ISSN: 0952-3383
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British Journal of Special Education Q2 Unclaimed
British Journal of Special Education is a journal indexed in SJR in Education and Developmental and Educational Psychology with an H index of 45. It has an SJR impact factor of 0,389 and it has a best quartile of Q2. It is published in English. It has an SJR impact factor of 0,389.
Type: Journal
Type of Copyright:
Languages: English
Open Access Policy:
Type of publications:
Publication frecuency: -
- €
Inmediate OANPD
Embargoed OA- €
Non OAMetrics
0,389
SJR Impact factor45
H Index56
Total Docs (Last Year)105
Total Docs (3 years)2145
Total Refs145
Total Cites (3 years)78
Citable Docs (3 years)1.43
Cites/Doc (2 years)38.3
Ref/DocOther journals with similar parameters
Canadian Journal of School Psychology Q2
Journal of Applied Developmental Psychology Q2
Psychosomatic Medicine Q2
Cognitive Development Q2
British Journal of Developmental Psychology Q2
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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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