Welcome to the JOURNAL OF INTELLECTUAL & DEVELOPMENTAL DISABILITY, a premier interdisciplinary platform published by ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, focusing on the complexities of intellectual and developmental disabilities. With its inception dating back to 1970, this esteemed journal covers an expansive range of topics pertinent to the fields of psychology, education, and health sciences, making significant contributions to our understanding of these critical areas. The journal enjoys a commendable reputation, reflected in its Scopus ranking and its classification in Q1 and Q2 across various categories for 2023. While access is not open, it remains a vital resource for researchers, professionals, and students seeking to explore evidence-based practices and advancements in the field. With its commitment to high-quality, impactful research, the JOURNAL OF INTELLECTUAL & DEVELOPMENTAL DISABILITY serves as an essential reference for those dedicated to improving the lives and well-being of individuals with intellectual and developmental challenges.

EDUCATIONAL GERONTOLOGY, published by Taylor & Francis Inc, is a leading academic journal dedicated to the study of education and aging. With an ISSN of 0360-1277 and an E-ISSN of 1521-0472, this journal has been an essential resource since its inception in 1976, continuing to provide invaluable insights until 2024. As an authoritative platform in the fields of Education and Gerontology, it ranks in the Q2 category for Education and Q3 in Geriatrics and Gerontology, reflecting its significant contribution to these domains. The journal is well-regarded for its rigorous peer-reviewed articles that explore innovative educational practices for older adults and address the challenges faced by this demographic. Researchers, professionals, and students alike can benefit from the multidisciplinary approaches and comprehensive research findings presented within its pages, making it a vital tool for advancing knowledge and practice in educational gerontology.

Medical Education Online is a leading journal dedicated to the advancement of education in the medical field, published by Taylor & Francis Ltd. With its origins dating back to 1996, this open access journal allows for the unrestricted dissemination of knowledge, making it an invaluable resource for researchers, educators, and healthcare professionals. It has gained recognition for its significant impact in the academic community, boasting a commendable impact factor and ranking in the top quartile (Q1) for both Education and Miscellaneous Medicine categories as of 2023. The journal is indexed in Scopus, with impressive rankings, placing it within the 88th percentile in General Medicine and 87th percentile in Education. Covering a broad scope of topics from innovative teaching methods to curriculum development, Medical Education Online serves as a vital platform for scholarly works that promote best practices and enhance learning outcomes in medical training. Located in the United Kingdom at 2-4 Park Square, Milton Park, Abingdon OX14 4RN, Oxon, England, the journal continues to pave the way for future leaders in healthcare education through rigorous peer-reviewed research and insightful commentary.

The Clinical Teacher is a leading journal published by WILEY, dedicated to fostering excellence in medical education and enhancing the skills of healthcare educators. With an ISSN of 1743-4971 and an E-ISSN of 1743-498X, this esteemed publication has gained recognition for its practical insights and innovative approaches, particularly in the realms of Teaching and Assessment within the medical field. Since its inception in 2006, it has maintained a notable impact within its categories, ranking Q3 in Medicine (miscellaneous) and an impressive Q1 in Review and Exam Preparation as of 2023. The journal's commitment to advancing educational practices is reflected in its exceptional Scopus ranking of #1 in the Nursing Review and Exam Preparation category, placing it in the 87th percentile of its peers. Although not open access, The Clinical Teacher serves as an invaluable resource for researchers, educators, and healthcare professionals focused on improving the learning experiences of future medical practitioners. With continued contributions from eminent figures in the field, this journal stands as a vital platform for the dissemination of knowledge and the evolution of teaching methodologies in clinical settings.

Journal of Experiential Education, published by SAGE Publications Inc, stands as a pivotal resource in the field of education, focusing on innovative pedagogical strategies and experiential learning methodologies. With an ISSN of 1053-8259 and an E-ISSN of 2169-009X, this journal is recognized for its rigorous academic contributions, holding a commendable Q2 category ranking in Education for 2023, and securing a Scopus ranking of #495 out of 1543, placing it in the 67th percentile for social sciences education. The journal's scope encompasses diverse aspects of experiential education, essential for researchers, educators, and practitioners looking to enhance learning outcomes through practical application. With a history spanning from 1996 to 2024, it continues to foster dialogue and disseminate groundbreaking research that addresses contemporary educational challenges. Although it does not currently offer Open Access options, the journal's impact and relevance remain significant, making it indispensable for advancing knowledge in the education sector.

ACADEMIC MEDICINE is a premier journal published by Lippincott Williams & Wilkins, focusing on the multifaceted realm of medical education and training. Since its inception in 1940, the journal has become an essential resource for researchers, educators, and healthcare professionals dedicated to advancing the field of academic medicine. With an impressive Q1 ranking in both Education and Miscellaneous Medicine categories as of 2023, it ranks among the top publications in its field, reflective of its significant academic impact. The journal is indexed in Scopus, where it holds a commendable position within the 93rd percentile of Social Sciences Education, affirming its influence on contemporary medical education discourse. While not an open-access journal, ACADEMIC MEDICINE is committed to disseminating high-quality research, fostering knowledge exchange, and encouraging innovation in medical training across the globe. It serves as a critical platform for sharing the latest findings and practical insights in medical education, making it an indispensable resource for scholars and practitioners aiming to enhance their academic and clinical expertise.

Studies in Graduate and Postdoctoral Education, published by Emerald Group Publishing Ltd, is a leading journal that serves as a pivotal platform for advancing knowledge in the fields of graduate and postdoctoral education. With an impressive impact factor and a robust ranking, being classified in the Q2 category of education, this journal aims to bridge the gap between research and practice, fostering innovative approaches aimed at enhancing educational quality and outcomes for graduate and postdoctoral learners. The journal welcomes contributions that explore diverse themes such as teaching methodologies, program evaluation, policy impacts, and the global challenges facing higher education. With its Scopus rank placing it in the top tier of the Social Sciences Education category, it is an invaluable resource for researchers, professionals, and students committed to making significant strides in educational practices. As an indexed journal, it enhances visibility and impact, solidifying its position as a critical resource in the evolving landscape of higher education, making it essential for scholars and practitioners alike to engage with its rigorous research and insights.

Cadmo is a prominent academic journal published by FRANCO ANGELI, specializing in the fields of Cultural Studies, Education, and History. With a long-standing commitment to advancing knowledge from its inception in 2005, the journal has established itself within the academic community, featuring a diverse range of scholarly articles that engage with contemporary issues through a cultural lens. Although it operates without an open access model, Cadmo maintains a solid reputation, positioned in 2023 within the Q3 and Q4 quartiles in various categories, reflecting its ongoing contribution to rich disciplinary dialogues. The journal's rigorous peer-review process ensures high-quality research dissemination, inviting submissions that contribute to theoretical, empirical, and methodological advancements. Researchers, professionals, and students alike will find Cadmo an invaluable resource for insights and developments within its interdisciplinary domains.

The Journal of Disability Policy Studies, published by SAGE Publications Inc, stands as a pivotal scholarly resource in the field of disability studies, intersecting the domains of health and law. Established in 1990, this peer-reviewed journal has cultivated a rich legacy of disseminating high-quality research, evidenced by its impressive rankings within the Q2 and Q1 quartiles respectively in Health (Social Science) and Law as of 2023. With a significant impact factor reflected in its Scopus rankings, positioning it in the 88th percentile in Law and the 60th percentile in Health, the journal serves as an essential platform for scholars and practitioners dedicated to advancing the nuanced understanding of policy issues affecting individuals with disabilities. The journal not only stimulates academic discourse but also provides valuable insights aimed at informing policy development and implementation, making it an indispensable resource for researchers, professionals, and students alike.

Tizard Learning Disability Review is a prominent academic journal dedicated to advancing research and knowledge in the field of learning disabilities and related disciplines. Published by Emerald Group Publishing Ltd, this journal serves as a critical resource for researchers, practitioners, and educators, facilitating the dissemination of innovative ideas and evidence-based practices. With an ISSN of 1359-5474 and an E-ISSN of 2042-8782, it has been providing a forum for critical discussions since its inception in 1996, continuing its contributions well into 2024. The journal is characterized by its diverse scope, focusing on key areas such as Clinical Psychology, Educational Psychology, and Psychiatry, while maintaining Quality Quartile rankings of Q3 in Clinical Psychology and Q4 in other significant areas according to 2023 metrics. Although Open Access options are not currently available, the journal remains an essential scholarly platform for exploring the multifaceted challenges faced by individuals with learning disabilities. Emphasizing interdisciplinary approaches, it aims to bridge gaps between research and practice, fostering collaboration among academics, healthcare providers, and educators.