International Journal of Special Education
The International Journal of Special Education (IJSE) is an Open Access added to DOAJ journal offering a wide range of multi-disciplinary topics regarding education and services for individuals with disabilities. This International peer-reviewed journal (published in English) aims to enhance open access for all reporting the growth of theory and practice in the field.
IJSE is indexed in Scopus, Web of Science, and Google Scholar.
2022 Impact Factor: 0.3
Polish Ministry of Science: 70 pts (2024)
Dear authors,
We would like to pay your attention to the new rules of ethics in research when submitting the paper to the International Journal of Special Education.
Before submitting your paper, read the Guidelines for Authors, where you can find all the details.
You are very welcome to read the latest research results in the IJSE 38(3) 2023 Issue and earlier issues.
-
Latest Issue
-
Latest articles
-
-
The career transitioning of students with specific learning disabilities (SLD) has not been commendable. People with SLD are overrepresented in unskilled work and underrepresented in managerial and professional occupations as compared to their non-disabled peers. This research paper discusses the career transitioning of students with SLD with regard to existing research concerning knowledge, attitudes and perceptions about these students. It examined ways of preparing and supporting students with SLD towards their transition into the world of work. Additionally, it examined how important career transitioning is for students who have SLD. Stronger social networks, improved self-esteem, avoiding stigma, and potential lifetime advantages including better incomes and independent living as some of the relevance of career transitioning for students with SLD. The paper highlights the need for students with SLD to receive support and guidance from their parents, teachers, school administrators, peers, counselors, and other stakeholders in order to obtain stable careers for the future. Further research is required to strengthen the literature that already exists on this topic.
-
-
-
Due to the shortage of autism-specific professional development, the international ASD-EAST project was implemented[1]. This article presents the findings of a quantitative survey undertaken among Polish teachers (in two school settings: special, N=60; mainstream/inclusive, N=30) who attended ASD-EAST workshops. The aim was to identify the post-autism-specific professional development increase of teachers’ knowledge concerning the characteristics of students with ASD, and teachers’ subjective confidence regarding their professional competences. The results showed that the training opportunity was considered by teachers to be important and effective. The results provide grounds for concluding that the programme may be recommended for practical use in order to train teachers who will work with students with ASD.
-
-