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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:

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

Showing 1-25 of 37 citing articles:

Teachers’ concerns about inclusive education and the links with teachers’ attitudes
Mickaël Jury, Aurélie Laurence, Sylvie Cèbe, et al.
Frontiers in Education (2023) Vol. 7
Open Access | Times Cited: 29
Exploring the Opportunity to Use Virtual Reality for the Education of Children with Disabilities
Ioana Bianca Chițu, Alina Simona Tecău, Cristinel Constantin, et al.
Children (2023) Vol. 10, Iss. 3, pp. 436-436
Open Access | Times Cited: 18
A Whole Education Approach to Inclusive Education: An Integrated Model to Guide Planning, Policy, and Provision
Neil Kenny, Selina McCoy, James O’Higgins Norman
Education Sciences (2023) Vol. 13, Iss. 9, pp. 959-959
Open Access | Times Cited: 14
Predictors of teachers’ intention to implement inclusive education
Hussain A. Almalky, Abdalmajeed H. Alrabiah
Children and Youth Services Review (2024) Vol. 158, pp. 107457-107457
Closed Access | Times Cited: 5
Teachers and teacher training for inclusive pedagogies in England. Mainstream and SEND schools providing their own solutions
Fiona Smythe
British Journal of Special Education (2025)
Closed Access
Multilingual, Multicultural and Inclusive Education in Cyprus
Sviatlana Karpava
Inclusive learning and educational equity (2025), pp. 29-43
Closed Access
“He’s shouting so loud but nobody’s hearing him”: A multi-informant study of autistic pupils’ experiences of school non-attendance and exclusion
Laura Gray, Vivian Hill, Elizabeth Pellicano
Autism & Developmental Language Impairments (2023) Vol. 8
Open Access | Times Cited: 11
‘Trying differently’ towards improving school experiences: Systematically reviewing research on school experiences for students with Fetal Alcohol Spectrum Disorder (FASD) and their teachers
Breana Reedman, Kyle Breen, Haorui Wu
Children and Youth Services Review (2024) Vol. 163, pp. 107724-107724
Closed Access | Times Cited: 2
A systematic review of primary school teachers’ wellbeing: room for a holistic approach
Mumine Ozturk, Michael Wigelsworth, Garry Squires
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 2
Use and Knowledge of ICTs in Inclusive Education at Educational Levels
Yersi-Luis Huamán-Romaní, José-Manuel Burga-Falla, Nery Sofía Soria-Ruiz, et al.
International Journal of Emerging Technologies in Learning (iJET) (2022) Vol. 17, Iss. 08, pp. 42-60
Open Access | Times Cited: 11
Why inclusive education falters: a Bernsteinian analysis
Elizabeth Walton
International Journal of Inclusive Education (2023), pp. 1-15
Open Access | Times Cited: 6
The academic achievement gap between students with and without special educational needs and disabilities
Johny Daniel
European Journal of Special Needs Education (2024), pp. 1-18
Open Access | Times Cited: 1
Assessment of knowledge, perception, and readiness for telepharmacy-assisted pharmaceutical services among young pharmacists in rural Indonesia
Muhammad Thesa Ghozali
Exploratory Research in Clinical and Social Pharmacy (2024) Vol. 16, pp. 100513-100513
Open Access | Times Cited: 1
“Lost All Hope in Government”: Learned Helplessness of Professionals Working in Specialised Education Settings in England During COVID-19
Arif Mahmud, Susana Castro
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 7
Connection Brokers: How educators work within and between social networks to cultivate community digital resilience to support children with disabilities using the Internet
Simon P. Hammond, Jeanette D’Arcy, Gianfranco Polizzi
New Media & Society (2023) Vol. 26, Iss. 11, pp. 6736-6755
Open Access | Times Cited: 3
Researching ‘off rolling’ as a sensitive topic: ‘Hard’ evidence and experiential accounts
Elizabeth J. Done
Emotional and Behavioural Difficulties (2022) Vol. 27, Iss. 3, pp. 243-253
Open Access | Times Cited: 4
“We weren't listened to”: Practitioners views of navigating challenges and opportunities in special education settings through COVID‐19
Carolina Gaona, Arif Mahmud, Susana Castro
Journal of Research in Special Educational Needs (2024) Vol. 24, Iss. 4, pp. 986-998
Open Access
The complex journey towards the enactment of inclusion in physical education: a scoping review of the literature on teachers’ perceptions and practices
Maria Karamani, Kyriaki Makopoulou, Sheryl Mansfield, et al.
Physical Education and Sport Pedagogy (2024), pp. 1-23
Open Access
The Relationship Between Motivation, Job Satisfaction and Psychological Well-Being among Special Needs Teachers in Johor
Zakiah Mohamad Ashari, Pavitra A P Velloo
Sains Humanika (2024) Vol. 16, Iss. 3, pp. 13-23
Open Access
Concerns of Special Education Resource Teachers (SERTs) in implementing inclusive education in the Greater Accra Region of Ghana
Michael Nyavor
International Journal of Research Studies in Education (2024) Vol. 13, Iss. 14
Open Access
Driving Innovation to Support Pupils with SEND Through Co-Production in Education and Research: Participatory Action Research with 22q11.2 Deletion Syndrome Families in England
Michelle Jayman, Sarah Edmonds, Maria Gudbrandsen
Behavioral Sciences (2024) Vol. 15, Iss. 1, pp. 22-22
Open Access
Case Study
Celeste Villalba Garrido
Advances in educational technologies and instructional design book series (2024), pp. 183-212
Closed Access
Évolution des attitudes des enseignant·e·s vaudois·e·s envers l’intégration scolaire et de leur sentiment d’auto-efficacité entre 2016 et 2022
Valérie Benoit, Tiffanie Röthlisberger, Frédéric Marteau, et al.
Swiss Journal of Educational Research (2024) Vol. 46, Iss. 1, pp. 16-29
Open Access
Exploring challenges of student support in foundation phase
Samukelisiwe Mbatha, Lina Mmakgabo Methi, Lloyd Daniel Nkoli Tlale
International Journal of Research in Business and Social Science (2147-4478) (2024) Vol. 13, Iss. 4, pp. 485-494
Open Access
What can the retrospective experiences of autistic women reveal about supporting autistic or potentially autistic girls in school?
A. G. Gordon, Laura Fox, Kathryn Asbury
(2024)
Open Access
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