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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Empathy and mindfulness, that require an attentive attitude towards the speakers, plus de-automated listening skills and collaborative discourses of American and Polish counselors-in-training, are analyzed for developmental patterns and cross-cultural comparisons. The results of the mixed methods analysis reveal that American counselors-in-raining outrank their Polish counterparts in both affective and cognitive empathy, suggesting their greater metacognitive and empathic awareness. By contrast, Polish counselors-in-training show greater focus on people and content during listening (rather than time, for example), which suggests their aural mindfulness. Developmental (pre-/post comparisons) and cross-cultural patterns identified in the (meta)discursive analysis of 124 audio-recorded counseling sessions suggest differential conceptualizations of mindfulness and empathy as expressed in professional discourse by the American and Polish counseling-students. While the American counseling discourse features mostly implicit stance, attenuated and sentiment-rich counseling moves, the Polish discourse showcases epistemic/ evidence-rich reasoning and intersubjective, camaraderie-building ‘social-lubrication.’ Cross-cultural differences reflect different conceptualizations of client needs. Implications are offered for active-listening modification (for the US counseling-students) and multi-dimensionality of empathic-awareness and expression (for the Polish students) in order to enhance mindfulness in counseling-techniques, pedagogy, and/ or therapy-sessions.
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Educational changes resulting from sanitary orders during the COVID-19 pandemic significantly affected the personal freedom and sense of subjectivity among participants in educational processes. The aim of the study was to identify the personal experiences of the sense of being the subject of education of three groups: students with special educational needs, including disabled students, their teachers and parents, during and after the pandemic.
The article applies the concept of a sense of subjectivity, which includes 4 dimensions: a sense of: 1) freedom of choice, 2) agency, 3) responsibility for one’s actions, and 4) interpersonal contacts based on equality and partnership. Reconstructions of the experience of being a subject of education were carried out within the framework of qualitative study (focus group interviews), which was a part of the Polish national Psychological and Pedagogical Support Programme for Students and Teachers, conducted by Cardinal Stefan Wyszyński University in Warsaw and partners. The article discusses 4 dimensions of the sense of subjectivity in three groups of respondents. The study revealed a diversity of experiences. It was found that students with special educational needs experienced a low sense of subjectivity in education; however, the determinants of this condition were not only the result of the peculiarities of education in times of the pandemic, but above all to the specificity of the educational system itself. Among teachers and parents, the sense of subjectivity was higher and characterised by other qualitative indicators (mainly in the area of the sense of responsibility and agency).
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