International Journal of Disability, Development and Education

Aims & Scope

Founded in 1954, the International Journal of Disability, Development and Education (IJDDE) is a multi-disciplinary peer-reviewed journal with an international focus.

It provides a single source of information on the education and development of persons with disabilities.

IJDDE aims to publish the very best research and review articles concerned with all aspects of education, human development, special education and rehabilitation.

The content of IJDDE reflects a variety of topics, disciplines, research methods and cultural perspectives.

Various orientations are represented, including education and special education, psychology, allied health, social work and psychiatry.

Contributions from developed and developing countries ensure a truly international perspective.

The Editor invites articles for consideration concerned with all aspects of theory, research, and practice in the areas of disability, human development, and education.

Research, review, and issues oriented articles will be considered as will descriptions or cross-cultural comparisons of education, special education, and rehabilitation in developed and developing countrie

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.3
2024	1.10

SJR (SCImago Journal Rank)

Year	Value
2024	0.521

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	52

Journal Rank

Year	Value
2024	11148

Journal Citation Indicator

Year	Value
2024	607

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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 Health Professions, 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.

• A Meta-Analysis of School-Age Children's Attitudes Towards Persons with Physical or Intellectual Disabilities

  Citation: 199

  Authors: Elizabeth A., Robert

• Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands

  Citation: 180

  Authors: Marloes, Sip Jan, Han, Els

• Students’ Attitudes towards Peers with Disabilities: A review of the literature

  Citation: 171

  Authors: Anke, Sip Jan, Alexander

• Relationship of Perceived Adequacy of Services, Family–Professional Partnerships, and Family Quality of Life in Early Childhood Service Programmes

  Citation: 159

  Authors: Jean Ann, Janet, Hasheem, Ann P., Kandace, Denise J., Mian, Kevin

• Equity and Advocacy Expectations of Culturally Diverse Families’ Participation in Special Education

  Citation: 154

  Authors: Maya, Beth, Tom

• Inclusion in Physical Education: A review of literature

  Citation: 152

  Authors: Jing, Amy S.

• Educators’ Challenges of Including Children with Autism Spectrum Disorder in Mainstream Classrooms

  Citation: 142

  Authors: Sally, Meghann, Nicole, Helen

• Evaluating Inclusion: an examination of parent views and factors influencing their perspectives

  Citation: 138

  Authors: Yona, Rea

• Family–Professional Partnerships and Parenting Competence, Confidence, and Enjoyment

  Citation: 138

  Authors: Carl J., Ian

• A Survey of General and Special Education Teachers' Perceptions and Inservice Needs Concerning Inclusion

  Citation: 136

  Authors: Martha J., Rena, Michael, Scott

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