The European Journal of Special Needs Education is an academic journal dedicated to the field of special needs education, with ISSN numbers 0885-6257 and E-ISSN numbers 1469-591X. This magazine is committed to reflecting the dynamic growth of special needs education theory and practice worldwide, providing a forum for teachers and researchers to report and review academic research results and important developments in the field.Each issue of the magazine contains contributions from different countries, covering special needs education issues at various stages of education from basic education to adult education. The content covers cutting-edge reports on current practices, book reviews, brief reports on professional development and ongoing research, conference journals, etc., providing readers with a comprehensive academic perspective. It mainly targets teachers, researchers, policy makers, and professionals in the field of special education, providing them with valuable academic resources and communication platforms.
欧洲特殊教育杂志(European Journal Of Special Needs Education)是一本由Taylor & Francis出版的一本EDUCATION, SPECIAL学术刊物，主要报道EDUCATION, SPECIAL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1986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2.6，CiteScore指数6，SJR指数1.048。本刊非开放获取期刊。 《欧洲特殊需要教育》（European Journal of Special Needs Education）是一本专注于特殊需要教育领域的学术期刊，其ISSN号为0885-6257，E-ISSN号为1469-591X。该杂志致力于反映全球范围内特殊需要教育理论与实践的动态增长，为教师和研究者提供一个报告和评审学术研究成果及该领域重要发展的论坛。每期杂志均包含来自不同国家的贡献，涵盖从基础教育到成人教育的各个教育阶段的特殊需要教育问题。内容涵盖了当前实践的最前沿报告、书籍评论、专业发展及持续研究的简短报告、会议日记等，为读者提供了全面的学术视野。主要面向特殊教育领域的教师、研究者、政策制定者以及相关领域的专业人士，为他们提供了宝贵的学术资源和交流平台。
Making sense of ‘teaching’, ‘support’ and ‘differentiation’: the educational experiences of pupils with Education, Health and Care Plans and Statements in mainstream secondary schools
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1458474
Professionals’ views on the new policy for special educational needs in England: ideology versus implementation
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1451310
Disability, the arts and the curriculum: Is there common ground?
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1435012
Executive functions in kindergarten children at risk for developmental coordination disorder
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1468635
Do troublesome pupils impact teacher perception of the behaviour of their classmates?
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2017.1421600
What is meant by inclusion? On the effects of different definitions on attitudes toward inclusive education
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1580837
Selection and evaluation of Internet information by adults with intellectual disabilities
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1468634
Work-related burnout syndrome in special education teachers working with children with developmental disorders – possible correlations with some socio-demographic aspects and assertiveness
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1572092
Functional diversity and the multimodal listening construct
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1581402
Documenting pedagogical support measures in Finnish IEPs for students with intellectual disability
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1435011
Strategies of oral communication of deaf and hard-of-hearing (D/HH) non-native English users
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1581399
Unveiling the needs of students who stutter in the language skills - a study on anxiety and stuttering in EFL learning
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1581400
The three-tiered support system and the special education teachers’ role in Swedish-speaking schools in Finland
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1572094
One market, two perspectives, three implications: on the development of the special education market in Sweden
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1542228
I am not unskilled and unaware: deaf and hearing learners’ self-assessments of linguistic and nonlinguistic skills
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1435010
Role of age and IQ in emotion understanding in Autism Spectrum Disorder: implications for educational interventions
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1451292
Effects of special education on academic achievement and task motivation: a propensity-score and fixed-effects approach
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1533095
A critical review of education support practices in Spain
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1533094
Check in–check out intervention for supporting pupils’ behaviour: effectiveness and feasibility in Finnish schools
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1452144
How to measure teachers’ attitudes towards inclusion: evaluation and validation of the Differentiated Attitudes Towards Inclusion Scale (DATIS)
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1479953
Education intervention using para-sports for athletes with high support needs to improve attitudes towards students with disabilities in Physical Education
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1542226
Foreign language learning for children with ADHD: evidence from a technology-enhanced learning environment
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1581403
The advantages of an ADHD classification from the perspective of teachers
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1580838
Discrepancies between perceptions of first-grade students at risk for learning disabilities, their parents and teachers
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1603600
Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1501966
School belonging among young adolescents with SEMH and MLD: the link with their social relations and school inclusivity
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1501965
Teacher sensitivity in interaction with individual students: the role of teachers’ daily negative emotions
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1553876
“The system shows us how bad it feels”: special educational needs assessment in North Rhine-Westphalia, Germany
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1603595
Teachers’ expectations of children with Down Syndrome starting school in the United Arab Emirates or United Kingdom
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1553137
Teaching assistants: their role in the inclusion, education and achievement of pupils with special educational needs
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1615746
Getting good at small talk: student-directed learning of social conversation skills
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1458472
Towards a framework of inclusion: developing accessibility in tests at the British Council
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1581404
Perimeters of, and challenges to, the jurisdiction of Swedish special educators: an exploration of free text responses
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1458473
Democracy or fellowship and participation with peers: what constitutes one’s choice to self-segregate?
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1520493
How complete are individualized education programmes developed for students with disabilities served in inclusive classroom settings?
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1580840
Students negotiating the borders between general and special education classes: an ethnographic and participatory research study
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1572093
Disabling discourses and some implications for parent leadership in special education policy and practice
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1520492
The use of methods for learning to learn for students with special needs in Slovenia
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1451294
Preface
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1581395
The overall knowledge of genetics in Serbian speech and language pathologists
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1553136
Attitudes of parents of typically developing children towards school inclusion: the role of personality variables and positive descriptions
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1520496
Primary teachers’ perceptions of multi-grade classroom grouping practices to support inclusive education
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1580835
A comparative study of variations in arithmetic fluency between Norwegian and Finnish third graders
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1560618
Associations of self-perceived competence, well-being and sense of belonging among pre- and in-service teachers encountering children with diverse needs
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1533093
Special education transition issues over the past 60 years: social network analysis on Web of Science exploration
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2017.1413805
Introduction
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1581396
The feeling of rejection and humiliation and the avoidance of harm as predictors for aggressive behaviour in school-aged children in Romania
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1520498
EJSNE Conference diary 34.2
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1565196
