International Journal of Special Education
The International Journal of Special Education (IJSE) is an Open Access added to DOAJ journal offering a wide range of multi-disciplinary topics regarding education and services for individuals with disabilities. This International peer-reviewed journal (published in English) aims to enhance open access for all reporting the growth of theory and practice in the field.
IJSE is indexed in Scopus, Web of Science, and Google Scholar.
2022 Impact Factor: 0.3
Polish Ministry of Science: 70 pts (2024)
Dear authors,
We would like to pay your attention to the new rules of ethics in research when submitting the paper to the International Journal of Special Education.
Before submitting your paper, read the Guidelines for Authors, where you can find all the details.
You are very welcome to read the latest research results in the IJSE 38(3) 2023 Issue and earlier issues.
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Latest Issue
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Vol. 39 No. 1 (2024)
IJSE, 38(1), 2024
Published: 2024-05-20
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Latest articles
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The pandemic COVID -19 necessitated the introduction of distance learning in many countries, including Poland. For teachers and students, this meant a major change and a number of challenges (both technical and psychological) that they had to face. Students with autism spectrum disorders (ASD) and their teachers are concerned. The aim of the present study was to find out the opinions of teachers about teaching children with ASD during the COVID -19 pandemic. The study was conducted at a time when the situation in Poland was very bad due to the epidemic and distance education was introduced. The survey involved 276 teachers, 144 of whom worked daily with a student with autism spectrum disorders and 132 of whom had no such experience. The results showed that teachers working with students with autism spectrum disorders were more likely to feel annoyed during the pandemic, less engaged in their work and less likely to help others. Although teachers saw the benefits of distance learning, most felt that students with autism spectrum disorders did better in traditional schools.
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This qualitative study examines the transition to life after high school of three young men with learning disabilities (LD). The research focuses on their individual journeys from the end of grade 12 in June, to the end of May the following year and provides overarching themes as to their lived experiences during this year of transition. Using case study design, a series of four in-depth interviews were conducted with each of the three participants. The findings showed that although the students had unique experiences over the year, there were several commonalities in their stories including readiness, emotions, the importance of social connections, coping skills, changes over time, accessing supports, and learning online. We discuss the stories of the participants based on these overarching themes and make recommendations for support and services offered to students with LD to support them after completion of high school.
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