | Times Cited: 1
From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers
Carmen María Caballero
Education Sciences (2024) Vol. 14, Iss. 5, pp. 452-452
Open Access | Times Cited: 1
MATEMÁTICA E APRENDIZAGEM DA LÍNGUA GESTUAL PORTUGUESA COM UM JOGO TANGÍVEL: Uma Abordagem Inclusiva
Carla Sousa, José Carlos Neves, Cátia Casimiro
Deleted Journal (2024) Vol. 2, Iss. 2
Open Access | Times Cited: 1
Exploring the perceptions of lecturers and final year students about the infusion of inclusion in initial teacher education programmes in South Africa
Mirna Nel, John F. Hay, Tanya Bekker, et al.
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 4
Mathematics and Sign Language Learning with a Tangible Game: An Inclusive Approach for DHH and Hearing Children
Cátia Casimiro, José Carlos Neves, Carla Sousa
European Conference on Games Based Learning (2023) Vol. 17, Iss. 1, pp. 621-631
Open Access | Times Cited: 2
Students' views of inclusive education: A scoping literature review
Mirva Poikola, Eija Kärnä, Suvianna Hakalehto
European Journal of Education (2024) Vol. 59, Iss. 4
Open Access
Students' perception of the strengths and weaknesses of the inclusive educational model of Brazilian municipal public schools
Vera Lúcia Messias Fialho Capellini, María Yolanda Muñoz Martínez, Marcos Gómez‐Puerta, et al.
Frontiers in Education (2024) Vol. 9
Open Access
Special Education for Individuals with Intellectual Disabilities
Yusuf Akemoğlu
Autism and child psychopathology series (2024), pp. 381-393
Closed Access
Equity Matters: A Decade-Long Systematic Review of Strategies for Equity and Justice in English-as-a-Foreign-Language (EFL) Classrooms
Feifei Chen
SAGE Open (2024) Vol. 14, Iss. 4
Open Access
Modelling inclusive education. The Didactic Model for Inclusive Teaching and Learning as a heuristic for inclusion research and teacher education
Julia Frohn
Journal of Research in Special Educational Needs (2024)
Closed Access
Strengthening student support: Students’ voices on what does (not) work in high school and university
Elizabeth Hitches, Stuart Woodcock, Arianna Manning, et al.
International Journal of Educational Research (2024) Vol. 130, pp. 102529-102529
Open Access
POSTAWY NAUCZYCIELI WOBEC EDUKACJI WŁĄCZAJĄCEJ. PRZEGLĄD SYSTEMATYCZNY
Khofidotur Rofiah, Joanna Kossewska, Vivi Kurnia Herviani, et al.
Niepełnosprawność i Rehabilitacja (2023) Vol. 90, Iss. 2, pp. 69-91
Closed Access | Times Cited: 1
Inclusion in the Faroese public school: From political vision to practice in tension between general education and special needs education
Frida Poulsen
(2023)
Open Access | Times Cited: 1
Adaptation of the Concerns About Inclusive Education Scale Short Form (CIES-SF) into Turkish
Sedat Turgut, Mahir Uğurlu
European Journal of Special Needs Education (2023), pp. 1-15
Closed Access
Сучасне інклюзивне середовище у закладі освіти: проблема моделювання
Ольга Козак
ОСВІТНЬО-НАУКОВИЙ ПРОСТІР (2023), Iss. 4 (1), pp. 61-70
Open Access
Understanding the assignment: the lived experiences of Black girls at a predominantly white independent school
Sherry D. Harley
(2023)
Open Access
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