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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

The self-efficacy of learning and support assistants in the Austrian inclusive education context
Caroline Breyer, Katharina Wilfling, Christoph Leitenbauer, et al.
European Journal of Special Needs Education (2019) Vol. 35, Iss. 4, pp. 451-465
Open Access | Times Cited: 21

Showing 21 citing articles:

Self‐Efficacy of Teaching Assistants Working With Students With Disabilities
Alicia Greenbank, Galit Agam Ben Artzi
European Journal of Education (2025) Vol. 60, Iss. 2
Closed Access
Learning and support assistants in inclusive education: a transnational analysis of assistance services in Europe
Caroline Breyer, Julia Lederer, Barbara Gasteiger‐Klicpera
European Journal of Special Needs Education (2020) Vol. 36, Iss. 3, pp. 344-357
Open Access | Times Cited: 27
From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers
Carmen María Caballero
Education Sciences (2024) Vol. 14, Iss. 5, pp. 452-452
Open Access | Times Cited: 2
Tutor Competencies in Inclusive Education: Specifics of Professional Training Curricula
Е.В. Самсонова, Yu.A. Bystrova, A.Y. Shemanov, et al.
Psychological-Educational Studies (2022) Vol. 14, Iss. 2, pp. 84-99
Open Access | Times Cited: 8
Perspectives of learning and support assistants on cooperation with teachers in inclusive education: a systematic literature review
Lara Ufermann, Holger Domsch, Karolina Urton
European Journal of Special Needs Education (2024), pp. 1-17
Open Access | Times Cited: 1
An Approach to Assessing the Features of a Tutor's Professional Competence in an Inclusive Education: A Pilot Study
A.Y. Shemanov, Е.В. Самсонова, Yu.A. Bystrova, et al.
Clinical Psychology and Special Education (2022) Vol. 11, Iss. 4, pp. 233-263
Open Access | Times Cited: 6
The relative significance of contextual, process and individual factors in the impact of learning and support assistants on the inclusion of students with SEN
Caroline Breyer, Barbara Gasteiger‐Klicpera
International Journal of Inclusive Education (2023) Vol. 28, Iss. 13, pp. 3176-3192
Open Access | Times Cited: 3
Exploring Challenges Experienced by Teachers in Implementing Inclusive Education in Classrooms: A South African Perspective
Tshililo Annah Nembambula, Mary Ooko, Folake Ruth Aluko
International Journal of Social Sciences and Educational Studies (2023) Vol. 10, Iss. 2
Open Access | Times Cited: 3
The relationship between trait mindfulness and inclusive education attitudes of primary school teachers: a multiple mediating model
Fenxia Huang
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 3
Attitudes and perceptions of teacher self-efficacy and collaborative practices in the context of inclusive education for students with special educational needs in Portuguese schools
Raquel Batista de Oliveira, Graça Bidarra, Piedade Vaz-Rebelo, et al.
European Journal of Special Needs Education (2023) Vol. 39, Iss. 5, pp. 659-674
Closed Access | Times Cited: 2
Teacher collaboration: Significant influence on self-efficacy of secondary school teachers
Nor Syahrul Bariyah Johari, Norazlinda Saad, Marini Kasim
International Journal of Evaluation and Research in Education (IJERE) (2022) Vol. 11, Iss. 4, pp. 1873-1873
Open Access | Times Cited: 4
Vocational Education at Special School in North Sumatra
Munawir Pasaribu, Rizka Harfiani
AL-ISHLAH Jurnal Pendidikan (2021) Vol. 13, Iss. 2, pp. 1335-1347
Open Access | Times Cited: 5
Concept of knowledge boxes – a tool for professional development for learning and support assistants
Julia Lederer, Caroline Breyer, Barbara Gasteiger‐Klicpera
Improving Schools (2020) Vol. 24, Iss. 2, pp. 137-151
Open Access | Times Cited: 4
Profiles of Teaching Assistants’ Role Performance in Chinese Elementary Schools: A Person-Centred Approach
Z Zhang, Lei Wang, Weihao Xin, et al.
International Journal of Disability Development and Education (2024), pp. 1-18
Closed Access
The virtual classroom divide: how does the self-efficacy gap reshape online learning?
Hocheol Yang, Jihyun Kim, Stephanie Kelly, et al.
Communication Education (2024) Vol. 73, Iss. 3, pp. 267-281
Closed Access
INSTRUCTIONAL APPROACHES AND TEACHERS’ KEY COMPETENCIES ON INCLUSIVE EDUCATION FOR AN IMPROVED LEARNERS’ OPPORTUNITIES
Jayle B. Manalo, Elisa N. Chua
International Journal of Research Publications (2024) Vol. 151, Iss. 1
Open Access
Special Education Teacher Job Satisfaction and Its Impact on Teacher Shortages
Michelle Marie Hooston
(2024)
Open Access
A Study of the Subjective Assessment of the Readiness and Ability of Students and Working Tutors for Tutor Support in the Context of Inclusive Education
Е.В. Самсонова, Yu.A. Bystrova, A.Y. Shemanov, et al.
Psychological-Educational Studies (2023) Vol. 15, Iss. 4, pp. 43-61
Open Access | Times Cited: 1
Coaching SNAs can improve children’ participation in daily living skills: A quasi-experimental pretest-posttest design study
María José López-de-la-Fuente, Rafael García-Foncillas, Eva María Gómez-Trullén
European Journal of Special Needs Education (2021) Vol. 37, Iss. 6, pp. 891-906
Closed Access | Times Cited: 3

Tshililo Annah Nembambula, Mary Ooko, Folake Ruth Aluko
International Journal of Social Sciences and Educational Studies (2023) Vol. 10, Iss. 2
Open Access
Self-assessment of professional competencies by students for tutor support of students with special educational needs in the conditions of inclusive educationter
Elena V. Samsonova
SSRN Electronic Journal (2023)
Closed Access
École inclusive et personnes accompagnantes des élèves en situation de handicap : état des lieux de la recherche
Marie Toullec-Théry, Nancy Granger
Empan (2023) Vol. n° 132, Iss. 4, pp. 26-34
Closed Access
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