The JOURNAL OF SPECIAL EDUCATION, published by SAGE PUBLICATIONS INC, is a leading academic journal in the fields of education and rehabilitation, dedicated to advancing knowledge and research practices for individuals with disabilities. Established in 1966 and converging into a rich legacy of scholarship, the journal is esteemed for its rigorous peer-reviewed articles, boasting a top-tier Q1 ranking in both the Education and Rehabilitation categories. With a commendable impact, it ranks #36 out of 161 in Medicine Rehabilitation and #349 out of 1543 in Social Sciences Education, placing it in the 77th percentile in both contexts. The journal serves as a vital platform for educators, researchers, and practitioners to disseminate innovative studies and methodologies that profoundly influence special education practices. While not open access, its contributions are pivotal for advancing inclusive educational strategies and fostering greater understanding of diverse learning needs. For those engaged in special education research, the JOURNAL OF SPECIAL EDUCATION is an essential resource for current trends, theories, and practices shaping the future of the field.

Conhecimento & Diversidade is a prominent academic journal dedicated to advancing the fields of knowledge and diversity studies. Published by CENTRO UNIV LA SALLE-RJ, this journal aims to foster interdisciplinary dialogue and showcase innovative research that addresses the complex interplay between knowledge generation and diverse perspectives. Although it currently operates without an open access model, Conhecimento & Diversidade remains committed to disseminating scholarly work that inspires critical thinking and contributes to the broader academic community. Based in Niterói, Rio de Janeiro, Brazil, the journal holds a strategic position within the Latin American academic landscape, promoting regional scholarship while engaging with global discourses. Researchers, professionals, and students seeking to deepen their understanding of diversity in knowledge systems will find this journal an invaluable resource, as it showcases high-quality articles that explore new theories, methodologies, and practices across various disciplines.

EDUCATIONAL FORUM, published by Routledge Journals, Taylor & Francis Ltd, is a premier academic journal that serves as a vital platform for innovative research and discourse in the field of education. With an ISSN of 0013-1725 and an E-ISSN of 1938-8098, this journal has been at the forefront of educational scholarship since its inception in 1936, continuing to disseminate critical insights through 2024. Recognized in the Q2 category of education in 2023, it holds a Scopus rank of 768 out of 1543 in the social sciences, placing it in the 50th percentile overall. Though it does not offer open access, the journal provides an essential resource for researchers, professionals, and students aiming to expand their understanding of current educational practices, policies, and innovations. By fostering an academic environment rich in rigorous analysis and thoughtful discussion, EDUCATIONAL FORUM plays an indispensable role in shaping the future of education.

CHILD & YOUTH CARE FORUM, published by SPRINGER, stands as a leading academic journal in the field of social sciences, specifically focused on life-span and life-course studies. With its ISSN 1053-1890 and E-ISSN 1573-3319, this journal serves as a vital platform for disseminating innovative research and practical insights that address critical issues affecting children and youth care across diverse contexts. With an impressive impact factor and rankings placing it in the Q2 category for Life-span and Life-course Studies and Q1 for Social Sciences (miscellaneous), CHILD & YOUTH CARE FORUM is recognized for its rigorous peer-review process and high-quality publications. Researchers, practitioners, and students are encouraged to explore a wealth of articles that inform policy-making and practice, enhancing the well-being of young populations. The journal is accessible primarily through subscription, reflecting its commitment to excellence in the realm of child and youth care.

Education Citizenship and Social Justice is a prominent academic journal published by SAGE Publications Inc, dedicated to advancing the discourse around education's role in citizenship and social justice issues. Since its inception in 2006, the journal has provided a critical platform for researchers, educators, and policymakers to explore the intersections of education, citizenship, and equity within diverse societal contexts. With an impressive ranking of #685 out of 1543 in the Social Sciences - Education category and a 2023 Quartile 2 status, it is firmly established as a significant resource in its field. Although the journal does not currently operate with an open access model, its impact on the education sector remains profound, offering valuable insights that contribute to the development of inclusive educational practices. Researchers and students alike will find the journal's rigor and commitment to social justice principles vital as they navigate the evolving landscape of educational research and policy.

Schools-Studies in Education is a premier journal published by University of Chicago Press, dedicated to advancing the field of education through rigorous research and thoughtful discourse. With its strong commitment to academic excellence, the journal serves as a vital platform for presenting innovative studies and scholarly articles that address key issues in educational theory, policy, and practice. Though currently not listed as an open-access journal, it offers a wealth of knowledge that is crucial for researchers, educators, and practitioners keen to explore contemporary challenges and developments in the educational landscape. By providing a forum for both empirical studies and theoretical explorations, Schools-Studies in Education remains indispensable for anyone aiming to enrich their understanding and practice in the field of education.

Canadian Journal of School Psychology, published by SAGE Publications Inc, is a leading scholarly journal dedicated to advancing research and practice in the field of School Psychology. With an ISSN of 0829-5735 and an E-ISSN of 2154-3984, this journal serves a global audience from its base in the United Kingdom. As a recognized publication since 1985, the journal has evolved to maintain its relevance in the ever-changing landscape of educational psychology, achieving an impressive Q2 ranking in the Developmental and Educational Psychology category, according to the latest 2023 data. It features a variety of articles, including empirical studies, theoretical papers, and comprehensive reviews, aimed at fostering evidence-based practices for educators and practitioners. While not an open-access journal, it provides valuable insights and resources that support the continued professional development of researchers and practitioners in psychology and education. The Canadian Journal of School Psychology plays a crucial role in disseminating knowledge and driving innovation within the field, making it an essential resource for anyone interested in enhancing the psychological well-being of students.

Education 3-13, published by Routledge Journals, Taylor & Francis Ltd, stands as a vital resource in the fields of education and life-span studies. With an ISSN of 0300-4279 and an E-ISSN of 1475-7575, this esteemed journal has consistently disseminated high-quality research since its inception in 1973, with coverage extending through to 2024. It boasts a respectable Q2 quartile ranking in Education and a Q3 ranking in Life-span and Life-course Studies as of 2023, reflecting its influence and relevance within the academic community. With its Scopus ranks showing it placed in the 58th percentile in Education, and the 40th percentile in Life-span and Life-course Studies, Education 3-13 is pivotal for scholars and practitioners aiming to explore innovative pedagogical approaches and the implications of developmental research. This journal promotes scholarly dialogue and showcases cutting-edge studies that contribute to the advancement of educational practices, making it an indispensable reference for researchers, educators, and students alike.

British Educational Research Journal, published by Wiley, stands as a pivotal platform in the field of education research, fostering significant scholarly dialogue since its inception in 1978. With an ISSN of 0141-1926 and E-ISSN of 1469-3518, this journal is recognized for its rigorous peer-reviewed articles that contribute to understanding educational practices and policies, thus holding a prominent position in the Q1 category of education journals as rated in 2023. It ranks #298 out of 1543 in the Scopus database, showcasing its influence and relevance in the educational sphere, reflected in its 80th percentile ranking. The journal's scope encompasses diverse educational themes, making it an essential resource for researchers, practitioners, and students alike. Although it does not offer open access, its comprehensive studies and insightful analyses contribute significantly to the advancement of educational theory and practice, supporting informed decision-making in educational contexts.

URBAN EDUCATION, published by SAGE Publications Inc, stands at the forefront of the fields of education and urban studies. With a history dating back to 1965 and a converged publication reach extending to 2024, this journal plays a pivotal role in disseminating research that addresses the complexities of urban educational environments. Holding prestigious Q1 rankings in both education and urban studies categories, and boasting an impressive Scopus ranking, URBAN EDUCATION is recognized for its high impact on scholarly discourse and policy development. The journal aims to provide a platform for cutting-edge research that informs practice, enhances educational policy, and contributes to the improvement of educational outcomes in urban contexts. While it currently does not offer open access options, the rich content and critical insights produced within its pages remain invaluable to researchers, professionals, and students committed to addressing the myriad challenges in urban education.