The International Journal of Inclusive Education (IJIE) is an authoritative academic journal dedicated to the field of inclusive education, with a profound background and influence. This journal is dedicated to exploring the theory and practice of inclusive education, focusing on the latest developments in the extension of special education to inclusive issues in all levels and types of education.Inclusive education, as a trend, emerged in the 1990s and has received widespread attention and promotion internationally. As a professional journal in this field, IJIE closely tracks the development trends of inclusive education, focusing on issues such as theoretical construction, policy formulation, practical exploration, and challenges faced. By publishing high-quality academic papers, research reviews, and commentary articles, IJIE has made significant contributions to promoting the development of inclusive education.
国际融合教育杂志(International Journal Of Inclusive Education)是一本由Taylor & Francis出版的一本EDUCATION & EDUCATIONAL RESEARCH学术刊物，主要报道EDUCATION & EDUCATIONAL RESEARCH相关领域研究成果与实践。本刊已入选、社会科学引文索引（SCIE）来源期刊，该刊创刊于1997年，出版周期10 issues/year。2021-2022年最新版WOS分区等级：Q2，2023年发布的影响因子为1.8，CiteScore指数7.5，SJR指数0.828。本刊非开放获取期刊。 《全纳教育国际期刊》（International Journal of Inclusive Education，简称IJIE）是一份专注于全纳教育领域的权威学术期刊，其背景与影响力深远。该期刊致力于探讨全纳教育的理论与实践，关注特殊教育向各级各类教育中的全纳问题扩展的最新动态。全纳教育作为一种思潮，兴起于20世纪90年代，并在国际范围内得到广泛关注和推广。IJIE作为该领域的专业期刊，紧密跟踪全纳教育的发展动向，关注其理论构建、政策制定、实践探索以及面临的挑战等方面的问题。通过发表高质量的学术论文、研究综述和评论文章，IJIE为推动全纳教育的发展做出了重要贡献。
University student perspectives on institutional non-disclosure of disability and learning challenges: reasons for staying invisible
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2018.1442507
On the necessary co-existence of special and inclusive education
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1622801
The impact of an inclusive education intervention on teacher preparedness to educate children with disabilities within the Lakes Region of Kenya
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2018.1430181
The inclusive practices of classroom teachers: a scoping review and thematic analysis
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1572232
‘SENitizing’ migrant children in inclusive settings: exploring the impact of the Salamanca Statement thinking in Italy and the United States
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1622804
Mapping the evidence-based research on Ghana’s inclusive education to policy and practices: a scoping review
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1600055
An amalgam of ideals – images of inclusion in the Salamanca Statement
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1622805
Fractured academic identities: dyslexia, secondary education, self-esteem and school experiences
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2018.1433242
Teaching in inclusive schools. Do the demands of inclusive schools cause stress
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2018.1563834
Demand-oriented and fair allocation of special needs teacher resources for inclusive education – Assessment of a newly implemented funding model in North Rhine-Westphalia, Germany
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1568598
Teacher assistants working with students with disability: the role of adaptability in enhancing their workplace wellbeing
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2018.1563646
Regular education teachers’ concerns on inclusive education in China from the perspective of concerns-based adoption model
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2018.1435741
Constructing and addressing differences in inclusive schooling – comparing cases from Germany, Norway and the United States
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2018.1444105
Being included – experiences of social participation of pupils with special education needs in mainstream schools
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1603329
Social capital and self-crafting: comparing two case studies of first-in-family males navigating elite Australian universities
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1632945
Preservice general educators using co-teaching models in math and science classrooms of an urban teacher residency programme: learning inclusive practices in teacher training
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2018.1563643
Understanding inclusion in teacher education – a view from student teachers in England
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1614232
Integration policy in education and immigrant students’ patriotic pride in host countries: A cross-national analysis of 24 European countries
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1574315
The challenges of geographical inclusive education in rural Bangladesh
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2018.1514729
Barriers and facilitators of using augmentative and alternative communication with students with multiple disabilities in inclusive education: special education teachers’ perspectives
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1597185
Inclusive education reform in Kazakhstan: civil society activism from the bottom-up
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1599451
Constraints to the implementation of inclusive teaching: a cultural historical activity theory approach
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1620880
Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2018.1514762
‘Who will fit in with whom?’ Inclusive education struggles for students with dis/abilities
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2018.1447612
Playing with or next to? The nuanced and complex play of children with impairments
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1626498
Conditions of Syrian asylum seeker students in a Turkish university
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1572796
Syrian voices: an exploration of the language learning needs and integration supports for adult Syrian refugees in Ireland
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1673957
Homonormativity and Celebrating Diversity: Australian School Staff Involvement in Gay-Straight Alliances
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1592249
The journey into motherhood and schooling: narratives of teenage mothers in the South African context
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1600053
‘Towards a society of equals’: democracy, education, cooperation and the practice of radical inclusion1
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1629161
Bhutanese teachers’ attitudes towards inclusive education
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2018.1563645
Pre-service and in-service teachers’ attitudes and self-efficacy beliefs with regards to inclusive education
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1642402
Rights, inclusion and citizenship: a good news story about learning in the early years
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1629123
Educational inclusion and belonging: a conceptual analysis and implications for practice
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1603330
Exploring the implementation of lesson-level UDL principles through an observation protocol
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1655596
No place like home? – Care and disability in the inclusive elementary classroom – A consideration of the Ethical Conundrums amidst disorienting intersubjective encounters
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1651412
Inclusive education in West Africa: predictors of parental attitudes, knowledge and perceived social norms influencing inclusive practices in Ghana and Nigeria
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1642397
Inclusive classrooms: making it work for peers of children with disability
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1568596
Children’s play behaviour, cognitive skills and vocabulary in integrated early childhood special education groups
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1651410
Where are they now? Flexi school graduates reflect on their experiences of alternative education
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1615564
‘Becoming co-operative’ – challenges and insights: repositioning school engagement as a collective endeavour
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1629159
Parental satisfaction with inclusion in physical education
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1597930
A study of literacy teaching in state primary schools of Northern Cyprus: literally critical?
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1708981
The roles of language and ethnocultural identity in integrating immigrant youth in southern Russia
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1645890
Understanding the politics of inclusion, the ‘refugee’ and nation: analysis of public policies and teacher narratives in Iceland
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1707306
Hospitality: welcoming the unknown student
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1707298
Realising the educational rights of children with special and additional support needs: paradigm change or more of the same?
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1580927
Staff perspectives on victimisation in multi-ethnic Chilean elementary schools
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1620353
Exploring the role of perception of social justice in predicting attitudes toward inclusive education for students with disabilities: a formative investigation of a theory
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1626495
Beyond the vulnerability paradigm: fostering inter-professional and multi-agency cooperation in refugee education in Italy
来源期刊：International Journal of Inclusive EducationDOI：10.1080/13603116.2019.1707301
