British Journal of Special Education

Aims & Scope

This well-established and respected journal covers the whole range of learning difficulties relating to children in mainstream and special schools.

It is widely read by nasen members as well as other practitioners, administrators advisers, teacher educators and researchers in the UK and overseas.

The British Journal of Special Education is concerned with a wide range of special educational needs, and covers all levels of education pre-school, school, and post-school.

The journal places particular emphasis on: Innovative practice in special educational needs and inclusion; Disseminating information on practitioner enquiry and research into best practice; International, national and local policy and practice; The impact of legislation on special and inclusive practice in the UK and elsewhere; Reports on items from UK parliamentary debates; Reviews of books, software and other resources.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.4
2024	0.90

SJR (SCImago Journal Rank)

Year	Value
2024	0.389

Quartile

Year	Value
2024	Q2

Journal Rank

Year	Value
2024	14057

Journal Citation Indicator

Year	Value
2024	145

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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

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Subjects & Keywords

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

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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.

• INCLUSION: Special or inclusive education: future trends

  Citation: 196

  Authors: Lani

• Inclusive education: a critical perspective

  Citation: 163

  Authors: Geoff

• Effect sizes as result interpretation aids in single‐subject experimental research: description and application of four nonoverlap methods

  Citation: 138

  Authors: Salih

• General Education Teachers in the United Arab Emirates and Their Acceptance of the Inclusion of Students with Disabilities

  Citation: 120

  Authors: Emad M., Eman El.

• Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities

  Citation: 112

  Authors: Garry

• Until somebody hears me: parent voice and advocacy in special educational decision making

  Citation: 99

  Authors: Robyn S., Amy M., Elizabeth B.

• RESEARCH SECTION: Inclusive special education: the role of special education teachers in Finland

  Citation: 96

  Authors: Marjatta, Raija, Minna

• Provision for youngsters with autistic spectrum disorders in mainstream schools: what parents say — and what parents want

  Citation: 86

  Authors: Philip

• Inclusive Schools for an Inclusive Society

  Citation: 83

  Authors: Gary

• Deconstructing insider–outsider researcher positionality

  Citation: 82

  Authors: Hanin

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