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 21
Using School Improvement and Implementation Science to Integrate Multi-Tiered Systems of Support in Secondary Schools*
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- Published online by Cambridge University Press:
- 19 September 2016, pp. 99-116
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- Cited by 21
Transitions for Students With Intellectual Disability and/or Autism Spectrum Disorder: Carer and Teacher Perspectives*
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- Published online by Cambridge University Press:
- 04 May 2016, pp. 141-156
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- Cited by 19
Enablers for Inclusion: The Perspectives of Parents of Children With Autism Spectrum Disorder
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- Published online by Cambridge University Press:
- 18 December 2014, pp. 85-96
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- Cited by 18
The Introduction of Keyboarding to Children With Autism Spectrum Disorders With Handwriting Difficulties: A Help or a Hindrance?
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- Published online by Cambridge University Press:
- 15 June 2012, pp. 32-61
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- Cited by 18
Facilitating the Inclusion of Children With Vision Impairment: Perspectives of Itinerant Support Teachers
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- 02 March 2012, pp. 191-203
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- Cited by 18
The Experience of Transitioning Two Adolescents With Asperger Syndrome in Academically Focused High Schools*
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- 03 May 2013, pp. 28-48
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- Cited by 18
Parent Reports of Treatments and Interventions Used With Children With Autism Spectrum Disorders (ASD): A Review of the Literature
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- 01 May 2014, pp. 63-90
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- Cited by 17
Using High-Leverage Practices in Teacher Preparation to Reduce the Research-to-Practice Gap in Inclusive Settings
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- Published online by Cambridge University Press:
- 26 April 2018, pp. 3-16
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- Cited by 16
‘Absence Makes the Heart Grow Fonder’: Students With Chronic Illness Seeking Academic Continuity Through Interaction With Their Teachers at School
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- 15 June 2012, pp. 1-20
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- Cited by 16
Accessibility to NAPLAN Assessments for Students With Disabilities: A ‘Fair Go’
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- 15 June 2012, pp. 62-78
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- Cited by 15
External Mentoring Support for Early Career Special Education Teachers
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- Published online by Cambridge University Press:
- 02 March 2012, pp. 61-71
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- Cited by 14
Capacity Development and Multi-Tiered Systems of Support: Guiding Principles*
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- Published online by Cambridge University Press:
- 16 November 2016, pp. 80-98
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- Cited by 13
Tic Disorders and Learning Disability: Clinical Characteristics, Cognitive Performance and Comorbidity
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- Published online by Cambridge University Press:
- 03 April 2013, pp. 162-172
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- Cited by 13
Why Do More Boys Than Girls Have a Reading Disability? A Review of the Evidence
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- 02 March 2012, pp. 1-24
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- Cited by 13
The Use of Individual Education Programs for Children in Australian Schools
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- Published online by Cambridge University Press:
- 15 June 2012, pp. 21-31
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- Cited by 13
Inclusive Education Reform: Implications for Teacher Aides
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- Published online by Cambridge University Press:
- 26 February 2016, pp. 15-24
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- Cited by 13
Facilitators and Barriers to Inclusion of Students With Autism Spectrum Disorder: Parent, Teacher, and Principal Perspectives
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- 16 September 2020, pp. 1-17
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- Cited by 13
The Roles and Responsibilities of Teacher Aides Supporting Students with Special Needs in Secondary School Settings
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- 26 February 2016, pp. 25-43
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- Cited by 12
One Year on: First-Year Primary Teachers’ Perceptions of Preparedness to Manage Misbehaviour and Their Confidence in the Strategies They Use
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- Published online by Cambridge University Press:
- 10 October 2013, pp. 125-146
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- Cited by 12
‘Mind the Gap’: Effective Literacy Instruction for Indigenous Low-Progress Readers
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- 02 March 2012, pp. 1-16
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