Monografie:
G. Szumski (2010). Wokół edukacji włączającej. (współpraca: A. Firkowska- Mankiewicz). Wydawnictwo APS. Warszawa.
J. Smogorzewska, G. Szumski (2015). Rozwijanie kompetencji społecznych dzieci przedszkolnych. Teoria, metodyka, efekty. Wydawnictwo Naukowe PWN. Warszawa.
Redakcje naukowe monografii:
D. D. Smith (2008). Pedagogika specjalna. T 1-2. Wydawnictwo Naukowe PWN - Wydawnictwo APS. Warszawa. Redakcja naukowa wydania polskiego: A. Firkowska-Mankiewicz, G. Szumski.
B. Szczupał, A. Giryński, G. Szumski (2015). W poszukiwaniu indywidualnych dróg wspierających wszechstronny rozwój osób z niepełnosprawnością. Wydawnictwo APS. Warszawa.
Artykuły w czasopismach:
G. Szumski, A. Firkowska-Mankiewicz (2010). Is Polish Special Education Effective? Academic and Socio-emotional Effects of Schooling in Special, Integrated and Regular Schools. The New Educational Review, 1 (20), 248-260.
G. Szumski, M. Karwowski (2012). School achievement of children with intellectual disability: The role of socioeconomic status, placement, and parents’ engagement. Research in Developmental Disabilities , 33, 1615–1625.
G. Szumski, M. Karwowski (2014). The Psychosocial Functioning and School Achievement of Children with Mild Intellectual Disability in Polish Special, Integrative and Mainstream Schools. Journal of Policy and Practice in Intellectual Disabilities, 11, 99-108.
G. Szumski, M. Karwowski (2015). Emotional and Social Integration and the Big-Fish-Little-Pond Effect among Students with and without Disabilities. Learning and Individual Differences, 43, 63-74.
M. Karwowski, J. Gralewski, G. Szumski (2015). Teachers' Effect on Students' Creative Self-Beliefs Is Moderated by Students' Gender. Learning and Individual Differences, 44, 1-8.
G. Szumski, J. Smogorzewska, M. Karwowski (2016). Can Play Develop Social Skills? The Effects of "Play Time / Social Time" Program Implementation . International Journal of Developmental Disabilities, 62, 41-50.
G. Szumski, J. Smogorzewska, & M. Karwowski (2017). Academic achievement of students without special educational needs in inclusive classes: A meta-analysis. Educational Research Review, 21, 33-54.
Karwowski, M., Lebuda, I., Szumski, G., & Firkowska-Mankiewicz, A. (2017). From moment-to-moment to day-to-day: Experience sampling and diary investigations in adults’ everyday creativity. Psychology of Aesthetics, Creativity, and Arts, 11, 309-324.
Karwowski, M., Kaufman, J. C., Lebuda, I., Szumski, G., & Firkowska-Mankiewicz, A. (2017). Intelligence in childhood and creative achievements in middle-age: The necessary condition approach. Intelligence, 64, 36-44.
J. Smogorzewska, & G. Szumski (2018). Developing preschoolers’ social skills: The effectiveness of two educational methods. International Journal of Disability, Development and Education, 65, 318-340.
G. Szumski, A. Firkowska-Mankiewicz, I. Lebuda, & M. Karwowski (2018). Predictors of Success and Quality of Life in People with Borderline Intelligence: The Special School Label, Personal and Social Resources. Journal of Applied Research in Intellectual Disabilities, 31, 121-131.
J. Smogorzewska, G. Szumski, & P. Grygiel (2018). Same or different? Theory of mind among children with and without disabilities. PlosOne
J. Smogorzewska, G. Szumski, & P. Grygiel (2019). The Children’s Social Understanding Scale – An advanced analysis of a parent-report measure for assessing theory of mind in polish children with and without disabilities. Developmental Psychology, 55, 835-845.
G. Szumski, J. Smogorzewska, P. Grygiel, & A.-M. Orlando (2019). Examining the Effectiveness of Naturalistic Social Skills Training in Developing Social Skills and Theory of Mind in Preschoolers with ASD. Journal of Autism and Developmental Disorders, 49, 2822-2837.
J. Smogorzewska, G. Szumski, & P. Grygiel (2019, w druku). Theory of mind development in school environment: A case of children with mild intellectual disability learning in inclusive and special education classrooms. Journal of Applied Research in Intellectual Disabilities, DOI: 10.1111/jar.12616
I. Lebuda, M. Karwowski, A. J. R. Galang, G. Szumski, & A. Firkowska-Mankiewicz (2019, w druku). Personality predictors of creative achievement and lawbreaking behawior. Current Psychology, https://doi.org/10.1007/s12144-019-00306-w
G. Szumski & M. Karwowski (2019, w druku). Exploring the Pygmalion Effect: The Role of Teacher Expectations, Academic Self-Concept, and Class Context in Students’ Math Achievement. Contemporary Educational Psychology, https://doi.org/10.1016/j.cedpsych.2019.101787
