Academic Journal
Q1International Journal of Disability, Development and Education
About International Journal of Disability, Development and Education
About International Journal of Disability, Development and Education
International Journal of Disability, Development and Education is a peer-reviewed scholarly journal published by 67 (United Kingdom). It focuses on Q1. Publication coverage spans 1989-2026.
Key indicators: ISSN 1465-346X, 1034-912X; H-index 55.
Understanding This Journal's Metrics
Journal metrics help researchers assess fit, but they must be interpreted in context:
- H-index (55): Strong citation impact — 55 articles cited at least 55 times each, reflecting solid influence.
Publishing in International Journal of Disability, Development and Education
An established venue in its field. The journal welcomes solid, well-executed research. Ensure your manuscript fits the stated scope and follows author guidelines carefully.
- Scope fit: Confirm your research aligns with Q1. Off-scope manuscripts are typically desk-rejected quickly.
- Author guidelines: Follow formatting, reference style, and article-type requirements exactly — non-compliant manuscripts may be returned without review.
Is This Journal Right for Your Paper?
- Audience match: Will the journal's readers cite and build on your findings?
- Timeline: Higher-tier journals mean longer review and higher rejection risk. Balance prestige against your schedule.
- Indexing: Confirm indexing in Web of Science, Scopus, and PubMed (if biomedical) meets your institutional requirements.
- Open access needs: Check funder mandates and whether the journal offers compliant OA options.
Frequently Asked Questions
What is the ISSN of International Journal of Disability, Development and Education?
1465-346X, 1034-912X.
Who publishes International Journal of Disability, Development and Education?
67.
What are International Journal of Disability, Development and Education's metrics?
H-index 55.
Is International Journal of Disability, Development and Education peer-reviewed?
Yes — it is a peer-reviewed scholarly journal indexed in major academic databases.
Source-backed journal facts
Topics in published research
Family and Disability Support Research; Disability Education and Employment; Autism Spectrum Disorder Research; Inclusion and Disability in Education and Sport; Collaborative Teaching and Inclusion; Disability Rights and Representation.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
International Comparisons on Intellectual Disability and Autism in China, South Korea and the United States
Eun-Joo Kim, Jie Zhang, Jeongae Kang
2026-09-02 · DOI: 10.1080/1034912x.2026.2724557Teachers’ Perspectives on Quality of Learning for Students with Intellectual Disabilities: A Quantitative Analysis in a Post-COVID Setting in Saudi Arabia
Khalid Habib Alshamri
2026-08-17 · DOI: 10.1080/1034912x.2026.2715364Turkish Mothers’ Narratives of Communication and Emotional Labor in Families Raising Children with Multiple Disabilities: A Qualitative Study
Emrah Marul
2026-08-05 · DOI: 10.1080/1034912x.2026.2709688Integrated Language and Visual Arts Instruction: Fostering a Sense of Community in Students with Special Educational Needs
Jem Cloyd M. Tanucan, Baby Jane U. Tanucan, Walton Wider, Tamara Smith-Moyler et al.
2026-07-29 · DOI: 10.1080/1034912x.2026.2708035Parental and Student Participation in Transition Planning: Factors Influencing Involvement
Saeed Almalki, Shorooq Alotibi, Ghaleb Alnahdi
2026-07-29 · DOI: 10.1080/1034912x.2026.2709622‘What Am I Supposed to Do?’: An Ethnographic Exploration of Co-Regulation Supports for Students with Intellectual Disabilities in Two Mainstream Western Australian Primary Schools
Gillian Andrikos, Cindy Ann Smith, Megan Hatfield, Marina Ciccarelli et al.
2026-07-29 · DOI: 10.1080/1034912x.2026.2701416Effects of Different Types of Background Music on State Anxiety and Learning Outcomes of Chinese Undergraduates with and without Specific Learning Disabilities: The Role of Auditory Temporal Processing
Li-Chih Wang
2026-07-28 · DOI: 10.1080/1034912x.2026.2709621Partnerships Between Families and Early Childhood Education and Care Facilities for Children with Special Needs Using E-Portfolios in Japan
Gota Matsui
2026-07-28 · DOI: 10.1080/1034912x.2026.2709629No More Meltdowns: Relationship-Based Strategies That Yield Behaviour Change and School Success for Students with Autism and ADHD
Louise Perry
2026-07-21 · DOI: 10.1080/1034912x.2026.2704801The Challenges of Inclusive Education: Learning from Global Practices
Yuyun Libriyanti, Sri Fajar Martono, Nurul Qolbi Izazy, Yendri Wirda et al.
2026-07-17 · DOI: 10.1080/1034912x.2026.2697482Training Needs of Professionals and Mentors for Developing an Online Course to Encourage Inclusive Education of Students with Sensory Disabilities
Adrián Martín-Gutiérrez, Luis Leal-Vega, Joaquín Herrera-Medina, Juan Francisco Arenillas-Lara et al.
2026-07-15 · DOI: 10.1080/1034912x.2026.2701403Resolving Resistance to Support Services: Special Education Teacher–Parent Negotiation on Challenging Behaviours of Children with Autism in Mainstream Chinese Elementary Schools
Yanfu Ji, Xu Wang, Chen Tian, Qi Ye et al.
2026-07-14 · DOI: 10.1080/1034912x.2026.2701408Frontline Perspectives on Dyscalculia: A Study of Teacher Awareness and Pedagogical Responses in the Turkish Educational Context
Birkan Guldenoglu, Bahadır İnan, Serhat Uçar
2026-07-13 · DOI: 10.1080/1034912x.2026.2700537Usability Analysis of the Braille Mechanical Punch for Writing
Moloud Mohammadi
2026-07-13 · DOI: 10.1080/1034912x.2026.2700547Students’ and Teachers’ Perspectives on English Language Exams for Students with Visual Impairments: Toward More Inclusive Assessment Practices
Karim Rezagah, Zohreh Eslahi Nodehi
2026-07-13 · DOI: 10.1080/1034912x.2026.2701414A Systematic Review of Facilitators: What Works When Teachers and Speech and Language Therapists Work Together?
Daniela González-Fernández, Carolina Iturra Herrera, María Antonia Reyes Villalobos, Osvaldo Hernández González et al.
2026-07-11 · DOI: 10.1080/1034912x.2026.2697483Children with ASD in Regular Classroom: How Do Teachers Value and Use Inclusive Educational Practices in Northwest China
Zibin Wang, Sha Shen, Tianqi Tang
2026-07-08 · DOI: 10.1080/1034912x.2026.2700539Ecosystemic Play Therapy: Emotional Awareness and Social Competence in Deaf Adolescents
Mohammad Ashori, Abdolhossein Shamsi, Abolfazl Poursadoghi
2026-07-07 · DOI: 10.1080/1034912x.2026.2697480The Representation of Disability in EFL Textbooks for Junior High School Students in Indonesia
Yuli Astuti Hasanah, Him’mawan Adi Nugroho, Ahmad Munir
2026-07-01 · DOI: 10.1080/1034912x.2026.2697077Accessibility, Attitudes, and Social Interaction: The Triple Challenge for Students with Visual and Physical Impairments in Primary Schools
Muluken Tesfaye Kabtyimer
2026-06-20 · DOI: 10.1080/1034912x.2026.2688227Reviews
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Version History
October 10, 2026 at 2:20 am
October 2, 2026