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 5
Social Interaction and Acceptance of Mildly Retarded Children in a Mainstream Special Educational Setting1
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- Published online by Cambridge University Press:
- 26 February 2016, pp. 8-15
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- Cited by 5
Inclusive Education in Bangladesh
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- Published online by Cambridge University Press:
- 26 February 2016, pp. 61-71
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- Cited by 5
Teaching Children With Down Syndrome in the Early Years of School*
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- Published online by Cambridge University Press:
- 19 July 2017, pp. 89-100
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- Cited by 5
Transitioning Back to Mainstream Education: The Flexible Integration Model*
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- Published online by Cambridge University Press:
- 23 December 2016, pp. 51-67
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- Cited by 5
Using Online Video-Recorded Interviews to Connect the Theory and Practice of Inclusive Education in a Course for Student Teachers
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- Published online by Cambridge University Press:
- 30 October 2013, pp. 107-124
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- Cited by 5
Transitions of Students with Autism and Intellectual Disabilities in Inclusive Settings: The Nexus Between Recommended and Actual Practice
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- Published online by Cambridge University Press:
- 04 March 2020, pp. 28-45
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- Cited by 5
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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- Cited by 5
A Review of Naturalistic Communication Training Strategies for Persons with Severe Handicaps: Implications for the Development of Spontaneity
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- Published online by Cambridge University Press:
- 26 February 2016, pp. 17-31
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- Cited by 5
Educational Supports for Students with Disabilities and Significant Behavioural Challenges: Teacher Perceptions
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- 26 February 2016, pp. 109-127
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- Cited by 5
Are Schools Meeting the Needs of Students with ADHD?
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- Published online by Cambridge University Press:
- 26 February 2016, pp. 187-198
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- Cited by 5
(Re)-Defining ‘Teacher’: Preservice Teachers with Disabilities in Canadian Teacher Education Programs
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- Published online by Cambridge University Press:
- 18 April 2018, pp. 17-29
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- Cited by 5
Towards Effective Integration in Australia
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- Published online by Cambridge University Press:
- 26 February 2016, pp. 14-20
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- Cited by 5
Where Have All Our Students Gone? School to Postschool Transition in Australia
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- Published online by Cambridge University Press:
- 02 March 2012, pp. 87-108
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- Cited by 5
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 5
Professional Standards for Australian Special Education Teachers
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- Published online by Cambridge University Press:
- 10 March 2014, pp. 1-13
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- Cited by 5
Using Slowmation to Develop the Social Skills of Primary School Students with Mild Intellectual Disabilities: Four Case Studies
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- Published online by Cambridge University Press:
- 22 August 2014, pp. 150-168
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- Cited by 5
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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- Cited by 5
The Association Between Parent Engagement and Child Outcomes in Social Skills Training Programs: Discovering the Secret Agent Society in Partnership
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- Published online by Cambridge University Press:
- 31 March 2020, pp. 46-59
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- Cited by 4
Exploring the Perception of Asperger's Disorder
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- Published online by Cambridge University Press:
- 02 March 2012, pp. 204-219
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- Cited by 4
School-Based Abuse Prevention Programs for Children With Disabilities: A Qualitative Study of Components and Methods
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- Published online by Cambridge University Press:
- 13 September 2021, pp. 252-267
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