Most cited
This page lists all time most cited articles for this title. Please use the publication date filters on the left if you would like to restrict this list to recently published content, for example to articles published in the last three years. The number of times each article was cited is displayed to the right of its title and can be clicked to access a list of all titles this article has been cited by.
- Cited by 87
Can Teachers’ Self-Reported Efficacy, Concerns, and Attitudes Toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?*
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- Published online by Cambridge University Press:
- 02 October 2015, pp. 21-38
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- Cited by 71
Teacher Assistant Supports in Inclusive Schools: Research, Practices and Alternatives
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- Published online by Cambridge University Press:
- 04 March 2013, pp. 93-106
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- Cited by 47
Your Voice Counts: Listening to the Voice of High School Students With Autism Spectrum Disorder
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- Published online by Cambridge University Press:
- 02 March 2012, pp. 173-190
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- Cited by 46
Recent Research on Troublesome Classroom Behaviour: A Review
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- Published online by Cambridge University Press:
- 26 February 2016, pp. 45-60
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- Cited by 44
Students With ASD in Mainstream Primary Education Settings: Teachers' Experiences in Western Australian Classrooms
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- 02 November 2012, pp. 97-111
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- Cited by 42
Teacher Qualifications and Attitudes Toward Inclusion
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- Published online by Cambridge University Press:
- 02 March 2012, pp. 26-41
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- Cited by 39
Preservice Teachers' Views of Inclusive Education: A Content Analysis
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- Published online by Cambridge University Press:
- 02 March 2012, pp. 103-116
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- Cited by 35
Reported Prevalence by Australian Special Educators of Evidence-Based Instructional Practices
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- Published online by Cambridge University Press:
- 02 March 2012, pp. 47-60
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- Cited by 35
Leadership, Inclusion, and Quality Education for All
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- Published online by Cambridge University Press:
- 21 May 2018, pp. 49-64
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- Cited by 31
Leadership for Effective Inclusive Schools: Considerations for Preparation and Reform
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- Published online by Cambridge University Press:
- 21 May 2018, pp. 65-81
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- Cited by 30
Listening to the Voices of Students With Disabilities: Can Such Voices Inform Practice?
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- Published online by Cambridge University Press:
- 02 March 2012, pp. 25-34
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- Cited by 29
Equity as a Basis for Inclusive Educational Systems Change*
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- Published online by Cambridge University Press:
- 16 November 2016, pp. 1-17
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- Cited by 28
Teacher Attitudes Towards Students Who Exhibit ADHD-Type Behaviours
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- Published online by Cambridge University Press:
- 20 January 2015, pp. 15-36
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- Cited by 27
What We Can Learn From Hearing Parents of Deaf Children
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- Published online by Cambridge University Press:
- 05 January 2015, pp. 67-84
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- Cited by 27
Engagement of Children With Autism in Learning
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- Published online by Cambridge University Press:
- 02 March 2012, pp. 130-140
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- Cited by 26
The Dissection of Paraprofessional Support in Inclusive Education: ‘You're in Mainstream With a Chaperone’
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- Published online by Cambridge University Press:
- 20 August 2013, pp. 147-161
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- Cited by 25
Engaging Students With Autism Spectrum Disorder in Research Through Participant-Driven Photo-Elicitation Research Technique*
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- Published online by Cambridge University Press:
- 26 July 2016, pp. 35-50
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- Cited by 23
Bullying Prevalence in Students With Autism Spectrum Disorder*
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- Published online by Cambridge University Press:
- 07 August 2017, pp. 101-122
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- Cited by 23
School Experiences of Students With Autism Spectrum Disorder Within the Context of Student Wellbeing: A Review and Analysis of the Literature*
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- Published online by Cambridge University Press:
- 19 February 2016, pp. 59-78
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- Cited by 22
Bridging the Research-to-Practice Gap: A Review of the Literature Focusing on Inclusive Education
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- 02 March 2012, pp. 117-136
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