ISSN: 0268-2141

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Support for Learning Q3 Unclaimed

Wiley-Blackwell United States

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Support for Learning is a journal indexed in SJR in Education with an H index of 36. It has a price of 2500 €. It has an SJR impact factor of 0,239 and it has a best quartile of Q3. It has an SJR impact factor of 0,239.

Type: Journal

Type of Copyright:

Languages:

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Education (Q3)

Price

2500 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

0,239

SJR Impact factor

36

H Index

18

Total Docs (Last Year)

103

Total Docs (3 years)

538

Total Refs

98

Total Cites (3 years)

92

Citable Docs (3 years)

0.78

Cites/Doc (2 years)

29.89

Ref/Doc

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Aims and Scope

Best articles by citations

Dear Diary l the Thoughts of Katy -a 12-year-old Pupil Needing Learning Support

Developing a Local AuthorityResponse to Inclusion

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'Out of School' Children in South Africa: An Analysis of Causes in a Group of Marginalised, Urban 7- to 15-year-olds

Editorial

Schools' Perceptions of Support Services for Special Educational Needs

Video material as a support to developing effective collaboration between teachers and teaching assistants

Schools' Responses to Pupils with Epilepsy

Special Educational Needs Coordinators and the Code: No Longer Practising

Gaining young people's perspectives

Helping readers who have fallen behind

Paper promises? Making the Code work for you

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Early Intervention in North Lanarkshire: A Multifaceted Approach to Achievement

Supporting play-based teaching through collaborative practice-based research

How many all together? Peer support in mathematics at Key Stages 1 and 2

Post-16 provision for those with autistic spectrum conditions: some implications of the Special Educational Needs and Disability Act 2001 and the Special Educational Needs Code of Practice for Schools

Inclusive Schools for Pupils with Emotional and Behavioural Difficulties

Managing Behaviour with Classroom Charters

Sam's story: evaluating Intensive Interaction in terms of its effect on the social and communicative ability of a young child with severe learning difficulties

Editorial

Educating Mary: A Special Education Case Study in One Western Australian High School

Paperwork or Practice? Shifting the Emphasis of the Code Towards Teaching, Learning and Inclusion

Voice Disorders in Children

Caught or Taught: Infection or Subjection? Struggling Readers in Secondary Schools Still Need That Little Bit Extra