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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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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This meta-analysis examines the efficacy of the cognitive behavioral approach to interventions toward the improvement of executive function for children/adolescents with high-functioning autism spectrum disorder (HF-ASD). This meta-analysis paper has identified ten studies involving 437 participants with high-functioning autism spectrum disorder aged between 5 and 18. All the participants reported IQs were at or above 70. A random effect meta-analysis yielded a moderately significant effect (Hedge g = 0.72) with significant heterogeneity [Q(10) = 228.36, p < .001]. There were considerable variations in the executive function domain, i.e., working memory (hedge g = 1.23) and inhibition (g = 0.47), showing significant treatment effects. On the other hand, cognitive flexibility (g = -0.51) and planning (g = -0.07) show non-significant effects toward cognitive behavioral interventions. The finding suggests that the cognitive behavioral approach to intervention demonstrates efficacy in improving executive function in children or adolescents with high-functioning autism spectrum disorder. All the cognitive behavioral intervention studies were conducted in developed countries, so differences between the approaches between developed and developing countries were inconclusive. Future studies are needed to investigate the effectiveness of cognitive behavioral techniques in intervention for low-functioning autism spectrum disorder children.
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