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.
2023 Impact Factor: 0.4
Polish Ministry of Science: 70 pts (2024), 100 pts (2023)
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 study explored the self-regulated learning strategies common among students with learning disabilities in public schools compared to their regular counterparts. In the current study, the descriptive approach was followed to suit the objectives of the study. The study sample consisted of (320) students from the seventh grade, including (160) students with learning disabilities from public schools in Abha, Saudi Arabia. Another 160 students were also from the regular fourth grade in public schools. The study sample was chosen by a simple random method and at a percentage of 50% of its population.
The study used a self-regulated learning scale that Purdie had created for use in a foreign environment. The regular person knows how to learn, is self-motivated, and knows his capabilities and limitations, and based on this knowledge, he controls and organizes his learning processes, and modifies them to suit the objectives of the specific task. The results indicate that there are statistically significant differences in the strategy (goal setting and planning) and the strategy (record keeping and monitoring), depending on the variable type of student.
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This study thoroughly scrutinizes the utilization and influence of mind mapping (MM), as a teaching tool in science education, particularly focusing on its application for students with special educational needs (SEN). We investigated how employing MM techniques impacted students’ learning abilities through mixed methods, using quasi-experimental design and semi-structured interviews. The findings revealed that the comparison scores before (pretest) and after (posttest) the intervention using Popplet as a MM tool showed improvements for both control and experimental student groups. Additionally, by utilizing thematic analysis to explore students’ experiences using MM, two main themes emerged: (1) adaptive learning strategies and (2) between individual and collaborative learning Feedback from students highlighted how MM can enhance memory and presentation skills, although issues related to design features and accessibility may challenges students with SEN. This paper is the first research exploring how mind mapping is accessible for Indonesian inclusive higher education, particularly for students with visual impairments. Physical guidance and verbal instruction were effectively used to explain the mind mapping concept and the spatial representation and relationship for students with visual impairments. This study emphasizes the significance of utilizing tools that cater to diverse learning styles and requirements to promote inclusivity in educational practices.
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