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European Journal of Special Needs Education Q1 Unclaimed

Routledge United Kingdom

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European Journal of Special Needs Education is a journal indexed in SJR in Education and Developmental and Educational Psychology with an H index of 54. It has an SJR impact factor of 1,048 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 1,048.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Education (Q1) Health Professions (miscellaneous) (Q1) Developmental and Educational Psychology (Q2) Developmental and Educational Psychology (Q2)

Price

- €

Inmediate OA

NPD

Embargoed OA

- €

Non OA

Metrics

European Journal of Special Needs Education

1,048

SJR Impact factor

54

H Index

94

Total Docs (Last Year)

188

Total Docs (3 years)

4018

Total Refs

785

Total Cites (3 years)

181

Citable Docs (3 years)

4.36

Cites/Doc (2 years)

42.74

Ref/Doc

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Educational Psychologist Q1
Educational Psychology Review Q1
Journal of the American Academy of Child and Adolescent Psychiatry Q1
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Aims and Scope

Best articles by citations

Efficacy of Intensive Interaction: developing sociability and communication in people with severe and complex learning difficulties using an approach based on caregiver-infant interaction

The impact of theories of 'New Public Management' on the provision of support services for low-incidence special needs

Steps towards inclusion in Hungary

European Journal of Special Needs Education Vol. 18, No. 3, October 2003 erratum

Identification and validation of effective instructional practices for children from impoverished backgrounds and those with learning and developmental disabilities using ecobehavioural analysis

Measuring perceived competence and social acceptance in children with cerebral palsy

The development of children with down syndrome: the influence of maternal adaptation, mother-child interaction and early forms of support

Special education in Poland and the education of teachers and other professionals

What about ICT in special education? Special educators evaluate information and communication technology as a learning tool

Special education reform in Japan

Teachers perceptions of students with emotional and behavioural difficulties: severity and prevalence

Special education reform in Nigeria: prospects and challenges

SHOW MORE ARTICLES

A new technique for dealing with behaviour difficulties in Cyprus: the analysis of critical incidents

Using an integrated theoretical framework for understanding inter-agency collaboration in the special educational needs field

An intervention in the Halliwick Method procedures (swimming) for a group of individuals with Downs syndrome

Parents, professionals and ADHD: what the papers say

Democratic reform and the emergence of special needs education in Lithuania

Is Attention Deficit Hyperactivity Disorder an exonerating construct? Strategies for school inclusion

Supporting pupils with special educational needs: issues and dilemmas for special needs coordinators in English primary schools

Influence of instruction in mathematics for low performing students on strategy use

Assessment of attention in school children: teachers' ratings related to tests of attention

A multidimensional study of special education students' attitudes towards people with disabilities: a focus on deafness

Changing attitudes of school psychologists towards pupils with special educational needs in Turkey

Reply by John Wilson