| Ecological systems theory: A valuable framework for research on inclusion and special educational needs/disabilities L Kamenopoulou Педагогика 88 (4), 515-527, 2016 | 76 | 2016 |
| Karma and human rights: Bhutanese teachers’ perspectives on inclusion and disability L Kamenopoulou, D Dukpa International Journal of Inclusive Education 22 (3), 323-338, 2018 | 66 | 2018 |
| A study on the inclusion of deafblind young people in mainstream schools: Key findings and implications for research and practice L Kamenopoulou British journal of special education 39 (3), 137-145, 2012 | 52 | 2012 |
| Inclusive education and disability in the Global South L Kamenopoulou Palgrave Macmillan, 2018 | 46 | 2018 |
| Inclusive Education in the global South? A Colombian perspective::‘When you look towards the past, you see children with disabilities, and if you look towards the future, what … L Kamenopoulou Disability and the Global South 5 (1), 1192-1214, 2018 | 35 | 2018 |
| An exploration of student teachers’ perspectives at the start of a post-graduate master's programme on inclusive and special education L Kamenopoulou, J Buli-Holmberg, J Siska International Journal of Inclusive Education 20 (7), 743-755, 2016 | 27 | 2016 |
| Decolonising inclusive education: an example from a research in Colombia L Kamenopoulou Disability and the Global South (DGS) 7 (1), 1792-1812, 2020 | 25 | 2020 |
| The conceptualisation of inclusion and disability in Bhutan D Dukpa, L Kamenopoulou Inclusive education and disability in the Global South, 53-79, 2018 | 12 | 2018 |
| Attaining New Knowledge on Inclusive Education: A Case Study of Students' Voices. J Buli-Holmberg, L Kamenopoulou Athens Journal of Education 4 (4), 363-377, 2017 | 8 | 2017 |
| Multi–sensory impairment: convenient label or recipe for confusion? A scoping review of research conducted in England (2001‐20) L Kamenopoulou, A Ali, A Ockelford Journal of Research in Special Educational Needs 21 (2), 98-110, 2021 | 7 | 2021 |
| Teachers’ assessment strategies for children with disabilities: A constructivist study in mainstream primary schools in Negros oriental, Philippines RJC Villamero, L Kamenopoulou Inclusive education and disability in the global south, 81-107, 2018 | 6 | 2018 |
| Introduction: setting the scene L Kamenopoulou Inclusive Education and Disability in the Global South, 1-18, 2018 | 5 | 2018 |
| Special issue on inclusive Education: An introduction L Kamenopoulou Athens Journal of Education 4 (4), 515-527, 2017 | 5 | 2017 |
| Challenging behaviour and deafblindness: a critical review of the literature L Kamenopoulou SLD Experience, 15-22, 2005 | 5 | 2005 |
| Inclusive education for learners with multisensory impairment: best practices and research priorities L Kamenopoulou McGraw-Hill Education (UK), 2022 | 4 | 2022 |
| Inclusion and disability in the Global South: Lessons learned and ways forward L Kamenopoulou Inclusive Education and Disability in the Global South, 129-142, 2018 | 4 | 2018 |
| An ethnographic research on inclusive education in Colombia: lessons learned from two school visits L Kamenopoulou Inclusion, Equity and Access for Individuals with Disabilities: Insights …, 2019 | 3 | 2019 |
| The interplay of deafness and ethnicity in processes of identity development: An ethnographic study within the Penang deaf community in Malaysia A Pregel, L Kamenopoulou Inclusive Education and Disability in the Global South, 19-51, 2018 | 3 | 2018 |
| Inclusive education in the Global South: can we turn promises into actions? L Kamenopoulou, A Karisa Disability and the Global South 10 (1), 2181-2188, 2023 | 2 | 2023 |
| The Perspectives of Teachers in Belize in Relation to Working with Visually Impaired Pupils in Mainstream Schools: An Exploratory Study JN Azueta, L Kamenopoulou Inclusive Education and Disability in the Global South, 109-128, 2018 | 2 | 2018 |
