| The self-efficacy of primary teachers in supporting the inclusion of children with autism spectrum disorder J Anglim, P Prendeville, W Kinsella Educational psychology in practice 34 (1), 73-88, 2018 | 219 | 2018 |
| Developing inclusive schools: a systemic approach W Kinsella, J Senior International journal of inclusive education 12 (5-6), 651-665, 2008 | 184 | 2008 |
| Developing an inclusive system in a rapidly changing European society S Drudy, W Kinsella International Journal of Inclusive Education 13 (6), 647-663, 2009 | 139 | 2009 |
| Public expertise: A foundation for citizen participation in energy and environmental decisions WJ Kinsella Communication and public participation in environmental decision making, 83-95, 2004 | 139 | 2004 |
| One hundred years of nuclear discourse: Four master themes and their implications for environmental communication WJ Kinsella The environmental communication yearbook, 49-72, 2014 | 109 | 2014 |
| Organising inclusive schools W Kinsella International Journal of Inclusive Education 24 (12), 1340-1356, 2020 | 84 | 2020 |
| The role of grandparents in supporting families of children with autism spectrum disorders: A family systems approach P Prendeville, W Kinsella Journal of autism and developmental disorders 49 (2), 738-749, 2019 | 82 | 2019 |
| Framing secondary teachers’ perspectives on the inclusion of students with autism spectrum disorder using critical discourse analysis B Rodden, P Prendeville, S Burke, W Kinsella Cambridge journal of education 49 (2), 235-253, 2019 | 66 | 2019 |
| Nuclear boundaries: Material and discursive containment at the Hanford nuclear reservation WJ Kinsella Science as Culture 10 (2), 163-194, 2001 | 64 | 2001 |
| Discourse, power, and knowledge in the management of “big science” the production of consensus in a nuclear fusion research laboratory WJ Kinsella Management Communication Quarterly 13 (2), 171-208, 1999 | 62 | 1999 |
| Nuclear legacies: Communication, controversy, and the US nuclear weapons complex BC Taylor, WJ Kinsella, SP Depoe Rowman & Littlefield, 2008 | 59 | 2008 |
| The professional development needs of primary teachers in special classes for children with autism in the republic of Ireland C Finlay, W Kinsella, P Prendeville Leading Socially Just Schools, 197-217, 2023 | 55 | 2023 |
| Risk, regulation, and rhetorical boundaries: Claims and challenges surrounding a purported nuclear renaissance WJ Kinsella, AR Kelly, M Kittle Autry Communication Monographs 80 (3), 278-301, 2013 | 50 | 2013 |
| Environments, risks, and the limits of representation: Examples from nuclear energy and some implications of Fukushima WJ Kinsella Environmental Communication: A Journal of Nature and Culture 6 (2), 251-259, 2012 | 50 | 2012 |
| The implementation of an ethical education curriculum in secondary schools in Ireland M Bourke, W Kinsella, P Prendeville Education Sciences 10 (1), 14, 2019 | 46 | 2019 |
| Research exploring parents’, teachers’ and educational psychologists’ perceptions of consultation in a changing Irish context P O’Farrell, W Kinsella Educational Psychology in Practice 34 (3), 315-328, 2018 | 43 | 2018 |
| Parents' experiences of the diagnostic process for girls with autism spectrum disorder in Ireland: An Interpretative Phenomenological Analysis. K Rabbitte, P Prendeville, W Kinsella Educational & Child Psychology 34 (2), 2017 | 43 | 2017 |
| Pakistani mothers' experiences of parenting a child with autism spectrum disorder (ASD) in Ireland. S Habib, P Prendeville, A Abdussabur, W Kinsella Educational & Child Psychology 34 (2), 2017 | 43 | 2017 |
| The perspectives of students with Autism Spectrum Disorder on the transition from primary to secondary school: A systematic literature review K Stack, JE Symonds, W Kinsella Research in Autism Spectrum Disorders 84, 101782, 2021 | 42 | 2021 |
| Becoming Hanford downwinders: Producing community and challenging discursive containment WJ Kinsella, J Mullen Nuclear legacies: Communication, controversy, and the US nuclear weapons …, 2007 | 42 | 2007 |
