Teaching Exceptional Children is a leading journal in the field of special education, published by SAGE Publications Inc. Based in the UK, this esteemed journal serves as a vital resource for researchers, educators, and practitioners dedicated to addressing the needs of exceptional learners. With an ISSN of 0040-0599 and an E-ISSN of 2163-5684, it provides a platform for empirical studies, theoretical discussions, and practical applications in the realm of developmental and educational psychology. The journal holds respectable quartile rankings in Developmental and Educational Psychology (Q3, 2023) and Education (Q2, 2023), highlighting its growing influence among its peers. It ranks #804 out of 1543 in Social Sciences - Education and #232 out of 360 in Psychology - Developmental and Educational Psychology according to Scopus. Teaching Exceptional Children bridges innovative research with classroom practice, contributing to the discourse on effective teaching strategies for diverse learners. With ongoing publication converging towards 2024, it aims to inspire educators and researchers alike as they navigate the complexities of teaching exceptional populations.

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.

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.

Teacher Education and Special Education, published by SAGE Publications Inc, stands as a premier journal in the field of education, particularly focusing on the nuances and complexities of teacher education while addressing the needs of special education. With an impressive 2023 impact factor reflected in its Q1 quartile ranking, the journal occupies a vital position in the Scopus Ranks, rated at Rank #112 out of 1543 which places it within the 92nd percentile of its category. The journal publishes high-quality, peer-reviewed research aimed at enhancing educational practices and policy reforms to support diverse learning needs, striving to foster an inclusive educational environment. Although not currently open access, the journal offers a wealth of scholarly articles from 2015 onwards, making it a go-to resource for researchers, educators, and students aiming to stay at the forefront of educational advancements in the United Kingdom and globally. For those engaged in the vital work of teacher training and special education, this journal serves as an indispensable guide and a platform for innovative ideas and evidence-based practices.

International Journal of Whole Schooling, published by the Whole Schooling Consortium, is a leading platform committed to advancing the ideals and practices of inclusive education through a holistic approach. With an Open Access policy since its inception in 2004, this journal is dedicated to disseminating high-quality research and innovative practices that promote whole schooling, ensuring that diverse learners are accommodated and valued in educational settings. The journal's ISSN 1710-2146 provides it with a unique identity in the academic community, while its impactful articles play a crucial role in guiding policymakers, educators, and researchers in fostering inclusive learning environments. Through rigorous peer-reviewed research and evidence-based practices, the journal aims to bridge theory and practice, making it an indispensable resource for those committed to educational equity and social justice.

Journal of Research in Education Sciences is a premier open-access journal dedicated to advancing the field of educational research. Published by NATL TAIWAN NORMAL UNIV, COLL INT STUDIES & SOCIAL SCIENCES since 2009, this journal contributes to the dissemination of knowledge in educational sciences, making significant strides in addressing contemporary educational issues. With its ISSN number 2073-753X and an established presence in Taiwan, it actively engages scholars and educators by providing a platform for rigorous peer-reviewed research. Despite its comparatively recent establishment, it holds a respectable Q3 classification in the Education category and ranks within the 26th percentile among its peers in Scopus, reflecting its growing influence in the academic community. The journal not only emphasizes innovative educational practices but also fosters discussions on policy implications and educational reforms, making it a vital resource for anyone committed to improving education systems globally. With easy access to research findings via its open-access model, the Journal of Research in Education Sciences seeks to bridge the gap between research and practice, encouraging collaboration among researchers, professionals, and students alike.

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.

Revista Educación is a prestigious academic journal published by Universidad de Costa Rica, Editorial, dedicated to advancing the field of education through scholarly research and innovative pedagogical practices. Established as an Open Access journal since 1977, it aims to provide unrestricted access to high-quality research, fostering a collaborative environment for educators, researchers, and students to share knowledge and insights. With a commitment to addressing contemporary educational challenges in Costa Rica and beyond, Revista Educación serves as a vital forum for disseminating original research articles, case studies, and theoretical discussions that engage a diverse audience. The journal’s dedication to enhancing educational practices makes it an essential resource for those seeking to contribute to the field of education while promoting inclusive and equitable access to educational resources.

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.

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.