British Journal of Learning Disabilities

Aims & Scope

The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field.

It is the official Journal of the British Institute of Learning Disabilities.

It encompasses contemporary debate/s and developments in research, policy and practice that are relevant to the field of learning disabilities.

It publishes original refereed papers, regular special issues giving comprehensive coverage to specific subject areas, and especially commissioned keynote reviews on major topics.

In addition, there are reviews of books and training materials, and a letters section.

The focus of the journal is on practical issues, with current debates and research reports.

Topics covered could include, but not be limited to: Current trends in residential and day-care service Inclusion, rehabilitation and quality of life Education and training Historical and inclusive pieces [particularly welcomed are those co-written with people with learning disabilities] Therapies Mental health issues Employment and occupation Recreation and leisure; Ethical issues, advocacy and rights Family and carers Health issues Adoption and fostering Causation and management of specific syndromes Staff training New technology Policy critique and impact.

View Aims & Scope

---

Metrics & Ranking

Impact Factor

Year	Value
2025	1.3
2024	1.20

Journal Rank

Year	Value
2024	12916

Journal Citation Indicator

Year	Value
2024	293

SJR (SCImago Journal Rank)

Year	Value
2024	0.437

Quartile

Year	Value
2024	Q2

---

---

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 Medicine and Nursing, 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.

• Doing research inclusively: bridges to multiple possibilities in inclusive research

  Citation: 179

  Authors: Melanie, Hilra

• Emergence of participatory methodology in learning difficulty research: understanding the context

  Citation: 130

  Authors: Anne Louise

• The prevalence of intellectual disability in a major UK prison

  Citation: 122

  Authors: Susan, Phil, Pat, Rachel

• ‘Happy and a bit Nervous’: the experiences of children with autism in physical education

  Citation: 118

  Authors: Seán, Rachel, Stephen

• Obtaining consent to participate in research: the issues involved in including people with a range of learning and communication disabilities

  Citation: 114

  Authors: Lois, Joan

• Inclusive learning disability research: the (nondisabled) researcher's role

  Citation: 110

  Authors: Jan

• Interviewing children and young people with learning disabilities*: guidelines for researchers and multi‐professional practice

  Citation: 106

  Authors: Ann, Jill

• The effectiveness of Talking Mats^®with people with intellectual disability

  Citation: 103

  Authors: Joan, Lois

• Participation in Research by People with Learning Disability: Origins and Issues

  Citation: 98

  Authors: Chris

• Perceptions of the risks and benefits of Internet access and use by people with intellectual disabilities

  Citation: 92

  Authors: Darren D., Sally, Chris

---