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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.
2024 JIF:   0.9
5 year JIF: 0.8
2024 JCI:   0.37

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 and the previous Issues.

  • Latest Issue

    • View Vol. 40 No. 1 (2025): IJSE Vol 40, No: 1, 2025
    • Vol. 40 No. 1 (2025): IJSE Vol 40, No: 1, 2025

      Volume 40, Number: 1, Year 2025 of International Journal of Special Education

      Published: 2025-07-01

  • Latest articles

      • This study explores physical education teachers' perceptions and working experiences towards children with autism. The phenomenological qualitative research method was used in the study. Eleven physical education teachers participated in the study. Color metaphors and semi-structured interview question techniques were used to collect research data. In the findings obtained, being a teacher of children with autism was expressed with white color metaphors, being a teacher of children with autism was expressed with blue color metaphors, sports for children with autism was expressed with red color metaphors, families with children with autism were expressed with gray color metaphors, and in the analysis of semi-structured interviews, three main themes as field competence, social impact and development areas and eleven sub-themes related to them were formed.
        As a result, it was concluded that sports trainers have positive perceptions of children with ASD and that they have experiences that the sports pieces of training they implement have positive effects on these children.

      • This paper aimed to adapt and validate a special education teacher contextual scale (SETCS) that integrates organizational support, classroom infrastructure, and teachers' professional backgrounds into a unified framework. This study employed a quantitative survey involving a total of 109 special secondary educational teachers in a pilot study and 200 in the research field. Relevant items were adapted and validated with both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). A total of 23 items were removed after testing the content validity, and the three factors were established with 22 items. The CFA demonstrated high reliability, which corroborated the appropriateness of the three-factor measuring model. Specifically, the multi-group confirmatory factor analysis (MGCFA) revealed that the instrument yields similar response patterns, enabling comparisons of scale scores and testing for measurement invariance across different groups.
        The results indicated that the SETCS instrument has a sufficient level of reliability, lending scientific validity to the instrument designed to assess the contextual factors of special education teachers. 

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We are a multi-disciplinary open-access journal publishing rigorously peer-reviewed research on special needs and inclusive education for individuals with disabilities