The International Journal of Inclusive Education, published by Routledge Journals, Taylor & Francis Ltd, is a leading platform dedicated to advancing the discourse on inclusive education practices globally. With an established history since 1997 and a convergence period extending to 2024, this journal emphasizes the critical importance of inclusivity in educational settings, highlighting research that fosters understanding and implementation of inclusive teaching methodologies. Currently, it enjoys a prominent standing within the academic community, evidenced by its impressive Q1 rankings in both the Arts and Humanities and Education categories for 2023, alongside high standings in Scopus ranks. This academic journal is designed to stimulate rigorous debate and disseminate high-quality research, making it essential reading for researchers, education professionals, and students committed to fostering equitable education for all. Although it does not offer open access options, its findings and debates remain pivotal for those engaged with modern educational challenges.

The Australasian Journal of Special and Inclusive Education, published by Cambridge University Press, is a premier academic outlet dedicated to advancing research and practice in the fields of special and inclusive education. With an ISSN of 2515-0731 and an E-ISSN of 2515-074X, this journal provides a crucial forum for scholars, educators, and practitioners who are committed to promoting accessibility and equity in educational settings. As of 2023, it holds a Q3 ranking in the Education category among Scopus indexed journals, highlighting its contribution to scholarly discourse, as it ranks #919 out of 1543 journals. With a strong emphasis on empirical research and theoretical exploration, this journal aims to bridge gaps between policy and practice, making it an essential resource for those seeking to enhance the learning experiences of diverse student populations. Although currently not an open-access journal, the Australasian Journal of Special and Inclusive Education remains a significant player in the education landscape, facilitating the dissemination of quality research and fostering collaboration among researchers, educators, and policymakers.

Egitim ve Bilim-Education and Science, published by the TURKISH EDUCATION ASSOCIATION, stands as a prominent journal in the field of education, contributing significantly to academic discourse since its inception. With the aim of fostering scholarly exchange and advancing educational research, this journal provides a platform for innovative studies, critical analyses, and empirical investigations in various educational contexts. The journal maintains its rigorous standards reflected in its Q3 ranking in Education category and its positioning within the Scopus ranking of Social Sciences - Education, showcasing its commitment to quality and relevance. As an open-access journal, it ensures accessibility for researchers, professionals, and students alike, promoting wide dissemination of knowledge. Based in Turkey, this journal illustrates a dedication to addressing both local and global educational challenges, thereby serving as a vital resource for those devoted to the advancement of education.

International Journal of Special Education is a distinguished, open-access journal dedicated to advancing research and practices in the fields of special education and rehabilitation. Established in 1995 and published by Sped Sp Zoo in Canada, this journal has committed itself to fostering an inclusive academic environment where innovative ideas and evidence-based practices can flourish. As an open-access publication since 2020, it provides unfettered access to high-quality scholarly articles, enhancing global reach and engagement among researchers, educators, and professionals dedicated to special education. Despite its current Q4 status in both Education and Rehabilitation categories, the journal aims to elevate the discourse surrounding the educational needs of individuals with disabilities and the methodologies that support their learning journey. With an emphasis on robust research and interdisciplinary collaboration, the International Journal of Special Education aspires to become a vital resource for academics and practitioners alike, igniting a deeper understanding of special education practices and contributing to meaningful change in the education system.

Research in Education is a prestigious journal published by SAGE Publications Ltd, dedicated to advancing the field of educational research. With the ISSN 0034-5237 and E-ISSN 2050-4608, this journal has established itself as a key resource for educators, researchers, and policymakers. Stably positioned in the Q2 category in Education and ranked #476 out of 1543 in Scopus, it reflects a solid impact factor, showcasing its importance and influence in social sciences education with a percentile ranking of 69th. The journal provides a platform for diverse methodologies and critical discussions that address contemporary issues in education, seeking to foster innovation and improve practices worldwide. Although it does not operate as an open-access publication, it is widely accessible through various academic databases and university libraries, ensuring that the latest research reaches a broad audience. With a converged timeline from 2007 to 2024, it serves as a vital repository for scholarly work that significantly contributes to the understanding and enhancement of educational practices.

Support for Learning is a prestigious academic journal published by Wiley that focuses on the crucial aspects of educational research and practices. With an ISSN of 0268-2141 and an E-ISSN of 1467-9604, this journal has been at the forefront of educational discourse since its inception in 1986, and continues to contribute valuable insights and findings through to 2024. The journal's scope encompasses various facets of learning support, catering to educators, researchers, and practitioners in the fields of education and social sciences. Ranked in the Q3 category in Education and positioned at 907 out of 1543 in the Scopus Education rankings, Support for Learning is not only recognized for its academic rigor but also plays a pivotal role in shaping effective educational strategies. While currently not offering open access, the journal provides significant contributions to the ongoing discussions in learning support methodologies, making it an essential resource for anyone committed to advancing educational practices.

Exceptionality is a prestigious peer-reviewed journal published by Routledge Journals, Taylor & Francis Ltd, dedicated to advancing the understanding of exceptional individuals within the fields of developmental and educational psychology. With an ISSN of 0936-2835 and an E-ISSN of 1532-7035, the journal has established itself as a critical resource for researchers, educators, and practitioners interested in exploring the complexities of exceptionalities across various educational settings. Recognized in the Q2 category in both Developmental and Educational Psychology and Education for 2023, and ranking in the upper percentiles of Scopus' education and psychology categories, Exceptionality offers valuable insights through rigorous research and innovative methodologies. Although it is not an open access journal, its articles are accessible through academic libraries and institutional subscriptions, fostering research and collaboration in understanding and supporting individuals with exceptional needs. Since its inception in 1990, the journal continues to attract high-quality contributions, making it an indispensable publication for anyone interested in the nuances of exceptionality and its implications for education and society.

Journal of Research in Special Educational Needs, published by WILEY, serves as a vital resource for scholars and practitioners within the field of special education. This esteemed journal, with an ISSN of 1471-3802 and E-ISSN of 1471-3802, is recognized for its contribution to advancing our understanding of the educational needs of diverse learners. With a commendable impact factor and a current ranking of Q2 in Education, it showcases high-quality, peer-reviewed research that emphasizes evidence-based practices, innovative strategies, and policy implications relevant to special educational needs. The journal has been converging valuable insights since 2007 and is indexed within Scopus, with a notable position in the 64th percentile of Social Sciences - Education. The journal's commitment to inclusivity and accessibility makes it an essential platform for researchers, professionals, and students looking to enhance their knowledge and practice in this important field.

The Journal of Special Education Technology, published by SAGE Publications Inc, is a leading academic platform dedicated to exploring the intersection of technology and special education. With a robust ISSN of 0162-6434 and E-ISSN 2381-3121, this journal has been a cornerstone in advancing knowledge in its field since its inception in 1996, continuing to influence research and practice through to 2024. The journal is categorized in the Q2 quartile for both Computer Science Applications and Education, reflecting its significant contributions and quality, as evidenced by its Scopus rankings in the 74th percentile in Social Sciences (Education) and 50th percentile in Computer Science (Computer Science Applications). This makes it an invaluable resource for researchers, educators, and professionals who aim to harness technological innovations to support special education. Access to the journal provides insights into emerging trends, practical applications, and rigorous research aimed at enhancing educational outcomes for individuals with unique learning needs.

INTERVENTION IN SCHOOL AND CLINIC is a prestigious journal published by SAGE Publications Inc, dedicated to advancing the understanding of clinical psychology and its application in educational settings. With an ISSN of 1053-4512 and an E-ISSN of 1538-4810, this journal serves as a vital resource for researchers, educators, and practitioners seeking to support the psychological well-being and learning outcomes of students. The journal has established itself as significant in its field, currently classified in the Q3 category for both Clinical Psychology and Developmental and Educational Psychology, and Q2 in Education, reflecting its importance in academic discourse. Covering a rich array of topics, from intervention strategies to policy implications, it invites submissions that contribute to the evidence base for effective practices in educational and clinical settings. With a history of publications spanning from 1965 to 2024, INTERVENTION IN SCHOOL AND CLINIC continues to be a cornerstone for enhancing the intersection of psychological research and education, proving essential for professionals committed to improving student outcomes.