Vol. 36 No. 2 (2021) | International Journal of Special Education

International Journal of Special Education

The International Journal of Special Education (IJSE) is an Open Access added to DOAJ journal offering a wide range of multi-disciplinary topics regarding education and services for individuals with disabilities. This International peer-reviewed journal (published in English) aims to enhance open access for all reporting the growth of theory and practice in the field.

IJSE is indexed in Scopus, Web of Science, and Google Scholar.
2024 JIF: 0.9
5 year JIF: 0.8
2024 JCI: 0.37

Dear authors,
We would like to pay your attention to the new rules of ethics in research when submitting the paper to the International Journal of Special Education.
Before submitting your paper, read the Guidelines for Authors, where you can find all the details.

You are very welcome to read the latest research results and the previous Issues.

Volume 36, Number: 2, Year 2021 of International Journal of Special Education

Published: 2022-01-09

Towards inclusive education of children with Autism Spectrum Disorder. The impact of teachers’ autism-specific professional development on their confidence in their professional competences

Joanna Kossewska, Anna Bombińska-Domżał, Tamara Cierpiałowska, Elżbieta Lubińska-Kościółek, Sylwia Niemiec, Małgorzata Płoszaj, David R. Preece

Psychological correlates of parental burnout in hearing mothers of deaf children: personality, satisfaction with life, and posttraumatic growth

Joanna Kobosko, Małgorzata Sekułowicz, Lech Śliwa, Joanna Rostkowska, W. Wiktor Jedrzejczak, Henryk Skarzynski

89-98

Experiences of Mothers Who Care for Adults with Profound Intellectual Disabilities. Qualitative Study

Diana Aksamit, Maria Mar Badia Martin

1-12

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Relation between quality of life and physical literacy of young adolescents with Autism Spectrum Disorder

Iuliia Pavlova, Ivanna Bodnar, Ali Hamade, Dariusz Mosler, Eligiusz Małolepszy, Teresa Drozdek-Małolepsza

13-26

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Towards inclusive education of children with Autism Spectrum Disorder. The impact of teachers’ autism-specific professional development on their confidence in their professional competences

Joanna Kossewska, Anna Bombińska-Domżał, Tamara Cierpiałowska, Elżbieta Lubińska-Kościółek, Sylwia Niemiec, Małgorzata Płoszaj, David R. Preece

27-35

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Bone marrow transplantation from the donors’ perspective – a contribution to research in the field of health pedagogy

Karol Motyl

36-43

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Remote education of students with disabilities in inclusive forms of education in Poland during the COVID-19 pandemic

Iwona Chrzanowska

44-52

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Teacher Perceptions of University Mentoring Programs Planning for Inclusive Elementary Schools: A Case Study in Indonesia

‎ Rasmitadila, Megan Asri Humaira, Reza Rachmadtullah, Afrida Sesrita, Sobrul Laeli, Iyon Muhdiyati, Wilis Firmansyah

53-65

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Early childhood teachers’ beliefs and practices about the inclusion of children with Autism in Jamaica

Camielle Bariffe, Evdokia Pittas

66-77

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Instructing Parents to Deliver Discrete Trial Teaching to Their Children with Autism Spectrum Disorder in Korea

Gabrielle T. Lee, Hyesuk LeePark, Hyunok Kim, Hyomin Ahn, Dayun Kim, Dongsoo Suh

78-89

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Efficacy of Cognitive Therapy on the Management of Psychological Distress among Adolescents with Hearing Impairment in Oyo State

Samuel Olufemi Adeniyi, Olubukola A. Olufemi-Adeniyi, Abiola Wasiu Raheem

90-97

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