Australasian Journal of Special and Inclusive Education

Aims & Scope

The Australasian Journal of Special and Inclusive Education publishes articles for a readership professionally engaged or interested in the education of students with special needs or the education of those who will work these students.

The journal features an applied section Special Education Perspectives to inform practicing teachers in regular and special education settings and others interested in the education of students with special needs.

The Australian Association of Special Education (AASE) aims to enhance access for students with special education needs to quality educational programs, promote professional standards of a high order and to support research that informs the delivery of special education in the Australian context.

View Aims & Scope

---

Metrics & Ranking

Impact Factor

Year	Value
2025	0.9
2024	0.60

SJR (SCImago Journal Rank)

Year	Value
2024	0.351

Quartile

Year	Value
2024	Q3

Journal Rank

Year	Value
2024	15121

Journal Citation Indicator

Year	Value
2024	62

---

---

Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

---

Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

---

Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Leadership, Inclusion, and Quality Education for All

  Citation: 47

  Authors: Susan, Lindy-Anne

• Leadership for Effective Inclusive Schools: Considerations for Preparation and Reform

  Citation: 45

  Authors: Bonnie, David, Kaylan, James

• Facilitators and Barriers to Inclusion of Students With Autism Spectrum Disorder: Parent, Teacher, and Principal Perspectives

  Citation: 26

  Authors: Jennifer, Leah, Mark, Trevor, Debra, Jon, Katrina, Susan, Louise, Naomi

• Using High-Leverage Practices in Teacher Preparation to Reduce the Research-to-Practice Gap in Inclusive Settings

  Citation: 23

  Authors: James, Bonnie, Deborah

• Collaborative Teams: Teachers, Parents, and Allied Health Professionals Supporting Students With Autism Spectrum Disorder in Mainstream Australian Schools

  Citation: 21

  Authors: Samantha, Michelle, Christopher

• The Nature of Adjustments and Monitoring for Students With Special Educational Needs in Mainstream Schools

  Citation: 15

  Authors: Mark, Amanda, Jennifer, Neale, Robert, Melissa, Talia

• Digital Competence of Special Education Teachers: Impact, Challenges and Opportunities

  Citation: 12

  Authors: Marta, José María

• Moving Towards Inclusive Education: Secondary School Teacher Attitudes Towards Universal Design for Learning in Australia

  Citation: 10

  Authors: Hongyu, David, Betty

• How do Educators of Students With Disabilities in Specialist Settings Understand and Apply the Australian Curriculum Framework?

  Citation: 10

  Authors: Peter M., Karyn L., Jane M., Julie M., Anna G., David J., Kerry A., Carolyn D.

• Parental Involvement in Supporting Their Children with Special Educational Needs at School and Home in Bhutan

  Citation: 9

  Authors: Karma, Judith A., Sofia, Jeanette

---