ISSN: 0952-3383
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British Journal of Special Education Q3 Unclaimed
British Journal of Special Education is a journal indexed in SJR in Education and Developmental and Educational Psychology with an H index of 44. It has an SJR impact factor of 0,288 and it has a best quartile of Q3. It is published in English. It has an SJR impact factor of 0,288.
Type: Journal
Type of Copyright:
Languages: English
Open Access Policy:
Type of publications:
Publication frecuency: -
- €
Inmediate OANPD
Embargoed OA- €
Non OAMetrics
0,288
SJR Impact factor44
H Index47
Total Docs (Last Year)97
Total Docs (3 years)1778
Total Refs89
Total Cites (3 years)71
Citable Docs (3 years)0.78
Cites/Doc (2 years)37.83
Ref/DocOther journals with similar parameters
International Journal of Developmental Disabilities Q3
Zeitschrift fur Padagogische Psychologie Q3
Advances in Autism Q3
Applied Neuropsychology: Child Q3
Applied Neuropsychology: Adult Q3
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Aims and Scope
Best articles by citations
Editorial
View moreUnderstanding the SENCo workforce: re-examination of selected studies through the lens of an accurate national dataset
View moreModels of SEND: the impact of political and economic influences on policy and provision
View moreSingal, N., Lynch, P. & Johansson, S. T. (eds) (2019) Education and Disability in the Global South: new perspectives from Africa and Asia. London: Bloomsbury Publishing.
View moreInclusion: Developing an Effective Whole School Approach - By Alison Ekins and Peter Grimes
View moreBalancing acts in the half-way houses: the role of resourced provisions in mainstream schools
View moreThe effectiveness of teaching strategies for students with dyslexia based on their preferred learning styles
View moreParliamentary Page
View moreEditorial
View moreFostering communication and shared play between mainstream peers and children with autism: approaches, outcomes and experiences
View moreFOCUS ON PRACTICE: Difficulties in initiating and sustaining peer friendships: perspectives on students diagnosed with AD/HD
View moreDo educational practitioners invest in specialised discourses of autism? Professional knowledge landscapes of teachers and teaching assistants in mainstream schools
View moreEducating children on the autism spectrum: preconditions for inclusion and notions of 'best autism practice' in the early years
View moreGUIDANCE: Development of a guidance programme for students with special educational needs in Kenya: a study on personal orientation
View moreEditorial
View moreIQEA and special schools
View moreThe search for a model of effective inclusive practice through the Young Enterprise Scheme
View moreParents' experiences of applied behaviour analysis (ABA)-based interventions for children diagnosed with autistic spectrum disorder
View moreSchool processes in providing reading support in GCSE examinations
View moreTeacher attitudes in Italy after 40 years of inclusion
View moreNeuroscience, education and special education
View moreLiving with a disability that others do not understand
View moreIndian educators' perceptions of their inclusion implementation practices in secondary schools
View moreUsing applied behaviour analysis as standard practice in a UK special needs school
View more
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