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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 IF: 0.7
2024 Cite Score: 0.9

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.

  • Latest Issue

    • View Vol. 39 No. 2 (2024): Vol. 39 No. 2 (2024)
    • Vol. 39 No. 2 (2024): Vol. 39 No. 2 (2024)
      Volume 39, Number: 2, Year 2024 of International Journal of Special Education
      Published: 2024-10-20

  • Latest articles

      • There is a lack of research on how individuals with intellectual disabilities perceive faith and religion, and the role these play in their own lives and in the lives of others with disabilities. This study aimed to explore how Polish adults with intellectual disabilities understand faith and religious practices. To achieve this, interviews were carried out with 34 adults who have intellectual disabilities. The interviews were audio-recorded, transcribed, and thematically analyzed. The study was inclusive, with co-researchers who also have intellectual disabilities actively involved in the research design, conducting interviews, and analyzing the data. We found that Polish adults with intellectual disabilities ascribe various meanings to faith and believe that faith plays a pivotal role in the lives of people with disabilities. Implications for further research and practice are discussed by both academic co-researchers and co-researchers with disabilities.

      • To enhance communication for autistic people with dysfunctional verbal and nonverbal communication, effective augmentative and alternative communication (AAC) methods must be implemented. However, we found inadequacies among special education teachers regarding the use of AAC when teaching children with special needs. Therefore, this paper aims to establish the validity and reliability of an instrument that assesses the knowledge, skill, and attitude of current special education teacher candidates regarding AAC. Six experts in AAC assessed the questionnaire, which included sections on demographics, educational background, AAC competencies, and learning strategy needs, based on established competency models. The results showed a high Content Validity Index (CVI) (0.83 or higher), meaning all items were highly relevant. We later conducted a reliability test with thirty teacher trainees using Cronbach's alpha, and all constructs showed values greater than 0.87, suggesting excellent internal consistency. The results demonstrate the validity and reliability of this measure's items and constructs, suggesting its potential in assessing teacher candidates' AAC competencies.

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We are a multi-disciplinary open-access journal publishing rigorously peer-reviewed research on special needs and inclusive education for individuals with disabilities