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International Journal of Disability Development and Education

International Journal of Disability Development and Education

INT J DISABIL DEV ED
影响因子：1.3
是否综述期刊：否
是否预警：不在预警名单内
是否OA：否
出版国家/地区：
出版社：Taylor & Francis
发刊时间：0
发刊频率：
收录数据库：Scopus收录
ISSN：1034-912X
年发文量 106
国人发稿量 8.83
国人发文占比 0.08%
自引率 -
平均录取率-
平均审稿周期 -
版面费 -
偏重研究方向 Multiple-
期刊官网
投稿链接

期刊高被引文献

Teacher Empathy and Attitudes Towards Individuals with Disabilities
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2018.1460654
Inclusion in Physical Education: Teacher Attitudes and Student Experiences. A Systematic Review
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2018.1435852
来源期刊：DOI：
Fostering Social Participation in Inclusive Classrooms of Students who are Deaf
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2018.1562158
School-based Interventions for Improving Disability Awareness and Attitudes Towards Disability of Students Without Disabilities: A Meta-analysis
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2018.1439572
Teachers’ Attitudes Towards Children Who Use AAC in Italian Primary Schools
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2018.1495321
The Effects of Oral Narrative Intervention on the Personal Narratives of Children with ASD and Severe Language Impairment: A Pilot Study
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2018.1453049
How Students without Special Needs Perceive Social Inclusion of Children with Physical Impairments in Mainstream Schools: A Scoping Review
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1585523
Developmental Dyscalculia and Down Syndrome: Indicative Evidence
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1569209
Discriminating Quantity: New Points for Teaching Children with Down Syndrome About Number?
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1569208
Academic Self-Regulation in Autism Spectrum Disorder: A Principal Components Analysis
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1640353
An Integrative Review of Parenting Stress in Mothers of Children with Autism in Japan
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2018.1439159
Employment for Disability: Human Resources Management in Higher Education for Quality
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1643456
Testing Literacy Educational Software to Develop Design Guidelines for Children with Autism
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2018.1450494
Assessing the Impact of an Adapted Robotics Programme on Interest in Science, Technology, Engineering and Mathematics (STEM) among Children with Disabilities
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1650902
Challenges and Assistive Technology during Typical Routines: Perspectives of Caregivers of Children with Autism Spectrum Disorders and Other Disabilities
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1578864
Emerging Trends in Mathematics Education for People with Down Syndrome: Current Research and Future Directions
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1579891
Raising Autism Awareness among Greek Teachers
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2018.1462474
Schooling of Children with Rare Diseases and Disability in Europe
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2018.1562159
Evaluation by Teachers of “Use of Influence in Agile Management” by School Administration
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1634249
University Graduates with Learning Disabilities Define Success and the Factors that Promote It
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1585524
Culturally Relevant Assessment and Support of Grade 1 Students with Mild Disabilities in Tanzania: An Exploratory Study
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1591616
The New ‘Functional Mathematics’ for Learners with Down Syndrome: Numeracy for a Digital World
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1571172
The Effectiveness of Teaching Geometry to Enhance Mathematical Understanding in Children with Down Syndrome
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1571171
Opinions of Teachers and School Administrators about Organizational Citizenship Behaviors and Disability Services
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1642453
Relating Math Words, Visual Images, and Math Symbols for Understanding and Competence
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2018.1535109
Researching the Transition to High School for Adolescents with a Disability: Qualitative Action-Project Method as an Exemplar Approach
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2018.1508646
Access to Higher Education in Ghana: Examining Experiences through the Lens of Students with Mobility Disabilities
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1651833
来源期刊：DOI：
Orthographic Knowledge Promotes Young Chinese Children’s Character Writing Performance
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2018.1450963
Relationships Among Teachers’ Positive Discipline, Students’ Well-being and Teachers’ Effective Teaching: A Study of Special Education Teachers and Adolescent Students With Learning Disabilities in Taiwan
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2018.1441978
School Teachers’ and Administrators’ Opinions about Disability Services, Quality of Schools, Total Quality Management and Quality Tools
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1642455
Peer Teachers With Autism Teaching 3D Modeling
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2018.1540770
Taking Steps to Inclusion: A Content Analysis of a Resource Aimed to Support Teachers in Delivering Inclusive Physical Education
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912x.2019.1662890
Examination of Designed Materials in Digital Environment on Concept Teaching in Special Education
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1634796
The Work Content of Resource Room Guidance Personnel at Universities and Colleges in Taiwan
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2018.1457779
Study on Visual and Auditory Perception Characteristics of Children with Different Type of Mathematics Learning Disability
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1634248
The Concept of Tens and Hundreds in Students with Down Syndrome
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2018.1530343
Evaluation of School Administrators’ Brand and Crisis Management Skills on Disability Services
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1643455
Father Psycho-education Program for Developing Interaction with Children: Disability Program Development
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1642457
Development of Functional Performance in Children with Down Syndrome: A Longitudinal Age-Cohort Study Applying the PEDI Domains
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1650901
Sustained Attention and Working Memory in Children with Autism Spectrum Disorder
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1634792
Improvisational Theatre and Occupational Therapy for Children with Autism Spectrum Disorder
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1634793
Education of Teachers in the Field of Teaching Natural Science Is Lagging behind the Requirements of the Inclusion of Pupils with Special Needs
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1642456
Stop the Pity, Unlock the Potential: The Role of Non-Governmental Organizations in Disability Services: Evaluating and Monitoring Progress
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1642454
Onset of Intervention for Learners in Autism-Specific Government-Funded Schools in South Africa
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1653449
Epilepsy in Children with ASD: An Overview of Evaluation Procedures, Child Characteristics and Treatment Options
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2018.1437893
Assessing Teacher Opinion on the Inclusion of Children with Social, Emotional and Behavioural Difficulties into Mainstream School Classes
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2018.1460462
Subitisation in Number Tasks in Children with Down Syndrome
来源期刊：International Journal of Disability, Development and EducationDOI：10.1080/1034912X.2019.1571170
来源期刊：DOI：

质量指标占比

研究类文章占比 OA被引用占比 撤稿占比 出版后修正文章占比
100.00%15.38%--

相关指数

影响因子
影响因子
年发文量
自引率
Cite Score

预警情况

查看说明
时间 预警情况
2025年03月发布的2025版不在预警名单中
2024年02月发布的2024版不在预警名单中
2023年01月发布的2023版不在预警名单中
2021年12月发布的2021版不在预警名单中
2020年12月发布的2020版不在预警名单中
*来源：中科院《 国际期刊预警名单》

JCR分区

WOS分区等级：Q3区
版本 按学科 分区
WOS期刊SCI分区
WOS期刊SCI分区
WOS期刊SCI分区是指SCI官方（Web of Science）为每个学科内的期刊按照IF数值排 序，将期刊按照四等分的方法划分的Q1-Q4等级，Q1代表质量最高，即常说的1区期刊。
（2024-2025年最新版）
EDUCATION, SPECIAL
Q3

中科院分区

查看说明
版本 大类学科 小类学科 Top期刊 综述期刊
2025年3月最新升级版
教育学4区
EDUCATION, SPECIAL 特殊教育学
4区
REHABILITATION 康复医学
4区
否
否
2023年12月升级版
教育学4区
EDUCATION, SPECIAL 特殊教育学
4区
REHABILITATION 康复医学
4区
否
否
2022年12月旧的升级版
教育学4区
EDUCATION, SPECIAL 特殊教育学
4区
REHABILITATION 康复医学
4区
否
否