International Journal of Special Education
The International Journal of Special Education (IJSE) is an Open Access added to DOAJ journal offering a wide range of multi-disciplinary topics regarding education and services for individuals with disabilities. This International peer-reviewed journal (published in English) aims to enhance open access for all reporting the growth of theory and practice in the field.
IJSE is indexed in Scopus, Web of Science, and Google Scholar.
2023 Impact Factor: 0.4
Polish Ministry of Science: 70 pts (2024), 100 pts (2023)
Dear authors,
We would like to pay your attention to the new rules of ethics in research when submitting the paper to the International Journal of Special Education.
Before submitting your paper, read the Guidelines for Authors, where you can find all the details.
You are very welcome to read the latest research results in the IJSE 38(3) 2023 Issue and earlier issues.
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Latest Issue
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Latest articles
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Educating students with disabilities in regular education settings requires implementing confirmed strategies that foster effective inclusion within the school community. This integrated review explores evidence-based strategies that promote the academic and social inclusion of students with visual impairments in regular education schools. By outlining these strategies and providing practical insights, the review aims to equip educators, policymakers, and stakeholders with valuable guidance for creating inclusive learning environments that embrace diversity and accessibility. Drawing on the World Health Organization’s balanced approach to integrating tacit and scientific evidence, the review synthesizes expert insights and empirical studies to highlight key factors and multifaceted approaches supporting the successful inclusion of students with visual impairments. The findings emphasize the importance of implementing the Expanded Core Curriculum, adapting the learning environment to meet students’ needs, employing multisensory instructional methods, integrating assistive technology, and fostering collaborative support systems.
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Implementation of inclusive practices at the grassroots level is highly recommended to investigate the nature of teachers' attitudes, whereas high levels of self-efficacy tend to exhibit the most favorable positive attitudes towards inclusive education. Thus, it is crucial to understand how self-efficacy affects teachers' attitudes toward inclusive classroom settings. This study was designed to determine the individual contribution of self-efficacy in predicting teachers' attitudes toward mainstreaming of children with disabilities in Gwalior district, Madhya Pradesh, India. Additionally, the study intended to investigate the collective influence of gender, school locality, and teaching experience on self-efficacy and attitudes. Using teacher efficacy for inclusive practices (TEIP) and teacher attitudes toward inclusive education (TASTIE) scales, data were collected from 613 government elementary school teachers. Parametric statistics, three-way ANOVA, and regression analysis were used to analyze data, and results showed that the level of self-efficacy was not significantly affected by gender, school locality, and teaching experience nor by the interaction of these variables. However, teachers' attitudes were significantly affected by the locale of schools, with urban teachers exhibiting more favorable attitudes than their rural counterparts. While there was a significant positive correlation between self-efficacy and teachers' attitudes, the contribution of self-efficacy to predicting attitudes was relatively low.
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