Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership
Zachary Y Mngo, Agnes Y. Mngo
Education Research International (2018) Vol. 2018, pp. 1-13
Open Access | Times Cited: 62

Showing 1-25 of 62 citing articles:

Attitudes of teachers in Bulgarian kindergartens towards inclusive education
Geraldine M. Scanlon, Snezhana Radeva, Vasiliki Pitsia, et al.
Teaching and Teacher Education (2022) Vol. 112, pp. 103650-103650
Open Access | Times Cited: 38
Teachers’ Perspectives on the Use of Differentiated Instruction in Inclusive Classrooms: Implication for Teacher Education
Charity N. Onyishi, Maximus Monaheng Sefotho
International Journal of Higher Education (2020) Vol. 9, Iss. 6, pp. 136-136
Open Access | Times Cited: 45
Teachers understanding of inclusive education and challenges in implementation in the English education system in Cameroon
Jude K. Tah
Policy Futures in Education (2025)
Closed Access
Pedagogical Knowledge of Physical Education Pre-Service Teachers for Teaching Inclusive Classroom Setting
Honey Jean Malla, Jay Beray, Quennee Joy Loyola, et al.
(2025) Vol. 34, Iss. 5, pp. 621-629
Open Access
Analysis of Ghanaian teachers’ attitudes toward inclusive education
Paul Kwame Butakor, Ernest Ampadu, Saratu Jenepha Suleiman
International Journal of Inclusive Education (2018) Vol. 24, Iss. 11, pp. 1237-1252
Closed Access | Times Cited: 45
Physical education teachers’ attitudes toward inclusion of students with disabilities in Saudi Arabia
Majed M. Alhumaid, Bashaer A. Althikr Allah, Abeer A. Alhuwail, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 12
Differentiating instruction in primary and middle schools: Does variation in students’ learning attributes matter?
Solomon Melesse, Sintayehu Belay
Cogent Education (2022) Vol. 9, Iss. 1
Closed Access | Times Cited: 11
Tahap Kesediaan Guru Terhadap Penggunaan Kaedah Bermain Sambil Belajar Bagi Murid Berkeperluan Khas Pembelajaran
Norazizah Binti Mohamed Norok, Khairul Farhah Kamarudin
Malaysian Journal of Social Sciences and Humanities (MJSSH) (2022) Vol. 7, Iss. 1, pp. 132-144
Open Access | Times Cited: 10
Perceptions of Saudi Arabian school teachers in private general education schools toward the inclusion of students with disabilities
Mubarak S. Aldosari
Research in Developmental Disabilities (2022) Vol. 130, pp. 104342-104342
Closed Access | Times Cited: 8
Teacher Attitudes and Perceived Preparedness Towards Inclusive Education in Kenya
Wilfridah Mucherah, Holmes Finch, Kennedy Bota, et al.
International Journal of Teacher Education and Professional Development (2024) Vol. 6, Iss. 1, pp. 1-20
Open Access | Times Cited: 1
Confirmatory factor analysis of the Teacher Efficacy for Inclusive Practices scale: A study of teachers in Bosnia and Herzegovina
Edinalda Jakubovic, Haris Memišević
Journal of Research in Special Educational Needs (2024)
Closed Access | Times Cited: 1
Application of the Integration Model in the System of Inclusive Education
Marina Järvis, Liudmyla Ivanenko, Iryna Antonenko, et al.
Journal of Curriculum and Teaching (2022) Vol. 11, Iss. 1, pp. 35-35
Open Access | Times Cited: 7
Teachers' Perceptions of the Barriers to Inclusive Education of Kindergarten Students with Disabilities in Saudi Arabia
ijlter ijlter
International Journal of Learning Teaching and Educational Research (2023) Vol. 23, Iss. 2
Open Access | Times Cited: 4
Teachers' emotional intelligence as a predictor of their attitude, concerns and sentiments about inclusive education: teacher professional‐related factors as control variables
Kingsley Chinaza Nwosu, Williem Petrus Wahl, Adeline Nne Anyanwu, et al.
Journal of Research in Special Educational Needs (2022) Vol. 23, Iss. 1, pp. 38-51
Open Access | Times Cited: 7
The Perceptions of Critical Thinking and Inclusive Practice among Primary School Teachers
Afib Rulyansah
Jurnal Basicedu (2023) Vol. 7, Iss. 1, pp. 171-188
Open Access | Times Cited: 3
Actitud del docente en la educación inclusiva
María Elena Quispe Choque, John Concha Abarca, Marcelina Quispe Choque
Horizontes Revista de Investigación en Ciencias de la Educación (2023) Vol. 7, Iss. 27, pp. 239-253
Open Access | Times Cited: 3
Inclusive Education: Challenging Barriers, Claiming Human Rights and Social Justice
Primrose T. Sabela
(2023), pp. 259-284
Closed Access | Times Cited: 3
The relationship between trait mindfulness and inclusive education attitudes of primary school teachers: a multiple mediating model
Fenxia Huang
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 3
Managers’ challenges on implementing inclusive education
Nosiphiwo Ethel Delubom, Newlin Marongwe, Andrea Mqondiso Buka
Cypriot Journal of Educational Sciences (2020) Vol. 15, Iss. 6, pp. 1508-1518
Open Access | Times Cited: 8
Teachers’ readiness for inclusive education in a developing country: fantasy or possibility?
Donnie Adams, Ahmed Mohamed, Visal Moosa, et al.
Educational Studies (2021) Vol. 49, Iss. 6, pp. 896-913
Closed Access | Times Cited: 7
Teachers’ perceptions on their competence and the benefits of inclusive education
Janine Joy L. Tenerife, Emerson D. Peteros, Irene D. Zaragoza, et al.
Cypriot Journal of Educational Sciences (2022) Vol. 17, Iss. 8, pp. 2605-2621
Closed Access | Times Cited: 5
Subjects Adaptation Techniques for Primary School Pupils with Special Educational Needs
Oksana Hnoievska, Iryna Omelchenko, Vadym Кobylchenko, et al.
Journal of Curriculum and Teaching (2022) Vol. 11, Iss. 6, pp. 100-100
Open Access | Times Cited: 4
Learning for Children With Special Needs: The Effect of Visionary Leadership and Organizational Commitment on Teachers’ Performance
Angelika Bule Tawa, Ibrahim Bafadal, Nurul Ulfatin, et al.
European Journal of Educational Research (2023) Vol. volume-13-2024, Iss. volume-13-issue-1-january-2024, pp. 131-144
Open Access | Times Cited: 2
Assessing the effects of negotiating leadership skills and conflict resolution on student achievement in Zhejiang Province, China: A structural equation modeling approach
Wenqi Ye, Yahya Don
International Journal of Innovative Research and Scientific Studies (2024) Vol. 7, Iss. 3, pp. 888-900
Open Access
Digital Media and Secondary Education Students: Inclusion or Exclusion?
Charalampous Constantia
Educational Practice and Theory (2024) Vol. 46, Iss. 1, pp. 87-100
Closed Access
Page 1 - Next Page

Scroll to top