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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:

The Perspectives of Students With and Without Disabilities on Inclusive Schools
Karrie A. Shogren, Judith M. S. Gross, Anjali J. Forber‐Pratt, et al.
Research and Practice for Persons with Severe Disabilities (2015) Vol. 40, Iss. 4, pp. 243-260
Closed Access | Times Cited: 84

Showing 1-25 of 84 citing articles:

International perspectives and trends in research on inclusive education: a systematic review
Antonio M. Amor, Mayumi Hagiwara, Karrie A. Shogren, et al.
International Journal of Inclusive Education (2018) Vol. 23, Iss. 12, pp. 1277-1295
Closed Access | Times Cited: 217
The Uses of Qualitative Research
Elizabeth B. Kozleski
Research and Practice for Persons with Severe Disabilities (2017) Vol. 42, Iss. 1, pp. 19-32
Open Access | Times Cited: 90
All Means All
Karrie A. Shogren, Amy McCart, Kristin J. Lyon, et al.
Research and Practice for Persons with Severe Disabilities (2015) Vol. 40, Iss. 3, pp. 173-191
Closed Access | Times Cited: 82
How inclusive are the teaching practices of my German, Maths and English teachers? – psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practices
Susanne Schwab, Umesh Sharma, Lisa Hoffmann
International Journal of Inclusive Education (2019) Vol. 26, Iss. 1, pp. 61-76
Open Access | Times Cited: 75
Overcoming Challenges and Promoting Positive Education in Inclusive Schools: A Multi-Country Study
Ángel Deroncele-Acosta, Althia Ellis
Education Sciences (2024) Vol. 14, Iss. 11, pp. 1169-1169
Open Access | Times Cited: 6
Function-Based Intervention in Inclusive School Settings: A Meta-Analysis
Virginia L. Walker, Yun-Ching Chung, Lauren Kravetz Bonnet
Journal of Positive Behavior Interventions (2017) Vol. 20, Iss. 4, pp. 203-216
Closed Access | Times Cited: 55
Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers
Susanne Schwab, Ghaleb H. Alnahdi
Journal of Research in Special Educational Needs (2020) Vol. 20, Iss. 4, pp. 321-330
Open Access | Times Cited: 47
The State of Inclusion With Students With Intellectual and Developmental Disabilities in the United States
Michael L. Wehmeyer, Karrie A. Shogren, Jennifer A. Kurth
Journal of Policy and Practice in Intellectual Disabilities (2020) Vol. 18, Iss. 1, pp. 36-43
Closed Access | Times Cited: 43
A systematized review of co-teaching efficacy in enhancing inclusive education for students with disability
Teresa Iacono, Oriane Landry, Ana Garcia-Melgar, et al.
International Journal of Inclusive Education (2021) Vol. 27, Iss. 13, pp. 1454-1468
Closed Access | Times Cited: 34
“It was up to me to be curious”: Perceptions and Experiences of Students with Intellectual Disability on Genetics and Health Education
Iva Strnadová, Jennifer Hansen, Joanne Danker, et al.
Research Square (Research Square) (2025)
Closed Access
A new quality of life index to enhance the inclusion of primary education students with intellectual and developmental disabilities in Spain: A preliminary study
Antonio M. Amor, Victoria Sánchez-Gómez, Miguel Ángel Verdugo Alonso, et al.
Research in Developmental Disabilities (2025) Vol. 161, pp. 104975-104975
Open Access
Literacy Education and Disability Studies: Reenvisioning Struggling Students
Kathleen M. Collins, Beth A. Ferri
Journal of Adolescent & Adult Literacy (2016) Vol. 60, Iss. 1, pp. 7-12
Closed Access | Times Cited: 34
Experiences and learning outcomes of students without special educational needs in inclusive settings: a systematic review
Silvia Dell’Anna, Marta Pellegrini, Dario Ianes
International Journal of Inclusive Education (2019) Vol. 25, Iss. 8, pp. 944-959
Closed Access | Times Cited: 32
Intra-familial Violence and Peer Aggression Among Early Adolescents: Moderating Role of School Sense of Belonging
Alberto Valido, Katherine M. Ingram, Dorothy L. Espelage, et al.
Journal of Family Violence (2020) Vol. 36, Iss. 1, pp. 87-98
Closed Access | Times Cited: 32
La percepción de los alumnos como indicador de inclusión educativa
Margarita Rodríguez Gudiño, Cristina Jenaro Río, Raimundo Castaño Calle
Educación XX1 (2022) Vol. 25, Iss. 1, pp. 357-379
Open Access | Times Cited: 16
Ecobehavioral Analysis of the Experiences of Students With Complex Support Needs in Different Classroom Types
Alison L. Zagona, Jennifer A. Kurth, Elissa Lockman Turner, et al.
Research and Practice for Persons with Severe Disabilities (2022) Vol. 47, Iss. 4, pp. 209-228
Closed Access | Times Cited: 16
Co‐teaching is extra help and fun: perspectives on co‐teaching from middle school students and co‐teachers
Vasilis Strogilos, Margaret E. King‐Sears
Journal of Research in Special Educational Needs (2018) Vol. 19, Iss. 2, pp. 92-102
Open Access | Times Cited: 31
Percepción de las prácticas y de la cultura inclusiva en una comunidad escolar
Luz Eliana Mateus Cifuentes, Diana Marcela Moreno, Diana Obando, et al.
Avances en Psicología Latinoamericana (2017) Vol. 35, Iss. 1, pp. 177-177
Open Access | Times Cited: 27
Examining the Inclusion of Students with Severe Disabilities in School-Wide Positive Behavioral Interventions and Supports
Virginia L. Walker, Sheldon L. Loman, Motoaki Hara, et al.
Research and Practice for Persons with Severe Disabilities (2018) Vol. 43, Iss. 4, pp. 223-238
Closed Access | Times Cited: 27
Operationalisation of quality of life for students with intellectual and developmental disabilities to improve their inclusion
Inés Herás, Antonio M. Amor, Miguel Ángel Verdugo Alonso, et al.
Research in Developmental Disabilities (2021) Vol. 119, pp. 104093-104093
Open Access | Times Cited: 19
Curricular Philosophies Reflected in Individualized Education Program Goals for Students With Complex Support Needs
Jennifer A. Kurth, Elissa Lockman Turner, Kathryn Burke, et al.
Intellectual and developmental disabilities (2021) Vol. 59, Iss. 4, pp. 283-294
Closed Access | Times Cited: 18
A dual design thinking – universal design approach to catalyze neurodiversity advocacy through collaboration among high-schoolers
Rachel K. Schuck, Lawrence K. Fung
Frontiers in Psychiatry (2024) Vol. 14
Open Access | Times Cited: 2
Facilitators for inclusive education: rethinking schools from the experience of young people with intellectual disabilities in Spain
Alicia Vinatea-Elorrieta, Susana Rojas Pernía, Ignacio Haya Salmón
Disability & Society (2024), pp. 1-22
Closed Access | Times Cited: 2
Attitudes of High School Students toward their Classmates with Severe Disabilities: a Pilot Study
Rebecca A. Shalev, Jennifer M. Asmus, Erik W. Carter, et al.
Journal of Developmental and Physical Disabilities (2016) Vol. 28, Iss. 4, pp. 523-538
Closed Access | Times Cited: 20
A study to understand the inclusion of learners with and without visual impairment in a secondary school in Lesotho
Malehlanye Ralejoe
South African Journal of Education (2021) Vol. 41, Iss. 1, pp. 1-12
Open Access | Times Cited: 16
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