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.
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Latest Issue
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Latest articles
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The concept of researching an individual's character in a cybernetic framework according to M. Mazur's theory (CTC) presents an interesting tool for diagnosing and supporting excluded individuals, combining elements of cybernetics, and social sciences in an innovative, interdisciplinary approach. The cybernetic characterization of an individual's character allows for the identification of its components and the determination of their interrelations, opening new perspectives for understanding the mechanisms shaping the individual's functioning and identifying areas requiring support. In the context of social work, the proposed application of Mazur's concept emphasizes the need for a paradigmatic shift from the medical model to an emancipatory one in working with people with disabilities. This paper delves into the theoretical and practical applications of the CTC in the context of special education, highlighting its potential in individualizing educational processes and promoting inclusivity. Such an approach has the potential not only to enrich the scientific literature in the field of special education but also to contribute to the promotion of a more inclusive society, where equal opportunities for personal development and self-fulfillment become the norm. This study, though pioneering, marks the beginning of the journey, calling for further, detailed explorations and empirical verifications of the proposed concepts.
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This comprehensive mixed-methods study sought to investigate the impact of integrating contemporary Young Adult (YA) literature into an introductory-level special education survey course. The primary objectives were to assess whether this integration led to significant improvements in both academic cognitive knowledge and empathetic knowledge regarding individuals with Autism Spectrum Disorder (ASD).
The study involved 135 undergraduate students enrolled in this course between fall of 2016 and spring of 2020. To gauge the effects of YA literature on their perceptions and insights, participants were required to complete a questionnaire containing four open-ended questions. These responses were subjected to a rigorous analysis employing both quantitative and qualitative methods. Additionally, participants were asked to provide feedback through a student satisfaction survey, which was assessed using a 5-point Likert scale.
The findings of this research provide compelling evidence that the integration of YA realistic fiction into the college classroom significantly enhances students’ academic cognitive knowledge and fosters a deeper empathetic understanding of individuals with ASD.
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