EXCEPTIONAL CHILDREN

EXCEPTIONAL CHILDREN

EXCEPT CHILDREN
影响因子:4.3
JCR分区:Q1
新锐分区:教育学1区
是否综述期刊:N/A
是否预警:不在预警名单内
是否OA:
出版国家/地区:-
出版社:SAGE
发刊时间:0
收录数据库:SCIE/SSCI/Scopus收录
ISSN:0014-4029

期刊介绍

Exceptional Children is an academic journal dedicated to the field of special education, dedicated to publishing high-quality research to support the practice and policy-making of special education. It covers a wide range of topics, including learning disabilities, emotional and behavioral disorders, early intervention, gifted and gifted education, autism spectrum disorder, attention deficit hyperactivity disorder, language and hearing impairment, physical and health disorders, multiple disabilities, and more. The readership of this magazine mainly includes special education teachers, school psychologists, school psychologists, special education researchers, university professors, and graduate students. By publishing the latest research findings, providing practical guidance and policy recommendations, this journal has made significant contributions to the development of the field of special education.
特殊儿童(Exceptional Children)是一本由SAGE出版的一本Multiple学术刊物,主要报道Multiple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1934年,出版周期4 issues/year。2021-2022年最新版WOS分区等级:Q1,2023年发布的影响因子为2.2,CiteScore指数5.9,SJR指数1.369。本刊非开放获取期刊。 《Exceptional Children》是一本专注于特殊教育领域的学术期刊,致力于发布高质量的研究,以支持特殊教育的实践和政策制定。它涵盖了广泛的主题,包括学习障碍、情绪和行为障碍、早期干预、天才教育和资优教育、自闭症谱系障碍、注意力缺陷多动障碍、语言和听力障碍、身体和健康障碍、多重障碍等。该杂志的读者群主要是特殊教育教师、学校心理咨询师、学校心理学家、特殊教育研究人员、大学教授和研究生等。通过发表最新的研究成果,提供实践指导和政策建议,该杂志为特殊教育领域的发展做出了重要贡献。
年发文量 20
国人发稿量 0
国人发文占比 0%
自引率 2.3%
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

Are Students with Disabilities Accessing the Curriculum? A Meta-Analysis of the Reading Achievement Gap between Students with and without Disabilities.
来源期刊:Exceptional ChildrenDOI:10.25384/SAGE.C.4233650.V1
Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-Analysis
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918817504
An Investigation of SRSD to Teach Fractions to Students With Disabilities
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918813980
Racing Against the Vocabulary Gap: Matthew Effects in Early Vocabulary Instruction and Intervention
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918789162
Aptitude-by-Treatment Interactions in Research on Educational Interventions
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918802803
Exploring the Relationship Between Initial Mathematics Skill and a Kindergarten Mathematics Intervention
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918799503
How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918782618
Defining Summer Gain Among Elementary Students With or at Risk for Reading Disabilities
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918819426
Peer Interactions in Preschool Inclusive Classrooms: The Roles of Pragmatic Language and Self-Regulation
来源期刊:Exceptional ChildrenDOI:10.1177/0014402919828364
Effects of Tactile Prompting and Self-Monitoring on Teachers’ Use of Behavior-Specific Praise
来源期刊:Exceptional ChildrenDOI:10.1177/0014402919846500
On the Importance of Moderator Analysis in Intervention Research: An Introduction to the Special Issue
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918811924
Special Educators’ Working Conditions in Self-Contained Settings for Students With Emotional or Behavioral Disorders: A Descriptive Analysis
来源期刊:Exceptional ChildrenDOI:10.1177/0014402919868946
Filling an Information Gap in Preschool MTSS and RTI Decision Making
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918812473
Does the Severity of Students’ Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918782628
Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918802801
Skill Moderators of the Effects of a Reading Comprehension Intervention
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918787339
Descriptive Analysis and Meta Analysis of Studies Investigating the Effectiveness of Simultaneous Prompting Procedure
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918795702
Preregistration in Single-Case Design Research
来源期刊:Exceptional ChildrenDOI:10.1177/0014402919868529
IDEA’s Double Bind: A Synthesis of Disproportionality Policy Interpretations
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918818047
Effect of SWPBIS on Disciplinary Exclusions for Students With and Without Disabilities
来源期刊:Exceptional ChildrenDOI:10.1177/0014402919854196
Involvement of Students With Severe Disabilities in Specialized Health Care Procedures
来源期刊:Exceptional ChildrenDOI:10.1177/0014402919865148
Double Jeopardy? Disproportionality in First Juvenile Court Involvement by Disability Status
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918819101
Are Students With Disabilities Accessing the Curriculum? A Meta-Analysis of the Reading Achievement Gap Between Students With and Without Disabilities
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918795830
Are U.S. Schools Discriminating When Suspending Students With Disabilities? A Best-Evidence Synthesis
来源期刊:Exceptional ChildrenDOI:10.1177/0014402919868528
Examining the Role of Pre-Instruction Academic Performance Within A Text-based Approach to Improving Student Content Knowledge and Understanding
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918783187
Efficacy of a First-Grade Mathematics Intervention on Measurement and Data Analysis
来源期刊:Exceptional ChildrenDOI:10.1177/0014402919857993
Preview
来源期刊:Exceptional ChildrenDOI:10.1177/0014402919851459
Preview
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918811447
The Relationship Between Study Quality and the Effects of Supplemental Reading Interventions: A Meta-Analysis
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918796164
Implementing Comprehensive Literacy Instruction for Students With Severe Disabilities in General Education Classrooms
来源期刊:Exceptional ChildrenDOI:10.1177/0014402919880156
Preview
来源期刊:Exceptional ChildrenDOI:10.1177/0014402919830597

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
90.00%9.09%--

相关指数

影响因子
影响因子
年发文量
自引率

预警情况

查看说明
时间 预警情况
2026年03月发布的新锐学术版不在预警名单中
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:1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
Q1
REHABILITATION
Q1

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
2026年3月发布
(新锐分区)
教育学1区
EDUCATION, SPECIAL 特殊教育学
1区
REHABILITATION 康复医学
1区
N/A
2025年3月升级版
教育学3区
EDUCATION, SPECIAL 特殊教育学
1区
REHABILITATION 康复医学
1区
2023年12月旧的升级版
教育学3区
EDUCATION, SPECIAL 特殊教育学
1区
REHABILITATION 康复医学
2区

CiteScore

查看说明
CiteScore SJR SNIP 学科 分区 排名
6.00
2.118
2.984
大类:Social Sciences 小类:Education
大类:Social Sciences 小类:Developmental and Educational Psychology
Q1
Q1
216 / 1620
74 / 367

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