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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 4
Teaching a Student With Autism Spectrum Disorder On-Topic Conversational Responses With an iPad: A Pilot Study*
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- Published online by Cambridge University Press:
- 13 July 2016, pp. 18-34
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- Cited by 4
Supporting Students With Communication Impairment in Australian Schools: Administering the Obligation to Make Reasonable Adjustment
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- Published online by Cambridge University Press:
- 24 May 2019, pp. 41-53
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- Cited by 4
Parent Perspectives on Sources of Information About Autism Spectrum Disorder Interventions in Australia
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- Published online by Cambridge University Press:
- 01 July 2015, pp. 113-127
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- Cited by 4
A Multiple Strategy Framework Supporting Vocabulary Development for Students with Reading Comprehension Deficits
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- Published online by Cambridge University Press:
- 02 March 2012, pp. 119-132
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- Cited by 4
Transition Planning Processes for Young People Serving Custodial Sentences in New South Wales, Australia
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- 25 March 2018, pp. 93-110
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- Cited by 4
Coloured Lenses and Reading: A Review of Research into Reading Achievement, Reading Strategies and Causal Mechanisms
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- 26 February 2016, pp. 3-14
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- Cited by 4
Social-Emotional Learning for Adolescents on the Autism Spectrum: High School Teachers’ Perspectives
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- Published online by Cambridge University Press:
- 22 September 2020, pp. 18-33
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- Cited by 4
A Lawyers’ View of Special Education: Past, Present and Future*
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- Published online by Cambridge University Press:
- 26 February 2016, pp. 33-39
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Teachers and students without disabilities comment on the placement of students with special needs in regular classrooms at an Australian primary school
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- 26 February 2016, pp. 67-80
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- Cited by 4
Pilot Study of a Parent Guided Website Access Package for Early Intervention Decision-Making for Autism Spectrum Disorder*
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- Published online by Cambridge University Press:
- 16 November 2017, pp. 141-156
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- Cited by 4
The Impact of Funding Models on the Education of Students With Autism Spectrum Disorder
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- Published online by Cambridge University Press:
- 24 May 2019, pp. 1-11
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- Cited by 4
Looking to the Future: Towards a Common Sense of Purpose
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- Published online by Cambridge University Press:
- 26 February 2016, pp. 182-186
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- Cited by 4
Implementing the Australian Curriculum for Students With Disabilities in Specialist Settings: Teachers’ Professional Learning Experiences and Preferences
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- 28 August 2018, pp. 127-142
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- Cited by 4
Designing and Rating Options for Special School Expertise to Support Mainstream Educational Inclusion
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- Published online by Cambridge University Press:
- 16 December 2019, pp. 15-27
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- Cited by 4
The Use of Preferred Items in a Word-Learning Task: Effects on On-Task Behaviour and Learning Outcomes of Children With Autism Spectrum Disorder
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- Published online by Cambridge University Press:
- 17 November 2014, pp. 56-66
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- Cited by 4
Preservice Teachers’ Perceptions of Inclusive Education: The Reality of Professional Experience Placements
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- Published online by Cambridge University Press:
- 10 June 2020, pp. 88-101
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- Cited by 4
Trends in the Placement of Students in Segregated Settings in NSW Government Schools
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- Published online by Cambridge University Press:
- 26 February 2016, pp. 73-78
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- Cited by 3
Analysis and Critique of the Advocacy Paper Towards Inclusive Education: A Necessary Process of Transformation
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- 03 November 2021, pp. 113-126
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- Cited by 3
A Preliminary Study of Students With Disabilities in ‘Flexi’ Education Settings
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- Published online by Cambridge University Press:
- 12 April 2021, pp. 76-89
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- Cited by 3
‘Not Enough Time’: Identifying Victorian Teachers’ Perceptions of the Facilitators and Barriers to Supporting Improved Student Behaviour
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- Published online by Cambridge University Press:
- 17 May 2021, pp. 205-220
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