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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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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The purpose of this article is to present the application of the universal design model in the broad field of psychological assessment for education, covering the area of creating diagnostic tools as well as designing the process of assessment. A universally designed diagnostic tool enables fair and valid assessments of a wide range of users, including individuals with special educational needs. It also helps prevent bias in test scoring and interpretation and, at the same time, enables fairness in test use. The authors present the synthesis of the guidelines concerning the design of universal diagnostic tools and the diagnostic process itself at four key levels: conceptual, formal, test administration, and interpretative. As an example of a universally designed tool, the Comprehensive Analysis of Cognitive Processes (KAPP) has been mentioned. Discussion includes the benefits and limitations of applying the idea of universal design to psychological assessment with an emphasis on test development.
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