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 4
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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- Published online by Cambridge University Press:
- 26 February 2016, pp. 67-80
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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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- Cited by 4
Transition Planning Processes for Young People Serving Custodial Sentences in New South Wales, Australia
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- Published online by Cambridge University Press:
- 25 March 2018, pp. 93-110
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- Cited by 4
Parent Perspectives on Sources of Information About Autism Spectrum Disorder Interventions in Australia
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- 01 July 2015, pp. 113-127
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Education-Centred Formal Wraparound Services in Support of School-Aged Students With Complex Support Needs: A Systematic Review
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- Published online by Cambridge University Press:
- 04 May 2022, pp. 47-60
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Social-Emotional Learning for Adolescents on the Autism Spectrum: High School Teachers’ Perspectives
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- 22 September 2020, pp. 18-33
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- Cited by 4
Transitions of Students with Autism and Intellectual Disabilities in Inclusive Settings: The Nexus Between Recommended and Actual Practice
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- 04 March 2020, pp. 28-45
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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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- 16 November 2017, pp. 141-156
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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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- 26 February 2016, pp. 182-186
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- Cited by 4
Transition and Students With Twice Exceptionality*
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- Published online by Cambridge University Press:
- 18 April 2013, pp. 19-27
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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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Designing and Rating Options for Special School Expertise to Support Mainstream Educational Inclusion
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- 16 December 2019, pp. 15-27
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Trends in the Placement of Students in Segregated Settings in NSW Government Schools
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- 26 February 2016, pp. 73-78
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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
Insights Into the Support Services for Students With Vision Impairment
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- Published online by Cambridge University Press:
- 15 June 2015, pp. 143-158
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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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- 17 November 2014, pp. 56-66
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- Cited by 3
A Preliminary Study of Students With Disabilities in ‘Flexi’ Education Settings
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- 12 April 2021, pp. 76-89
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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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‘Not Enough Time’: Identifying Victorian Teachers’ Perceptions of the Facilitators and Barriers to Supporting Improved Student Behaviour
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- 17 May 2021, pp. 205-220
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