| The three block model of universal design for learning (UDL): Engaging students in inclusive education. J Katz Canadian Journal of Education 36 (1), 153-194, 2013 | 349 | 2013 |
| Including students with developmental disabilities in general education classrooms: Social benefits J Katz, P Mirenda International journal of special education 17 (2), 25-35, 2002 | 302 | 2002 |
| Implementing the Three Block Model of Universal Design for Learning: effects on teachers' self-efficacy, stress, and job satisfaction in inclusive classrooms K-12 J Katz International Journal of Inclusive Education 19 (1), 1-20, 2015 | 244 | 2015 |
| Teaching to diversity: The three-block model of universal design for learning J Katz Portage & Main Press, 2012 | 215 | 2012 |
| Teaching in inclusive classrooms: Efficacy and beliefs of Canadian preservice teachers J Specht, D McGhie-Richmond, T Loreman, P Mirenda, S Bennett, ... International Journal of Inclusive Education 20 (1), 1-15, 2016 | 211 | 2016 |
| Designing classrooms for diversity: Fostering social inclusion S Hymel, J Katz Educational Psychologist 54 (4), 331-339, 2019 | 115 | 2019 |
| Universal design for learning as a bridge to inclusion: A qualitative report of student voices. J Katz, L Sokal International journal of whole schooling 12 (2), 36-63, 2016 | 110 | 2016 |
| Oh, C anada: bridges and barriers to inclusion in C anadian schools L Sokal, J Katz Support for learning 30 (1), 42-54, 2015 | 90 | 2015 |
| The three-block model of universal design for learning implementation in a high school J Katz, R Sugden Canadian journal of educational administration and policy, 2013 | 86 | 2013 |
| Diverse voices: Middle years students’ insights into life in inclusive classrooms J Katz, M Porath, C Bendu, B Epp Exceptionality Education International 22 (1), 2012 | 71 | 2012 |
| Ensouling our schools: A universally designed framework for mental health, well-being, and reconciliation J Katz Portage & Main Press, 2018 | 62 | 2018 |
| Teaching to diversity: Creating compassionate learning communities for diverse elementary school students J Katz University of British Columbia, 2008 | 62 | 2008 |
| Instructional strategies and educational outcomes for students with developmental disabilities in inclusive “multiple intelligences” and typical inclusive classrooms J Katz, P Mirenda, S Auerbach Research and Practice for Persons with Severe Disabilities 27 (4), 227-238, 2002 | 59 | 2002 |
| EFFECTS OF THE THREE-BLOCK MODEL OF UNIVERSAL DESIGN FOR LEARNING ON EARLY AND LATE MIDDLE SCHOOL STUDENTS'ENGAGEMENT L Sokal, J Katz Middle Grades Research Journal 10 (2), 65, 2015 | 36 | 2015 |
| Effects of a universal school-based mental health program on the self-concept, coping skills, and perceptions of social support of students with developmental disabilities J Katz, V Knight, SH Mercer, SY Skinner Journal of Autism and Developmental Disorders 50 (11), 4069-4084, 2020 | 33 | 2020 |
| Resource teachers: A changing role in the three-block model of universal design for learning J Katz Portage & Main Press, 2013 | 32 | 2013 |
| Developing self-concept, coping skills, and social support in grades 3–12: A cluster-randomized trial of a combined mental health literacy and dialectical behavior therapy … J Katz, SH Mercer, S Skinner School Mental Health 12 (2), 323-335, 2020 | 30 | 2020 |
| Academic achievement of diverse K-12 students in inclusive three-block model classrooms J Katz, L Sokal, A Wu International Journal of Inclusive Education 25 (12), 1391-1409, 2021 | 28 | 2021 |
| Reimagining inclusion J Katz Canadian Association of Principals Journal 35 (3), 22-26, 2012 | 20 | 2012 |
| A review of procedural skills performed by advanced practice providers in emergency department and critical care settings J Katz, M Powers, O Amusina Disease-a-Month 67 (1), 101013, 2021 | 19 | 2021 |
