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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:

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

Showing 1-25 of 60 citing articles:

Analysis of User Satisfaction with Online Education Platforms in China during the COVID-19 Pandemic
Tinggui Chen, Lijuan Peng, Xiaohua Yin, et al.
Healthcare (2020) Vol. 8, Iss. 3, pp. 200-200
Open Access | Times Cited: 484
Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana
Ahmed Bawa Kuyini, Ishaverlal Desai, Umesh Sharma
International Journal of Inclusive Education (2018) Vol. 24, Iss. 14, pp. 1509-1526
Closed Access | Times Cited: 102
Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers
Tawanda Majoko
SAGE Open (2019) Vol. 9, Iss. 1
Open Access | Times Cited: 86
Teaching students with special needs: International trends in school capacity and the need for teacher professional development
North Cooc
Teaching and Teacher Education (2019) Vol. 83, pp. 27-41
Closed Access | Times Cited: 73
A scoping review of perceived support needs of teachers for implementing inclusive education
Wing Sze Emily Chow, Kate de Bruin, Umesh Sharma
International Journal of Inclusive Education (2023) Vol. 28, Iss. 13, pp. 3321-3340
Open Access | Times Cited: 13
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
Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana
Edward Asamoah, Kwadwo Ofori‐Dua, Ebenezer Cudjoe, et al.
SAGE Open (2018) Vol. 8, Iss. 4
Open Access | Times Cited: 42
Mapping the evidence-based research on Ghana’s inclusive education to policy and practices: a scoping review
Maxwell Peprah Opoku, Christopher Rayner, SJ Pedersen, et al.
International Journal of Inclusive Education (2019) Vol. 25, Iss. 10, pp. 1157-1173
Closed Access | Times Cited: 40
Disaster Prevention and Risk Reduction Education Implementation in Special Education Schools in Indonesia: Teachers’ Challenges, Strategies, and Recommendations
Mulina Madlangbayan Cabatay, Heidi Baraan Gonzales
Jurnal Pendidikan Sains Indonesia (2024) Vol. 12, Iss. 1, pp. 216-231
Open Access | Times Cited: 3
Decade of Inclusive Education in Ghana: perspectives of educators
Maxwell Peprah Opoku, Joseph Seyram Agbenyega, J F, et al.
Journal of Social Inclusion (2017) Vol. 8, Iss. 1, pp. 4-4
Open Access | Times Cited: 36
Implementation of inclusive education for children with intellectual and developmental disabilities in African countries: a scoping review
Christiana Okyere, Heather M. Aldersey, Rosemary Lysaght, et al.
Disability and Rehabilitation (2018) Vol. 41, Iss. 21, pp. 2578-2595
Closed Access | Times Cited: 32
Access to Higher Education in Ghana: Examining Experiences through the Lens of Students with Mobility Disabilities
Alisha M. B. Braun, Augustina Naami
International Journal of Disability Development and Education (2019) Vol. 68, Iss. 1, pp. 95-115
Closed Access | Times Cited: 30
The Impact of Teacher Attributes on Intentions to Practice Inclusive Education in Secondary Schools in Ghana
Maxwell Peprah Opoku, Monica Cuskelly, Christopher Rayner, et al.
International Journal of Disability Development and Education (2020) Vol. 69, Iss. 2, pp. 382-398
Open Access | Times Cited: 30
Perceptions of Turkish Preschool Teachers’ about Their Roles within the Context of Inclusive Education.
Mehmet Seckin Gezer, Veysel Aksoy
International Journal of Early Childhood Special Education (2019), pp. 31-42
Open Access | Times Cited: 20
Inclusive School Leadership in Developing Context: What Are the Levers of Change?
Maxwell Peprah Opoku
Journal of Research on Leadership Education (2022) Vol. 18, Iss. 3, pp. 378-403
Closed Access | Times Cited: 11
The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana
Christiana Okyere, Heather M. Aldersey, Rosemary Lysaght
African Journal of Disability (2019) Vol. 8
Open Access | Times Cited: 19
Exploring Teachers' Special and Inclusive Education Professional Development Needs in Malawi, Namibia, and Zimbabwe.
Morgan Chitiyo, Elizabeth M. Hughes, George Chitiyo, et al.
International journal of whole schooling (2019) Vol. 15, Iss. 1, pp. 28-49
Closed Access | Times Cited: 18
How to become an inclusive teacher? Advice from Spanish educators involved in early childhood, primary, secondary and higher education
Inmaculada Orozco, Anabel Moriña
European Journal of Special Needs Education (2022) Vol. 38, Iss. 5, pp. 629-644
Open Access | Times Cited: 10
Teacher perceptions of inclusive education training: Implementation of an inclusive elementary school mentoring program based on collaborative partnership
Rasmitadila Rasmitadila, Megan Asri Humaira, Teguh Prasetyo, et al.
Journal of Education and e-Learning Research (2023) Vol. 10, Iss. 4, pp. 682-688
Open Access | Times Cited: 5
Recalibrating teacher training in African higher education institutions: A focus on 21st-century pedagogical challenges
Martha Matashu, Melikhaya Skhephe, Benedict Mofosi, et al.
(2022)
Open Access | Times Cited: 8
Decade of Inclusive Education in Ghana: perspectives of educators
Maxwell Peprah Opoku, Joseph Seyram Agbenyega, J F, et al.
Journal of Social Inclusion (2017) Vol. 8, Iss. 1, pp. 4-20
Open Access | Times Cited: 14
Self-Assessment Inclusion Scale (SAIS): a tool for measuring inclusive competence and sensitivity
Alexandros Argyriadis, Panagiotis Paoullis, Eleni Samsari, et al.
Perspectives in Education (2023) Vol. 41, Iss. 4
Open Access | Times Cited: 4
Botswana teachers: competencies perceived as important for inclusive education
Ahmed Bawa Kuyini, Thenjiwe Emily Major, Boitumelo Mangope, et al.
International Journal of Inclusive Education (2021) Vol. 28, Iss. 7, pp. 1224-1239
Closed Access | Times Cited: 10
Teachers’ Concerns on the Implementation of the Standards-Based Curriculum in Ghana: A Case of New Juaben North Municipal
Francis Justice Kwesi Agbofa, Dominic Kwaku Danso Mensah, Kwasi Opoku-Amankwaah, et al.
Creative Education (2023) Vol. 14, Iss. 05, pp. 1076-1093
Open Access | Times Cited: 3
Inclusion of Children with Learning Difficulties in Literacy and Numeracy in Ghana: A Literature Review
Valerie L. Karr, Anne Hayes, Samuel Kweku Hayford
International Journal of Disability Development and Education (2020) Vol. 69, Iss. 5, pp. 1522-1536
Closed Access | Times Cited: 8
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