5. Disability & Society

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Disability & Society is a disability studies journal providing a focus for debate about such issues as human rights, discrimination, policy and practices.

Aims and scope

Editor, Professor Michele Moore Disability & Society is an international disability studies journal providing a focus for debate about such issues as human rights, discrimination, definitions, policy and practices. It appears against a background of constant change in how disability is viewed and responded to. The journal publishes articles that represent a wide range of perspectives including the importance of the voices of disabled people. 

Disability & Society invites papers where definitions of disability are acknowledged to be relative and segregated approaches are seen as inadequate and unacceptable - placing greater emphasis on inclusion. Perspectives are also invited those critique ways in which policy intentions may or may not have the desired effects in the everyday lives of disabled people. Disability scholars engage and identify with other oppressed groups and the journal leads the way in forging new paths for disability studies. There is an established well-informed international audience for the journal. Authors are expected to consider this wide readership and to exhibit knowledge of previously-published articles when submitting their work for consideration.

Peer Review Policy: All research articles and Breakthrough Scholar papers submitted for consideration undergo rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
Referees are asked to take into account the journal's Aims and Scope, and also to assess the suitability of publication by the journal's editorial and language policies. 

Current Issues Review Policy: Each contribution will be subjected to peer review by at least two doubly anonymous referees. 

Journal information

Print ISSN: 0968-7599 Online ISSN: 1360-0508

10 issues per year

Disability & Society is abstracted and indexed in Academic Search; Advanced Placement Source; Allied and Complementary Medicine Database; ArticleFirst; ATLA Religion; Australian Education Index; British Education Index; Business Source Corporate; Child Development & Adolescent Studies; CINAHL; CSA Social Services Abstracts; Current Abstracts; Current Contents; Education Research Complete; Education Source; Education Resources Information Center (ERIC); ; Educational Research Abstracts Online (ERA); European Reference Index for the Humanities, Pedagogical and Educational Research (ERIH); Exceptional Child Education Resources; Family & Society Studies Worldwide; International Bibliography of the Social Sciences; MLA International Bibliography; Political Science Complete; ProQuest; Psychology & Behavioral Studies Collection; PsycINFO; Public Affairs Index; Research into Higher Education Abstracts; SCOPUS®; SocINDEX; Social Sciences Citation Index; Studies on Women and Gender Abstracts; TOC Premier; Web of Science.

Taylor & Francis makes every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability of any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, about, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions.

Publication history

Currently known as:

• Disability & Society (1994 - current)

Formerly known as

• Disability, Handicap & Society (1986 - 1993)

6. Emotional and Behavioural Difficulties

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Publishes research on social, emotional, and mental health difficulties for researchers and professionals who work with and for children with SEMH.

Aims and scope

The central intention of Emotional and Behavioural Difficulties (EBD's) is to contribute to readers’ understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy.

The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.

This audience includes:

• Teachers in the mainstream, non-mainstream and special schools/facilities.
• Social workers in residential and field settings.
• Professionals are concerned with EBDs in medical and psychiatric settings.
• Educational and clinical psychologists, counsellors and psychotherapists.
• Those concerned with the training and support of workers in the above groups, such as teacher and social work trainers, consultants and advisers.
• Researchers and academics are concerned with the needs and interests of the above groups.
• Professionals from the above groups engaged in in-service training as part of their professional development, including those pursuing award-bearing courses.

Members of the Social, Emotional & Behavioural Difficulties Association (SEBDA) receive the journal as a benefit of membership, see the SEBDA website www.sebda.org to learn of other benefits of membership.

Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

Journal information

Print ISSN: 1363-2752 Online ISSN: 1741-2692

4 issues per year

Emotional and Behavioural Difficulties is abstracted/indexed in Academic Search; ArticleFirst; Applied Social Sciences Index & Abstracts (ASSIA); British Education Index; Child Development & Adolescent Studies; Cumulative Index to Nursing and Allied Health Literature (CINAHL); Current Abstracts; Education Research Complete; Education Research Index; Education Source; Educational Research Abstracts Online (ERA); Electronic Collections Online; EMBASE; E-psyche;

Education Resources Information Center (ERIC); European Reference Index for the Humanities (ERIH); Excerpta Medica; Family Studies Abstracts; FRANCIS; PsycFIRST; PsycINFO; Reactions Weekly; SCOPUS®; Social Work Abstracts; SocINDEX; Studies on Women and Gender Abstracts.

SEBDA and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, SEBDA and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by SEBDA and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. SEBDA and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, about, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions.

7. European Journal of Special Needs Education

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Publishes research on issues related to special needs and inclusive education with a focus on Europe, reflecting the growth of theory and practice in the field.

Journal Metrics

Usage

• 449K annual downloads/views

Citation metrics

• 1.930 (2021) Impact Factor
• 2.528 (2021) 5-year IF
• 3.5 (2021) CiteScore (Scopus)
• Q1 (2021) CiteScore Best Quartile
• 1.646 (2021) SNIP
• 0.619 (2021) SJR

Speed/acceptance

• 14 days avg. from acceptance to online publication

Aims and scope

The European Journal of Special Needs Education reflects the dynamic growth of the theory and practice of special needs education as it is emerging worldwide. Its focus is European, and it aims to provide a European space for discourse on these developments. Written for researchers and scholars in the field, it provides a forum for reporting scholarly research and advancing new thinking on issues related to special needs and inclusive education.

Each issue includes contributions from a variety of different countries dealing with special needs at all levels of education. These are primarily research reports but may also include theoretical contributions and substantial literature reviews. Short Reports are published from time to time. These provide a platform for potentially interesting papers that do not have the substance expected for a standard paper. These do not have a fixed format and can include, for instance, a report of a pilot study, an extension of an existing study or indicative findings from a study with a small or compromised sample. The maximum permitted length is 4,000 words.

Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees

Journal information

Print ISSN: 0885-6257 Online ISSN: 1469-591X

6 issues per year

European Journal of Special Needs Education

is covered by the Australian Education Index (AEI); Australian Research Council (ARC) Ranked Journal List; ASSIA; British Education Index; Contents Pages in Education; Educational Research Abstracts Online (ERA); Education Resources Information Center ( ERIC); ERIH PLUS (The European Reference Index for the Humanities and the Social Sciences); Excerpta Medica; FRANCIS; Language and Linguistics Behavior Abstracts; National Children’s Bureau; Social Sciences Citation Index (SSCI); Special Educational Needs Abstracts; National Database for Research into International Education (NDRI) and SCOPUS®. 

Taylor & Francis makes every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability of any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, about, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions.

8. Exceptionality

A Special Education Journal

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Publishes research on special education and exceptionality to further the knowledge base and improve services to persons with disabilities and gifted behaviour.

Aims and scope

The purpose of Exceptionality is to provide a forum for the presentation of current research and professional scholarship in special education. Areas of scholarship published in the journal include quantitative, qualitative, and single-subject research designs examining students and persons with exceptionalities, as well as reviews of the literature, discussion pieces, invited works, position papers, theoretical papers, policy analyses, and research syntheses. Appropriate data-based papers include basic, experimental, applied, naturalistic, ethnographic, and historical investigations. Papers that describe assessment, diagnosis, placement, teacher education, and service delivery practices will also be included. Manuscripts accepted for publication will represent a cross-section of all areas of special education and exceptionality and will attempt to further the knowledge base and improve services to individuals with disabilities and gifted and talented behaviour.

Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.

Readership:

Education researchers, education professionals interested in students at risk, developmental and school psychologists, neuropsychologists, medical personnel involved with students and persons with exceptionalities, social workers, teachers, and higher education students in education.

Journal information

Print ISSN: 0936-2835 Online ISSN: 1532-7035

5 issues per year

Exceptionality is abstracted/indexed in: 

• EBSCOhost

° Academic Search Alumni Edition

° Academic Search Complete

° Academic Search Elite

° Academic Search Premier

° Academic Search Ultimate

° Book Review Digest Plus (H.W. Wilson)

° Current Abstracts

° Education Abstracts (H.W. Wilson)

° Education Full Text (H.W. Wilson)

° Education Index (Online)

° Education Research Complete

° Education Research Index

° Education Source

° OmniFile Full-Text Mega (H.W. Wilson)

° Professional Development Collection

° TOC Premier (Table of Contents)

• Elsevier BV

° Scopus

• E-psyche

• ERIC (Education Resources Information Center)

• Exceptional Child Education Resources (Online)

• OCLC

° Education Index (Online)

• Ovid

° PsycINFO

• ProQuest

° Education Database

° Health Research Premium Collection

° Linguistics and Language Behavior Abstracts (Online), Selective

° Professional ProQuest Central

° ProQuest 5000

° ProQuest 5000 International

° ProQuest Central

° ProQuest Professional Education

° Psychology Database

° Research Library

° Social Sciences Premium Collection

• Taylor & Francis

° Educational Research Abstracts Online

° Studies on Women and Gender Abstracts

• Thomson Reuters

° Current Contents

° Social Sciences Citation Index

° Web of Science

9. High Ability Studies

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High Ability Studies publishes on the development of human abilities associated to their highest level in all areas of human endeavour.

Aims and scope

High Ability Studies provide a forum for scholars in a variety of disciplines associated with the development of human abilities to their highest level. It is a medium for the promotion of high ability, whether through the communication of scientific research, theory, or the exchange of practical experience and ideas.

The contents of this journal are unique in reflecting concerns and recent developments in this area from childhood and across the whole life span in a variety of contexts. Far from being restricted to the traditional focus on high-level cognitive development, it also presents investigations into all other areas of human endeavour, including sport, technology, the arts, business, management and social relations.

The journal is concerned with aspects of development, personality, cognition, social behaviour and cross-cultural issues about high ability. Theoretical modelling and measurement techniques, as well as instructional strategies and curriculum issues, are of interest. Consequently, the journal presents material which is relevant to researchers in the field, to managers who have highly able individuals employed, to policymakers who need to find frameworks by which to make the best use of the high ability in society, to mentors, coaches, teachers, counsellors and parents of highly able children. Furthermore, the contents are not restricted to the study of manifest high-level achievement but include the identification and nurturance of unexercised potential.

Peer Review: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

Journal information

Print ISSN: 1359-8139 Online ISSN: 1469-834X

2 issues per year

High Ability Studies is currently noted in Academic Search; Australian Education Index (AEI); Australian Research Council (ARC) Ranked Journal List; British Education Index; EBSCO Online; EBSCO CD Rom Database; Education Journal; Educational Research Abstracts Online (ERA); Education Resources Information Center ( ERIC); ERIH (European Reference Index for the Humanities, Pedagogical and Educational Research); Gifted and Talented Abstracts; IBR (International Bibliography of Book Reviews of Scholarly Literature on the Humanities and Social Sciences); ISI Social and Behavioural Sciences; National Database for Research into International Education (NDRI); PsycINFO; PsychLit; Psychological Abstracts; Research into Higher Education Abstracts; SCOPUS® and Social Sciences Citation Index

European Council for High Ability and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, the European Council for High Ability and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by European Council for High Ability and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. European Council for High Ability and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, about, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions.

Publication history

Currently known as:

• High Ability Studies (1996 - current)

Formerly known as

• European Journal of High Ability (1991 - 1995)

10. International Journal of Developmental Disabilities

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Publishes research on all aspects of intellectual disabilities including genetic predisposition, learning interventions, medication, and challenging behaviour.

Journal Metrics

Usage

• 106K annual downloads/views

Citation metrics

• 2.170 (2021) Impact Factor
• Q2 Impact Factor Best Quartile
• 1.996 (2021) 5-year IF
• 2.2 (2021) Cite Score (Scopus)
• 0.819 (2021) SNIP
• 0.504 (2021) SJR

Speed/acceptance

• 32 days avg. from submission to the first decision
• 39 days avg. from submission to the first post-review decision
• 18 days avg. from acceptance to online publication
• 37% acceptance rate

Aims and scope The IJDD publishes scientific articles on work dealing with different approaches to the habilitation problems of people with an intellectual disability. The Journal covers the entire spectrum of intellectual disabilities and is concerned with definitions, IQ, genetic predisposition, evaluation of abilities, learning interventions, challenging behaviour, medication, attitudes to death and bereavement, sexuality, legal aspects, WHO, NICE and other governmental guidelines, care in the community, advocacy, stress and coping strategies for families and carers - though this is not an exhaustive list. The unifying theme is that all of these aspects should be of practical help to those with intellectual disabilities or those caring for persons with intellectual disabilities. Emphasis is placed on the practical implications of the work of educationists, instructors, nurses, occupational and other therapists, psychiatrists, psychologists and social workers, whether taking place in a hospital setting or in community care.

The Journal accepts contributions from anywhere in the world but they must be written in acceptable and fluent English, avoiding technical jargon as far as possible given the wide readership. The IJDD puts much emphasis on the practical application of scientific findings, and prospective contributors should keep in mind that acceptance of a manuscript for publication will depend to a great extent on its direct relevance to habilitation work. Readers of the IJDD expect that articles should give them some scientific help and insight into their practical work.

11. International Journal of Disability, Development and Education

Journal Metrics

Usage

• 202K annual downloads/views

Citation metrics

• 1.300 (2021) Impact Factor
• 1.704 (2021) 5-year IF
• 2.3 (2021) CiteScore (Scopus)
• Q1 (2021) CiteScore Best Quartile
• 0.850 (2021) SNIP
• 0.369 (2021) SJR

Speed/acceptance

• 65 days avg. from submission to the first decision
• 101 days avg. from submission to the first post-review decision
• 20 days avg. from acceptance to online publication
• 25% acceptance rate

Aims and scope

Founded in 1954, the International Journal of Disability, Development and Education (IJDDE) is a multi-disciplinary peer-reviewed journal with an international focus. It provides a single source of information on the education and development of persons with disabilities. IJDDE aims to publish the very best research and review articles concerned with all aspects of education, human development, special education and rehabilitation.

The content of IJDDE reflects a variety of topics, disciplines, research methods and cultural perspectives. Various orientations are represented, including education and special education, psychology, allied health, social work and psychiatry. Contributions from developed and developing countries ensure a truly international perspective.

The Editor invites articles for consideration concerned with all aspects of theory, research, and practice in the areas of disability, human development, and education. Research, review, and issues-oriented articles will be considered as well as descriptions or cross-cultural comparisons of education, special education, and rehabilitation in developed and developing countries.

Peer Review Policy

All research articles in this journal have undergone rigorous peer review, based on initial editor screening and double-blind refereeing by at least two expert referees. All book reviews have also undergone editorial screening.   Final publishing decisions rest with the Editors-in-Chief.  

Journal information

Print ISSN: 1034-912X Online ISSN: 1465-346X

6 issues per year

IJDDE is indexed and abstracted in ASSIA; Australian Education Index; Cabell's, Contents Pages in Education; Education Index; ERIC; Language and Linguistics Behavior Abstracts; Book Review Digest Plus; Dietrich's Index Philosophicus; EBSCOhost; research Online; Education Research Index; Exceptional Child Education Resources (Online Edition); H.W. Wilson; OCLC; PsycINFO; Research into Higher Education Abstracts; SCOPUS; Swets Information Services and Thomson Gale (Gale Group).

Taylor & Francis and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Taylor & Francis and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor & Francis and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, about, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions.

Publication history

Currently known as:

• International Journal of Disability, Development and Education (1989 - current)

Formerly known as

• The Exceptional Child (1976 - 1988)
• The Slow Learning Child (1954 - 1975)

12. International Journal of Inclusive Education

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Publishes multi-disciplinary research on inclusive education, pedagogies, curricula, organizational structures, policy-making, administration and cultures.

Journal Metrics

Usage

• 766K annual downloads/views

Citation metrics

• 2.863 (2021) Impact Factor
• Q2 Impact Factor Best Quartile
• 3.013 (2021) 5-year IF
• 4.3 (2021) CiteScore (Scopus)
• Q1 (2021) CiteScore Best Quartile
• 1.935 (2021) SNIP
• 0.829 (2021) SJR

Speed/acceptance

• 133 days avg. from submission to the first decision
• 220 days avg. from submission to the first post-review decision
• 16 days avg. from acceptance to online publication
• 28% acceptance rate

Aims and scope

Interview with the Editor - Listen to Roger Slee talk about the International Journal of Inclusive Education

The International Journal of Inclusive Education provides a strategic forum for international and multi-disciplinary dialogue on inclusive education for all educators and educational policy-makers concerned with the form and nature of schools, universities and technical colleges.

Papers published are original, refereed, multi-disciplinary research into pedagogies, curricula, organizational structures, policy-making, administration and cultures to include all students in education.

The journal does not accept enrolment in school, college or university as a measure of inclusion. The focus is on the nature of exclusion and on research, policy and practices that generate greater options for all people in education and beyond.

13. International Journal of School & Educational Psychology

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This journal supports Open Science Badges

Explores issues focusing on the academic success of children, youth, and families in life, by linking psychological and evidence-based practices in schools.

Journal Metrics

Usage

• 69K annual downloads/views

Citation metrics

• 2.9 (2021) CiteScore (Scopus)
• Q2 (2021) CiteScore Best Quartile
• 0.791 (2021) SNIP
• 0.423 (2021) SJR

Speed/acceptance

• 15 days avg. from submission to the first decision
• 87 days avg. from submission to the first post-review decision
• 44 days avg. from acceptance to online publication
• 8% acceptance rate

Aims and scope

NOW ACCEPTING MANUSCRIPTS! - Submit Online Here

The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA). IJSEP is a refereed journal published quarterly by the association. The primary purpose is to communicate broad-based, interdisciplinary issues of professional importance to the success of children, youth, and families in school and educational psychology. The journal is unique in that its aim is to disseminate diverse perspectives that bridge the gap between research and practice and advance social justice and equity for all students through translational research.

IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal emphasizes original empirical papers using quantitative, qualitative, and mixed-method methodologies. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, and methodological or theoretical manuscripts related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, prevention, intervention, assessment, and other school-related areas.

Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.

14. Journal of Education for Students Placed at Risk (JESPER)

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Publishes research on improving the education of students at risk, covering interventions, strategies to avoid risk, schooling structure and practices and more.

Aims and scope

2018 CiteScore: 1.04 - values from Scopus

The Journal of Education for Students Placed At Risk  ( JESPER) is the only academic journal to date which provides quantitative, qualitative, or mixed-method research focused exclusively on improving the education of students placed at risk, which are students who are in danger of not succeeding in school due to disadvantaged circumstances.  JESPER prioritizes manuscripts of studies that (1) provide impact evidence of interventions, strategies, or methods to ameliorate risk, (2) examine innovative schooling structures and school practices that improve the achievement or correlates of achievement of at-risk students, or (3) present new models for improving the precision of predicting risk and/or future success in school. The journal is focused on elucidating the malleable factors that, if altered, can change the course of a student’s educational outcomes. The journal does not publish articles that are more suited for special education journals, but it will consider studies in which special education status coexists with disadvantaged circumstances or where students at risk are placed in special education services.  JESPER facilitates communication among all stakeholders--researchers, policymakers, and educators--who are actively involved in furthering the academic and other achievements of students placed at risk.

Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by at least two anonymous referees.

About the Journal:   The   Journal of Education for Students Placed At Risk  ( JESPER ) was founded to assist researchers, policymakers, and practitioners in identifying what programs work to educate elementary and secondary students who are socioeconomically at risk.

JESPER  was founded in 1996 at the Johns Hopkins University, Hopkins’s Center for Social Organization of Schools ( CSOS), and the federally funded Center for Research into the Education of Students Placed At Risk ( CRESPAR). Sam Stringfield and John H. Hollifield, Jr. were the founding editors and Amanda Datnow and Faustine Jones-Wilson were the founding associate editors. Many board members have served throughout  JESPAR ’s existence and many with shorter tenures have made substantial contributions. John Nunnery, Martha Mac Iver, Wendy Winters, Coby Meyers, and Emily Rodgers have also served as associate editors and Cary Berkeley Kaye, Sam Kim, and Kirsten Sundell as assistant or managing editors. After Hollifield died in 1999, Stringfield remained as editor until he died in 2016. In 2017, Jerome D’Agostino of The Ohio State University became editor of  JESPER.

JESPER  has focused on original research into student outcomes regarding at-risk students in elementary and secondary school, although from time to time it has explored relevant aspects of preschool or college education and has published relevant essays and book reviews. Founding editor Sam Stringfield was particularly proud of the journal’s special issues, including, to name just a few, collections addressing pathways to postsecondary education and Reading Recovery.

The editorial teams and boards have shared the belief that effective educational practices and programs exist that make a difference in the lives of students who, for a variety of reasons—racial, economic, family, linguistic, or other—are placed at risk of academic failure. Since its founding,  JESPER  has reported on the progress made toward providing all children with a high-quality education and social support. 

Journal information

Print ISSN: 1082-4669 Online ISSN: 1532-7671

4 issues per year

Journal of Education for Students Placed at Risk  is Abstracted/Indexed in:

• EBSCOhost

° Academic Search Alumni Edition

° Academic Search Complete

° Academic Search Elite

° Academic Search Premier

° Current Abstracts

° Education Research Complete

° Education Research Index

° Education Source

° Educational Administration Abstracts

° Professional Development Collection

° Race Relations Abstracts

° TOC Premier (Table of Contents)

° Violence & Abuse Abstracts

• Elsevier BV

°Scopus

• E-psyche

• ERIC (Education Resources Information Center)

• National Library of Medicine

° PubMed

• Ovid

• ProQuest

° Education Database

° Health Research Premium Collection

° Linguistics and Language Behavior Abstracts (Online), Selective

° Professional ProQuest Central

° ProQuest 5000

° ProQuest 5000 International

° ProQuest Central

° ProQuest Professional Education

° Psychology Database

° Research Library

° Social Sciences Premium Collection

° Sociological Abstracts (Online), Selective

° PsycINFO

• Taylor & Francis

° Educational Research Abstracts Online

° Studies on Women and Gender Abstracts (Online)

15. Pastoral Care in Education

An International Journal of Personal, Social and Emotional Development

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Pastoral Care in Education is an international journal publishing research on personal, social and emotional development across the curriculum.

Journal Metrics

Usage

• 101K annual downloads/views

Citation metrics

• 1.7 (2021) CiteScore (Scopus)
• Q2 (2021) CiteScore Best Quartile
• 0.964 (2021) SNIP
• 0.383 (2021) SJR

Speed/acceptance

• 57 days avg. from submission to the first decision
• 66 days avg. from submission to the first post-review decision
• 17 days avg. from acceptance to online publication
• 45% acceptance rate

Aims and scope

Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development is directed at all teachers, professionals, researchers and academics who are concerned with the personal, and social development, education and care of all pupils across the curriculum. The journal tackles important contemporary issues such as current developments in the curriculum - citizenship, health, social and moral education; managing behaviour; whole school approaches; school structures; as well as issues of care - school exclusion, bullying and emotional development. Approaches to personal/social education; pastoral care and the counselling and care of students all come within their remit.

Contributions are encouraged which include analysis of existing practices, methods and programmes; critical discussions and accounts of new ideas and methods; developments and controversial issues; research reports. The Editor also welcomes proposals for special issues.

Journal information

Print ISSN: 0264-3944 Online ISSN: 1468-0122

4 issues a year.

Australian Research Council (ARC) Ranked Journal List; British Education Index; Contents Pages in Education; Educational Research Abstracts online; Education Resources Information Center ( ERIC); Emerging Sources Citation Index; ERIH and National Children's Bureau.

NAPCE and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, NAPCE and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by NAPCE and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. NAPCE and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, about, or arising out of the use of the Content. Terms & Conditions of access and use can be found at

http://www.tandfonline.com/page/terms-and-conditions.

16. Reading & Writing Quarterly

Overcoming Learning Difficulties

 Publish open access in this journal

Publishes papers on preschool through grade twelve literacy education, improving instruction for students with difficulty learning to read and write.

Journal Metrics 

Usage

• 125K annual downloads/views

Citation metrics

• 1.618 (2021) Impact Factor
• 1.759 (2021) 5-year IF
• 2.4 (2021) CiteScore (Scopus)
• Q1 (2021) CiteScore Best Quartile
• 1.204 (2021) SNIP
• 0.542 (2021) SJR

Speed/acceptance

• 5 days avg. from submission to the first decision
• 62 days avg. from submission to the first post-review decision
• 35 days avg. from acceptance to online publication
• 24% acceptance rate

Aims and scope

2017 Impact Factor: 1.333

Ranking: 120/238 (Education & Educational Research) and 16/40 (Education, Special)

© 2018 Clarivate Analytics, Journal Citation Reports ®

2018 CiteScore: 1.14 - values from Scopus

Reading and Writing Quarterly provides direction for educating preschool through grade twelve students about literacy. It disseminates critical information to improve instruction for regular and special education students who have or who are at risk for having difficulty learning to read and write. Interdisciplinary in scope, the journal addresses the causes, prevention, evaluation, and remediation of reading and writing difficulties in regular and special education settings. It encourages manuscripts on teaching the reading and writing processes to students experiencing difficulties in these areas. Possible topics include adjustments for language-learning style, literature-based reading programs, teaching reading and writing in the mainstream, study strategies, language-centred computer curricula, oral language connections to literacy, cooperative learning approaches to reading and writing, direct instruction, curriculum-based assessment, the impact of environmental factors on instructional effectiveness, and improvement of self-esteem.

Peer Review Policy: All articles in this journal have undergone editorial screening and peer review.

Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.

Journal information

Print ISSN: 1057-3569 Online ISSN: 1521-0693

6 issues per year

Reading and Writing Quarterly  is Abstracted/Indexed in:

• EBSCOhost

° Academic Search Alumni Edition

° Academic Search Complete

° Academic Search Elite

° Academic Search Premier

° Academic Search Ultimate

° Communication & Mass Media Complete

° Communication Abstracts

° Communication Source

° Current Abstracts

° Education Research Complete

° Education Research Index

° Education Source

° Professional Development Collection

° Teacher Reference Center

° TOC Premier (Table of Contents)

• Elsevier BV

° Scopus

• ERIC (Education Resources Information Center)

• Exceptional Child Education Resources (Online)

• Gale

° MLA International Bibliography (Modern Language Association)

• National Library of Medicine

° PubMed

• Ovid

° PsycINFO

• ProQuest

° Education Collection

° Education Database

° Linguistics and Language Behavior Abstracts (Online), Selective

° Professional ProQuest Central

° ProQuest 5000

° ProQuest 5000 International

° ProQuest Central

° ProQuest Professional Education

° Social Science Premium Collection

• Taylor & Francis

° Educational Research Abstracts Online

° Studies on Women and Gender Abstracts (Online)

• Thomson Reuters

° Current Contents

° Social Sciences Citation Index

° Web of Science

17. Reading & Writing Quarterly

Overcoming Learning Difficulties

 Publish open access in this journal

Publishes papers on preschool through grade twelve literacy education, improving instruction for students with difficulty learning to read and write.

Journal Metrics

Usage

• 125K annual downloads/views

Citation metrics

• 1.618 (2021) Impact Factor
• 1.759 (2021) 5-year IF
• 2.4 (2021) CiteScore (Scopus)
• Q1 (2021) CiteScore Best Quartile
• 1.204 (2021) SNIP
• 0.542 (2021) SJR

Speed/acceptance

• 5 days avg. from submission to the first decision
• 62 days avg. from submission to the first post-review decision
• 35 days avg. from acceptance to online publication
• 24% acceptance rate

Aims and scope

2017 Impact Factor: 1.333

Ranking: 120/238 (Education & Educational Research) and 16/40 (Education, Special)

© 2018 Clarivate Analytics, Journal Citation Reports ®

2018 CiteScore: 1.14 - values from Scopus

Reading and Writing Quarterly provides direction for educating preschool through grade twelve students about literacy. It disseminates critical information to improve instruction for regular and special education students who have or who are at risk for having difficulty learning to read and write. Interdisciplinary in scope, the journal addresses the causes, prevention, evaluation, and remediation of reading and writing difficulties in regular and special education settings. It encourages manuscripts on teaching the reading and writing processes to students experiencing difficulties in these areas. Possible topics include adjustments for language-learning style, literature-based reading programs, teaching reading and writing in the mainstream, study strategies, language-centred computer curricula, oral language connections to literacy, cooperative learning approaches to reading and writing, direct instruction, curriculum-based assessment, the impact of environmental factors on instructional effectiveness, and improvement of self-esteem.

Peer Review Policy: All articles in this journal have undergone editorial screening and peer review.

Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.

Journal information

Print ISSN: 1057-3569 Online ISSN: 1521-0693

6 issues per year

Reading and Writing Quarterly  is Abstracted/Indexed in:

• EBSCOhost

° Academic Search Alumni Edition

° Academic Search Complete

° Academic Search Elite

° Academic Search Premier

° Academic Search Ultimate

° Communication & Mass Media Complete

° Communication Abstracts

° Communication Source

° Current Abstracts

° Education Research Complete

° Education Research Index

° Education Source

° Professional Development Collection

° Teacher Reference Center

° TOC Premier (Table of Contents)

• Elsevier BV

° Scopus

• ERIC (Education Resources Information Center)

• Exceptional Child Education Resources (Online)

• Gale

° MLA International Bibliography (Modern Language Association)

• National Library of Medicine

° PubMed

• Ovid

° PsycINFO

• ProQuest

° Education Collection

° Education Database

° Linguistics and Language Behavior Abstracts (Online), Selective

° Professional ProQuest Central

° ProQuest 5000

° ProQuest 5000 International

° ProQuest Central

° ProQuest Professional Education

° Social Science Premium Collection

• Taylor & Francis

° Educational Research Abstracts Online

° Studies on Women and Gender Abstracts (Online)

• Thomson Reuters

° Current Contents

° Social Sciences Citation Index

° Web of Science

Taylor & Francis makes every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability of any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, about, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions.

Publication history

Currently known as:

• Reading & Writing Quarterly: Overcoming Learning Difficulties (1992 - current)

Formerly known as

• Journal of Reading, Writing, and Learning Disabilities International (1984 - 1991)

18.  Roeper Review

 Publish open access in this journal

Roeper Review publishes scholarly articles exploring practice, policy, applied research, and theory in all aspects of gifted education and creativity studies.

Journal Metrics

Usage

• 81K annual downloads/views

Citation metrics

• 2.2 (2021) CiteScore (Scopus)
• Q2 (2021) CiteScore Best Quartile
• 1.611 (2021) SNIP
• 0.503 (2021) SJR

Aims and scope

Roeper Review is an international, quarterly, refereed journal publishing scholarly articles that pertain to practice, policy, applied research, and theory in all dimensions of gifted education. Articles are thought-provoking and often interdisciplinary. The Roeper Review aims to enhance the development of gifted individuals and the improvement of the world through more attention to giftedness, talent development, and creativity guided by ethical awareness. Diverse topics include theories and philosophical analyses pertinent to giftedness, talent, and creativity; gender issues; curriculum studies; instructional strategies; educational psychology; elementary/early childhood/secondary education of the gifted; emotional, motivation, and affective dimensions of gifted individuals; differentiating instruction; teacher education; tests, measurement, and evaluation; and program development.

Special Features

Special Issues: Roeper Review periodically runs special, themed issues on important topics in the field. Examples of past and forthcoming special issues include:

• Expanding the Conceptual Foundations for Gifted Education
• Special Programs for Gifted Students
• The Neuroscience of Giftedness
• Global Awareness and the Gifted
• Dabrowski's Theory of Positive Disintegration
• History of Gifted Education
• Gifted Teachers
• Intelligence Theories in Gifted Education
• Underrepresentation in Gifted Education
• Specialized Science, Mathematics, and Technology High Schools

Interviews: Each issue includes an engaging interview with a pioneer or a current leader in gifted education or a related field.

Column, According to Jim: Eminent pioneer, James J. Gallagher writes a brief column on hot topics in the field.

Book Reviews and Dissertation Abstracts: Synopses of recent research and writing pertinent to high ability.

Peer Review Policy: All scholarly articles [empirical, theoretical, philosophical] in this journal have undergone rigorous blind peer review, based on initial editor screening and anonymous refereeing by at least two, in most cases three, anonymous referees. Two regular features [an interview with an eminent scholar; a brief column by a pioneer in the field] are not reviewed.

Journal information

Print ISSN: 0278-3193 Online ISSN: 1940-865X

4 issues per year

Roeper Review is abstracted/indexed in:

• De Gruyter Saur

° Dietrich's Index Philosophicus

° IBZ - Internationale Bibliographie der Geistes- und Sozialwissenschaftlichen   Zeitschriftenliteratur

° Internationale Bibliographie der Rezensionen Geistes- und Sozialwissenschaftlicher Literatur

• EBSCOhost

° Academic Search Alumni Edition

° Academic Search Complete

° Academic Search Elite

° Academic Search Premier

° Advanced Placement Source

° Book Review Digest Plus (H.W. Wilson)

° Corporate ResourceNet

° Current Abstracts

° Education Research Complete

° Education Research Index

° Education Source

° Health Business Elite

° MasterFILE Complete

° MasterFILE Elite

° MasterFILE Premier

° Professional Development Collection

° Psychology & Behavioral Sciences Collection

° Russian Academy of Sciences Bibliographies

° SocINDEX

° SocINDEX with Full Text

° Teacher Reference Center

° TOC Premier (Table of Contents)

• Elsevier BV

° Scopus

• ERIC (Education Resources Information Center)

• Exceptional Child Education Resources (Online)

• National Library of Medicine

° PubMed

• Ovid

° PsycINFO

• ProQuest

° Education Collection

° Education Database

° Health Research Premium Collection

° Hospital Premium Collection

° Professional ProQuest Central

° ProQuest 5000

° ProQuest 5000 International

° ProQuest Central

° ProQuest Professional Education

° Psychology Database

° Research Library

° Social Science Premium Collection

• Taylor & Francis

° Educational Research Abstracts Online

° Studies on Women and Gender Abstracts (Online)

• Thomson Reuters

° Emerging Sources Citation Index

° Web of Science

19. Speech, Language and Hearing

 Publish open access in this journal

Publishes on normal and disordered speech, language and hearing for professionals in linguistics, communication, speech-language pathology and audiology.

Journal Metrics

Usage

• 38K annual downloads/views

Citation metrics

• 1.7 (2021) CiteScore (Scopus)
• Q1 (2021) CiteScore Best Quartile
• 0.677 (2021) SNIP
• 0.350 (2021) SJR

Speed/acceptance

• 49 days avg. from submission to the first decision
• 86 days avg. from submission to the first post-review decision
• 16 days avg. from acceptance to online publication
• 40% acceptance rate

Aims and scope

Now included in the Scopus index!
Speech, Language and Hearing is a peer-reviewed journal welcoming submissions from clinicians and researchers who work with any aspect of normal or disordered speech, language, or hearing. The journal is multidisciplinary in nature with manuscripts accepted from all professional and scientific disciplines but particularly those in the areas of linguistics, psychology, education, audiology, speech-language pathology, and medicine. The principal criteria for acceptance are the significance of the topic or experimental questions, conformity to rigorous research, originality, scholarship, and clarity of writing.

Scope:
• Assessment and management issues
• Development and ageing
• Multiculturalism and bilingualism
• Prevention, counselling & education
• Voice, fluency & swallowing
• Phonetics, phonology & literacy
• Speech perception, otology & balance
• Assistive technology

Authors can choose to publish gold open access in this journal.

Journal information

Print ISSN: 2050-571X Online ISSN: 2050-5728

4 issues per year

Speech, Language and Hearing are included in the following services:

CINAHL: Cumulative Index to Nursing & Allied Health

Emerging Sources Citation Index (Clarivate Analytics) 

Linguistics and Language Behaviour Abstracts

PsychINFO®

Scopus

Taylor & Francis makes every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability of any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, about, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions.

Publication history

Currently known as:

• Speech, Language and Hearing (2013 - current)

Formerly known as

• Asia Pacific Journal of Speech, Language and Hearing (1996 - 2012)

INCLUSIVE EDUCATION

Publication List                                                                        h5-index      h5-median

1.         International Journal of Inclusive Education                                           44           64

2.         Journal of Learning Disabilities                                                              38          59

3.         Remedial and Special Education                                                            37          64

4.         Exceptional Children                                                                              36                66

5.         Gifted Child Quarterly                                                                           34                50

6.         European Journal of Special Needs Education                                       33                55

7.         Teacher Education and Special Education                                             29                41

8.         Journal of Positive Behavior Interventions                                             27                 51

9.         Behavioral Disorders                                                                               27                45

10.       Focus on Autism and Other Developmental Disabilities                         27                44

11.       The Journal of Special Education                                                            26                47

12.       Journal of Research in Special Educational Needs                                   26               39

13.       Career Development and Transition for Exceptional Individuals            26               35

14.       Learning Disability Quarterly                                                                   25               42

15.       Intervention in School and Clinic                                                             25                39

16.       Journal of Intellectual Disabilities                                                            25                31

17.       Augmentative and Alternative Communication                                       24                45

18.       Research and Practice for Persons with Severe Disabilities                     24                45

19.       TEACHING Exceptional Children                                                          24                38

20.       International Journal of Disability, Development and Education            24                33

Publications matching education on disability

         Publication                                                              h5-index h     5-median

1.         International Journal of Disability, Development and Education      24        33

2.         Journal of Postsecondary Education and Disability   22        28

Top 20 publications matching disability

Publication     h5-index         h5-median

1.         Disability and Rehabilitation  54        72

2.         Research in Developmental Disabilities          48        62

3.         Journal of Applied Research in Intellectual Disabilities         40        56

4.         Disability and Health Journal 38        60

5.         Disability & Society    38        59

6.         Journal of Learning Disabilities          38        59

7.         Disability and Rehabilitation: Assistive Technology  36        49

8.         Journal of Intellectual Disability Research     36        49

9.         Focus on Autism and Other Developmental Disabilities        27        44

10.       Journal of Intellectual & Developmental Disability   26        35

11.       Learning Disability Quarterly 25        42

12.       American Journal on Intellectual and Developmental Disabilities     25        38

13.       African Journal of Disability  25        37

14.       Journal of Intellectual Disabilities      25        31

15.       Research and Practice for Persons with Severe Disabilities   24        45

16.       Intellectual and Developmental Disabilities   24        34

17.       International Journal of Disability, Development and Education      24        33

18.       Journal of Developmental and Physical Disabilities   24        30

19.       Sexuality and Disability          23        33

20.       Learning Disabilities Research & Practice      22        37

Equitable education Publication  h5-index      h5-median

1.         Equity & Excellence in Education      24        40