Journal of Disability Studies in Education

Aims & Scope

The Journal of Disability Studies in Education (JDSE) seeks to examine the architectures, cultures, discourses and practices of education across all sectors: early childhood education; elementary education; secondary education; higher education; vocational training; as well as informal and alternative education provision.

Research into transitions within and across educational sectors, as well as transitions from education to employment and independent living, will also be of interest to JDSE and its readership.

JDSE is not a ‘special educational needs’ journal.

We are not interested in describing nor recuperating dominant individual, medical and tragedy models of disability that emphasise the aetiologies and symptomologies of so-called childhood and adulthood pathological defects.

Indeed, JDSE, as a specific concentration within Critical Disability Studies, provides a direct and continuing critique of the orthodoxies of special and regular education that have maintained the exclusion of people with disabilities.

Metrics & Ranking

Abstracting & Indexing

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

• Scopus
• Google Scholar
• Directory of Open Access Journals (DOAJ)

Subjects & Keywords

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

Licensing & Copyright

This journal operates under an Open Access model. Articles are freely accessible to the public immediately upon publication. The content is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), allowing users to share and adapt the work with proper attribution.

Copyright remains with the author(s), and no permission is required for non-commercial use, provided the original source is cited.

Policy Links

This section provides access to essential policy documents, guidelines, and resources related to the journal’s publication and submission processes.

• Aims scope
• Homepage
• Oa statement
• Author instructions
• License terms
• Review url
• Board url
• Copyright url
• Plagiarism url
• Apc url
• License

Plagiarism Policy

This journal follows a plagiarism policy. All submitted manuscripts are screened using reliable plagiarism detection software to ensure originality and academic integrity. Authors are responsible for proper citation and acknowledgment of all sources, and any form of plagiarism, including self-plagiarism, will not be tolerated.

For more details, please refer to our official: Plagiarism Policy.

APC Details

The journal’s Article Processing Charge (APC) policies support open access publishing in Social Sciences, ensuring accessibility and quality in research dissemination.

This journal does not charge a mandatory Article Processing Charge (APC). However, optional open access publication may incur fees based on the publisher’s policies.

Explore journals without APCs for alternative publishing options.

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.

• Autism, Inc.: The Autism Industrial Complex

  Citation: 35

  Authors: Alicia A., Robin

• Disability Studies in Education – Building Platforms to Reclaim Disability and Recognise Disablement

  Citation: 21

  Authors: Roger, Tim, Marnie

• The Desire for New Humanisms

  Citation: 11

  Authors: Dan, Rebecca, Kirsty, Katherine

• Higher Education and Inherent Requirements: Beyond Inherency to Coherency

  Citation: 10

  Authors: Tim, Ben, Trevor

• Perspectives of Students Labeled Intellectually Disabled at College: Using Disability Studies in Education as a Lens to Contemplate Inclusive Postsecondary Education

  Citation: 9

  Authors: Jessica, Susan

• Histrionics of Autism in the Media and the Dangers of False Balance and False Identity on Neurotypical Viewers

  Citation: 8

  Authors: Theodoto

• Critical Disability Studies and ‘Inclusive’ Early Childhood Education: The Ongoing Divide

  Citation: 8

  Authors: Nicole

• Using Disability Studies in Education (dse) and Professional Development Schools (pds) to Implement Inclusive Practices

  Citation: 6

  Authors: Brent C., Lesa, Andrea, Lisa

• ‘It’s Backdoor Accessibility’: Disabled Students’ Navigation of University Campus

  Citation: 6

  Authors: Emily, Leah

• The Tripartite Intervention: Breaking Down Attitudinal Barriers in Education

  Citation: 5

  Authors: John R. R.