| A critical realist model of inclusive education for children with special educational needs and/or disabilities X Qu International Journal of Inclusive Education 26 (10), 1008-1022, 2022 | 51 | 2022 |
| An artificial intelligence approach for selecting effective teacher communication strategies in autism education V Lampos, J Mintz, X Qu npj Science of Learning 6 (1), 25, 2021 | 42 | 2021 |
| Structural barriers to inclusive education for children with special educational needs and disabilities in China X Qu Journal of Educational Change 23 (2), 253-276, 2022 | 29 | 2022 |
| Rethinking norms and collectivism in China's inclusive education–moving teachers’ understanding beyond integration X Qu Journal of Research in Special Educational Needs 19 (4), 353-361, 2019 | 20 | 2019 |
| Confucianism and human rights-exploring the philosophical base for inclusive education for children with disabilities in China X Qu Disability & Society 39 (6), 1443-1464, 2024 | 17 | 2024 |
| Chinese teachers’ views of educational exclusion of children with disabilities in relation to equality X Qu International Journal of Inclusive Education 26 (1), 27-40, 2022 | 13 | 2022 |
| Critical Review: Making Sense of Special Schools from Sociological Perspectives X QU Cambridge Open-Review Educational Research e-Journal 1 (2), 17-36, 2015 | 11 | 2015 |
| The role of teacher agency in promoting inclusion in a Chinese primary school X Qu International Journal of Disability, Development and Education 68 (6), 758-772, 2021 | 9 | 2021 |
| Inclusive education in Chinese primary schools–a critical realist analysis X Qu UCL (University College London), 2019 | 8 | 2019 |
| UDL for inclusive higher education—What makes group work effective for diverse international students in UK? X Qu, B Cross International Journal of Educational Research 123, 102277, 2024 | 6 | 2024 |
| Making sense of policy development of inclusive education for children with disabilities in China X Qu International Journal of Chinese Education, 2024 | 2 | 2024 |
