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.
2022 Impact Factor: 0.3
Polish Ministry of Science: 70 pts (2024)
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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For most parents, the birth of their child is a reason for joy because the child is the center of their Universe. He is light, hope, smile, change, and future. Raising a child with a disability can have a profound impact on the family. This causes great stress for parents, especially for the mother. Prolonged stress negatively influences their quality of life, causing health problems and having a high level of fatigue, anxiety, and depression.
This research aimed to investigate the level of parental stress among mothers of children with autism spectrum disorder respectively, among mothers of children with Down syndrome. The results of this study demonstrated significant differences regarding the measured variables among mothers of children with ASD and Down syndrome. Regarding coping mechanisms, mothers of children with ASD use religious coping more frequently compared to mothers of children with Down syndrome, who use the following coping mechanisms: active coping, planning, seeking instrumental support, seeking emotional support, acceptance, mental disengagement, and venting. Additionally, the level of parental stress is higher among mothers of children with ASD, and their quality of life is lower; the tendency of social isolation is at a fairly high level.
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The concept of researching an individual's character in a cybernetic framework according to M. Mazur's theory (CTC) presents an interesting tool for diagnosing and supporting excluded individuals, combining elements of cybernetics, and social sciences in an innovative, interdisciplinary approach. The cybernetic characterization of an individual's character allows for the identification of its components and the determination of their interrelations, opening new perspectives for understanding the mechanisms shaping the individual's functioning and identifying areas requiring support. In the context of social work, the proposed application of Mazur's concept emphasizes the need for a paradigmatic shift from the medical model to an emancipatory one in working with people with disabilities. This paper delves into the theoretical and practical applications of the CTC in the context of special education, highlighting its potential in individualizing educational processes and promoting inclusivity. Such an approach has the potential not only to enrich the scientific literature in the field of special education but also to contribute to the promotion of a more inclusive society, where equal opportunities for personal development and self-fulfillment become the norm. This study, though pioneering, marks the beginning of the journey, calling for further, detailed explorations and empirical verifications of the proposed concepts.
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