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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:

Inclusive Education in Primary and Secondary School: Perception of Teacher Training
Natalia Triviño-Amigo, David Manuel Mendoza-Muñoz, Noelia Mayordomo-Pinilla, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 23, pp. 15451-15451
Open Access | Times Cited: 21

Showing 21 citing articles:

Sustainability of Inclusive Education in Schools and Higher Education: Teachers and Students with Special Educational Needs
Anna Shutaleva, Nikita V. Martyushev, Zhanna Nikonova, et al.
Sustainability (2023) Vol. 15, Iss. 4, pp. 3011-3011
Open Access | Times Cited: 71
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: 5
Socio-Educational Challenges for the Inclusion of Children with Cochlear Implants: The Role of Families
Pablo Cortés González, Deseada Ruiz-Ariza, Moisés Mañas Olmo, et al.
Education Sciences (2025) Vol. 15, Iss. 1, pp. 94-94
Open Access
O repensar indispensável na formação de professores de Geografia para atender alunos com necessidades especiais
Valdir Adilson Steinke, Alfonso García de la Vega
Revista Brasileira de Educação em Geografia (2025) Vol. 15, Iss. 25, pp. 05-29
Open Access
Inclusive physical activity games at school: The role of teachers’ attitude toward inclusion
Ambra Gentile, Valerio Giustino, Olga Rodriguez-Ferrán, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 7
Estrategias en la formación docente para promover la inclusión educativa: una revisión sistemática
María Del Carmen Emilia Ancaya-Martínez, Charito De Jesús Távara-Sabalú, Anwar Julio Yarín Achachagua
European Public & Social Innovation Review (2024) Vol. 9, pp. 1-18
Open Access | Times Cited: 2
Sustainable Inclusive Framework Studio for Inclusive Education—Perceptions of Teachers, Parents, and Students in United Arab Emirates
Smitha Dev, Mary George, Sidra Rafique, et al.
Sustainability (2024) Vol. 16, Iss. 15, pp. 6367-6367
Open Access | Times Cited: 1
The Impact of Inclusive School Climate on Children and Teachers' Well-Being
Dimitra Tasiouli, Olga Lyra
Advances in early childhood and K-12 education (2024), pp. 171-210
Closed Access | Times Cited: 1
Attitudes of Non-Disabled Pupils towards Disabled Pupils to Promote Inclusion in the Physical Education Classroom
Serafín Delgado-Gil, David Manuel Mendoza-Muñoz, Carmen Galán-Arroyo, et al.
Children (2023) Vol. 10, Iss. 6, pp. 1008-1008
Open Access | Times Cited: 2
Travesías educativas multidisciplinarias: Un enfoque científico en temáticas variadas para una educación transformadora
Ángel Deroncele-Acosta
(2023)
Open Access | Times Cited: 2
Foundations of Teaching and Learning – A Study with Teachers on Conceptions and Pedagogical Practices
Marco Ferreira, Adilson Marques, Sofia Santos
International Journal of Instruction (2024) Vol. 17, Iss. 2, pp. 67-84
Open Access
Training Requirements of Educators In Relation to Introducing Inclusive Education Practices in Existing System of Sindh, Pakistan
Nasir Sulman
Siazga Research Journal (2024) Vol. 3, Iss. 1
Open Access
Factors Influencing the Teaching Practices of In-service Teachers in Inclusive Education: A Systematic Review
Miaomiao Wu, Dorothy DeWitt, Nor Nazrina Mohamad Nazry, et al.
Journal of Quran Sunnah Education & Special Needs (2024) Vol. 8, Iss. 1, pp. 76-90
Open Access
Teaching An Inclusive Education in EFL Setting: A Phenomenological Study
Ni Nyoman Padmadewi, Luh Putu Artini, I Made Sukma Adisetiawan Sukadana
The Art of Teaching English as a Foreign Language (2024) Vol. 5, Iss. 2, pp. 186-195
Closed Access
Pre-service special education teachers’ shared book-reading discourse: Evaluating explicit and implicit attitudes towards children with disabilities
Deborah Bergman Deitcher, Yael Roth Barkai, Dorit Aram
Teaching and Teacher Education (2024) Vol. 155, pp. 104899-104899
Closed Access
Professional orientation and personal qualities of future teachers as a component of their inclusive competence
Zh. R. Shuakbayeva, Bibigul Ospanova, Adlet M. Kulbekov, et al.
Bulletin of Toraighyrov University Pedagogics Series (2024), Iss. 4.2024, pp. 350-360
Closed Access


Bulletin of Toraighyrov University Pedagogics Series (2024), Iss. 4.2024
Closed Access
Reviewing Teachers' Preparedness to Adopt and Implement the Lesotho Inclusive Education Policy 2018 in Lesotho Schools
Motlalepula Alphonci Khumalo, Paseka Andrew Mosia
European Journal of Education and Pedagogy (2023) Vol. 4, Iss. 5, pp. 36-44
Open Access | Times Cited: 1
Directions of ICT use in Ukrainian educational institutions in the educational process with children with special educational needs: A literature review
Oksana Kasyanenko
Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” (2023) Vol. 9, Iss. 3, pp. 17-26
Open Access | Times Cited: 1
Level of Teachers' Training in Inclusive Education and Their Sense of Efficacy
Jun M. Masongsong, Jaypee R. Lopres, Margarett M. Aguirre, et al.
International Journal of Science and Management Studies (IJSMS) (2023), pp. 70-87
Open Access | Times Cited: 1
RELACIÓN ENTRE LA FORMACIÓN INICIAL DOCENTE Y LA DIVERSIDAD CULTURAL: ANÁLISIS DESDE LA PRENSA EN CHILE
David Martínez-Rojas, Carlos Mondaca-Rojas
Diálogo andino (2023), Iss. 72, pp. 177-186
Open Access
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