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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School inclusion enables all students to have equal access to the learning process. The current study aims to examine the contribution of School Nurses (SN) to the inclusion of students with Chronic Health conditions (CHC) in the typical school. A qualitative method of data collection was selected. The results were gathered through semi-structured telephone interviews, which consisted of 27 open-ended questions and lasted 40 minutes. The participants were 50 SN (42 women and 8 men) from Greece. The interviews were analyzed with conventional thematic analysis. One of the most important findings of this study supports that difficulties and obstacles to school inclusion of students with CHC are identified as the lack of collaboration between the principals of the school unit, teachers, parents, students, and the SN. Our research also addresses that the SN has multiple contributions to the creation of a school for all children, and helps students with CHC participate equally in the school process.
Keywords: school nurse (SN), children with Chronic Health Conditions (CHC), inclusion
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The subject of analysis presented in the following article is a qualitative description of the experience of law principles by people with mild intellectual disability benefiting from activities provided by the International Vocational Activity Facility. Gathered empirical data (in accordance with interpretative paradigm and phenomenographic approach) facilitated encoding and describing the meaning of law principles placed in widely understood subjects’ consciousness and facilitated the description of the context, sources, and functions of law principles.
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