JOURNAL OF SPECIAL EDUCATION

Scope & Guideline

Advancing inclusive education for all learners.

Introduction

Immerse yourself in the scholarly insights of JOURNAL OF SPECIAL EDUCATION with our comprehensive guidelines detailing its aims and scope. This page is your resource for understanding the journal's thematic priorities. Stay abreast of trending topics currently drawing significant attention and explore declining topics for a full picture of evolving interests. Our selection of highly cited topics and recent high-impact papers is curated within these guidelines to enhance your research impact.
LanguageEnglish
ISSN0022-4669
PublisherSAGE PUBLICATIONS INC
Support Open AccessNo
CountryUnited States
TypeJournal
Convergefrom 1966 to 2024
AbbreviationJ SPEC EDUC / J. Spec. Educ.
Frequency4 issues/year
Time To First Decision-
Time To Acceptance-
Acceptance Rate-
Home Page-
Address2455 TELLER RD, THOUSAND OAKS, CA 91320

Aims and Scopes

The JOURNAL OF SPECIAL EDUCATION aims to advance the field of special education by publishing high-quality research that addresses the diverse needs of students with disabilities and special educational needs. The journal focuses on evidence-based practices, innovative educational strategies, and inclusive pedagogies that enhance educational outcomes for all learners.
  1. Inclusive Education Practices:
    The journal emphasizes research on inclusive education methodologies that support the integration of students with special educational needs (SEN) into mainstream educational settings, fostering environments where all students can thrive.
  2. Educational Policy and Leadership:
    It explores the implications of educational policies and leadership practices on the delivery of special education services, focusing on the role of Special Educational Needs Coordinators (SENCos) and other educational leaders in promoting inclusive practices.
  3. Intervention Strategies and Support Services:
    The journal publishes studies that investigate effective intervention strategies and support services for students with disabilities, including the use of assistive technologies and tailored educational programs.
  4. Social and Emotional Well-Being:
    Research on the social and emotional well-being of students with disabilities is a core area, addressing the challenges and supports necessary for fostering positive mental health and social integration.
  5. Cross-Cultural Perspectives:
    The journal includes international perspectives on special education, highlighting different cultural approaches to inclusion, educational challenges, and successful practices across various educational systems.
  6. Teacher Training and Professional Development:
    It focuses on the professional development of educators in the field of special education, examining effective training programs and the knowledge necessary for teaching diverse learners.
The JOURNAL OF SPECIAL EDUCATION is witnessing a shift towards emerging themes that reflect contemporary challenges and innovations in the field. The following areas represent the growing focus of research publications in recent years.
  1. Neurodiversity and Inclusive Practices:
    There is an increasing emphasis on neurodiversity, with research exploring inclusive practices that recognize and celebrate diverse neurological profiles, particularly for students with autism and ADHD.
  2. Impact of Technology and Remote Learning:
    Recent publications are increasingly investigating the role of technology in special education, including the impact of remote learning during the Covid-19 pandemic and the effectiveness of assistive devices.
  3. Social-Emotional Learning (SEL):
    Research on social-emotional learning is gaining traction, focusing on strategies to support the emotional well-being of students with disabilities and promote their social skills.
  4. Culturally Responsive Pedagogy:
    Emerging studies are exploring culturally responsive teaching methods that address the diverse backgrounds of students with disabilities, enhancing engagement and learning outcomes.
  5. Collaboration and Multi-Agency Approaches:
    The trend towards collaboration among educators, families, and healthcare providers is growing, with research highlighting the importance of multi-agency approaches to support students with complex needs.
  6. Parental and Student Perspectives:
    There is a rising interest in understanding the perspectives of parents and students with disabilities, emphasizing their voices in shaping educational practices and policies.

Declining or Waning

As the JOURNAL OF SPECIAL EDUCATION evolves, certain themes have become less prevalent, reflecting shifts in research focus and educational priorities. The following areas indicate a decline in emphasis within the journal's recent publications.
  1. Traditional Special Education Models:
    Research focusing solely on traditional special education models, which often segregate students with disabilities from their peers, is becoming less common as the emphasis shifts toward inclusive practices.
  2. Single-Disability Focus Studies:
    There is a noticeable decline in studies addressing single disabilities in isolation, as the journal increasingly prioritizes research that considers the intersectionality of disabilities and the diverse needs of learners.
  3. Outdated Assessment Techniques:
    Papers centered around outdated or non-inclusive assessment methods are appearing less frequently, as there is a growing recognition of the need for more holistic and inclusive assessment approaches.
  4. Static Educational Policies:
    Research that merely critiques existing educational policies without proposing innovative solutions or adaptations to current practices is waning, as the journal seeks to contribute more actively to policy development.
  5. Generic Teacher Training Programs:
    Publications focusing on generic teacher training programs that do not address the specific needs of special education are declining, in favor of more specialized training that prepares educators for diverse classroom environments.

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