Journal of International Special Needs Education

Aims & Scope

The Journal of International Special Needs Education (JISNE) is a multi-disciplinary journal of Division of International Special Education and Services (DISES), a division of the Council for Exceptional Children (CEC).

JISNE publishes original research and theoretical contributions concerning disability and the delivery of special education programs and services to individuals with disabilities throughout the world.

JISNE readers are typically DISES members and members of the international scientific community who are interested in information related to the field of special education around the world.

Readers represent a broad range of geographic, ethnic, cultural, and language backgrounds, who are interested in diverse research perspectives.

View Aims & Scope

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Metrics & Ranking

SJR (SCImago Journal Rank)

Year	Value
2024	0.201

Quartile

Year	Value
2024	Q4

h-index

Year	Value
2024	4

Journal Rank

Year	Value
2024	21138

Journal Citation Indicator

Year	Value
2024	15

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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

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in 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.

• Instruction, Not Inclusion, Should Be the Central Issue in Special Education: An Alternative View from the USA

  Citation: 55

  Authors: James M., Jeanmarie

• Inclusion of All Students in General Education? International Appeal for A More Temperate Approach to Inclusion

  Citation: 28

  Authors: James M., Marion, Bernd, Jeanmarie, Katrin

• The Right to Inclusive Education Under International Law: Following Italy's Lead

  Citation: 27

  Authors: Arlene S, Michelle L, Beth A

• Recommended Augmentative and Alternative Communication Competencies for Special Education Teachers

  Citation: 21

  Authors: M. Alexandra, Miriam C.

• Teaching Early Reading Skills to Children with Intellectual and Developmental Disabilities Using Computer-Delivered Instruction: A Pilot Study

  Citation: 21

  Authors: Emily J., John C., Meadhbh M., Michael, Richard P., Bethan M.

• Right to Inclusive Education for Students with Disabilities in Kenya

  Citation: 17

  Authors: Brent C.

• Perspectives on Regular and Support Class Placement and Factors that Contribute to Success of Inclusion for Children with ASD

  Citation: 15

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

• Dimensions of Teacher Self-Efficacy for Inclusive Practices among Mainland Chinese Pre-Service Teachers

  Citation: 14

  Authors: Olli-Pekka, Hannu, Jiacheng

• The Convention on the Rights of Persons with Disabilities: Notes on Genealogy and Prospects

  Citation: 12

  Authors: Margret, Kas

• Barriers to Including Children with Disabilities in Egyptian Schools

  Citation: 12

  Authors: Elsayed Elshabrawi A., Taha Rabie, Evelyn S.

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