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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Academic self-efficacy (ASE) is a key concept for academic success as individuals with high ASE are, among other things, ambitious, see problems as challenges, focus on solving tasks, therefore have higher class participation and persevere in difficult tasks. Learning disabilities (LD) and ADHD have been found to be related to academic success, specifically the aspect of taking tests and demonstrating knowledge. Studies of ASE in LD and ADHD students have shown it to be lower in those populations. Most research has focused on ASE as a precursor to academic success. Therefore, we wanted to investigate the opposite, namely how prior academic experiences predict ASE. 287 Croatian students, fifty-three of whom had LD and/or ADHD, participated in the online study. ASE in the learning process and in achieving the desired learning outcomes was lower in the LD/ADHD group. Regression analysis showed that failing an exam, university and middle school grades were significant predictors for both ASE facets, with LD/ADHD diagnosis being
a significant predictor only for ASE in achieving the desired learning outcome. Previous negative experiences with testing in the LD/ADHD group and overall relatively recent academic experience have a significant role in students’ ASE. Given the importance of academic self-efficacy, the practical implications of these findings point to the importance of supporting students with LD and ADHD during their education.
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Online teaching is inevitable during the COVID-19 pandemic as schools and educational institutions globally are forced to close. This sudden paradigm shift from the traditional classroom to remote online teaching has disrupted the education system in general. The study aims to examine the e-learning practices of a school-to-work transition program using TPACK Framework for students with intellectual disabilities (IDs). An in-depth study was conducted with 25 students with IDs on the process of curriculum design, technology setup, as well as roles of all stakeholders. Findings show the importance of collaborative support with clear roles and planning are essential to achieve effective management in online and individualized learning.
This paper highlights the challenges and problems encountered by both teachers and students. Practical guidelines, processes, and teaching strategies of the e-learning system are proposed for the betterment of e-learning management of teaching and delivery.
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