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International Journal of Special Education (IJSE)

The International Journal of Special Education (IJSE) offers 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.

Due to the numerous notifications from you, we would like to inform you that some websites use our ISSN number which is a great abuse. We confirm the owner of the ISSN is Sped sp. z o.o. and you verify this here https://portal.issn.org/resource/ISSN/1917-7844
Please, beware of the websites which impersonate IJSE.

  • Latest Issue

    • View Vol. 37 No. 1 (2022): IJSE Vol 37, No: 1, 2022
    • Vol. 37 No. 1 (2022): IJSE Vol 37, No: 1, 2022

      Volume 37, Number: 1, Year 2022 of International Journal of Special Education

      Published: 2022-06-21

  • Latest articles

      • The purpose of this study is to gain an understanding of Chinese parents' experiences advocating for their children with autism spectrum disorder (ASD) to be educated in a regular classroom setting. Sixteen parents of children with ASD in China were interviewed to explore their experiences with the ‘learning in the regular classroom policy’(LRC)and to investigate their thoughts on the implementation of LRC. The data analysis revealed three themes: (a) guanxi is critical for parental advocacy, (b) parents' comments about their educational rights is self-deprecating, and (c) parents indicate they accept and even agree with the stigma attached to children with ASD. The interpretive phenomenological analysis (IPA) approach is used to gain insight into the policy implementation of inclusive education in China from the perspective of parents. This study demonstrates the toll that social stigma takes on parents when they interact with the Chinese school system within the context of LRC.

      • Autism spectrum disorder is a neurological developmental condition significantly inappropriate development in social interaction, social communication, and repetitive patterns of behaviours, which may often persist in the person's entire life. The present study aims to ascertain the effect of cognitive training program to improve the cognitive functioning of children with autism spectrum disorder. A total of 20 children with autism spectrum disorder were placed in this study. A quasi-experimental single subject pre-post design was used to investigate the effectiveness of the cognitive training program to improve the child's cognitive functioning. The Color progressive matrices test of intelligence was used to measure the child's IQ, and the Indian Assessment of Autism Scale was used to assess the autism level of the child. The Cognitive Skills Assessment Scale was administered to measure the pre-post assessment of the child's cognitive functioning. The cognitive training module was administered to the children. It comprised executive functioning, cognitive mental states and central coherence tasks. Total 12 sessions of the cognitive training program were provided to the children. The results showed significant improvement in executive functioning, understanding cognitive mental states, and central coherence. The cognitive skills training program positively influenced the children's cognitive functioning.

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