Academic Journal
Q1Research and Practice for Persons with Severe Disabilities
About Research and Practice for Persons with Severe Disabilities
About Research and Practice for Persons with Severe Disabilities
Research and Practice for Persons with Severe Disabilities is a peer-reviewed scholarly journal published by SAGE Publications Inc. (United Kingdom). It focuses on Q1. Publication coverage spans 1975-1980, 1986, 1988, 1990, 1992-2026.
Key indicators: ISSN 1540-7969, 2169-2408; H-index 65.
Understanding This Journal's Metrics
Journal metrics help researchers assess fit, but they must be interpreted in context:
- H-index (65): Strong citation impact — 65 articles cited at least 65 times each, reflecting solid influence.
Publishing in Research and Practice for Persons with Severe Disabilities
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.
- Submission: Submit via the official journal website.
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 Research and Practice for Persons with Severe Disabilities?
1540-7969, 2169-2408.
Who publishes Research and Practice for Persons with Severe Disabilities?
SAGE Publications Inc..
What are Research and Practice for Persons with Severe Disabilities's metrics?
H-index 65.
Where do I submit to Research and Practice for Persons with Severe Disabilities?
Via the official website.
Is Research and Practice for Persons with Severe Disabilities peer-reviewed?
Yes — it is a peer-reviewed scholarly journal indexed in major academic databases.
Source-backed journal facts
Topics in published research
Disability Education and Employment; Family and Disability Support Research; Behavioral and Psychological Studies; Autism Spectrum Disorder Research; Assistive Technology in Communication and Mobility; Collaborative Teaching and Inclusion.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Reported open-access list prices
3,650.00 USD; 2,676.00 GBP
APC list prices reported by OpenAlex, which obtains this information from DOAJ. Confirm current charges, taxes, waivers and eligibility with the publisher; this is not a fee quotation.
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.
A Survey of Tangible Symbol Usage in the United States
L. Beth Brady, Sarah Ivy, Amy Hurst
2026-10-12 · DOI: 10.1177/15407969261487998Evidence-Based Practice Review on Teaching Social Studies to Students With Moderate-to-Severe Disabilities
Larry B. Fisher, Karena Cooper-Duffy, Bailey Graham, Jonie Stumbo et al.
2026-10-07 · DOI: 10.1177/15407969261488343Effectiveness of Video Modeling and Prompting Strategies on Teaching Weight Measurement Skills with Elementary Students with Intellectual and Hearing Disabilities
Kohei Nagayama, Tsutomu Kamiyama, Kazusa Wakabayashi
2026-08-17 · DOI: 10.1177/15407969261475112Singing, Dancing, and Belonging: Inclusive Art Programs for Young Adults With Intellectual and Developmental Disabilities
Othelia EunKyoung Lee
2026-08-17 · DOI: 10.1177/15407969261472629Psychometric Evaluation of the Turkish Version of a Questionnaire to Measure the Quality of Life of Individuals with Profound Multiple Disabilities
Buse Büşra Şanli Dumankaya, Hatice Cansu Bilgiç, Pınar Demiryürek, Şeref Tan et al.
2026-07-26 · DOI: 10.1177/15407969261465654Using Modified Schema-Based Instruction to Teach Mathematical Problem Solving to Postsecondary Students With Extensive Support Needs
Shannon C. Breen, Michelle L. Bonati
2026-07-23 · DOI: 10.1177/15407969261464061Mapping Literacy Practices in Bilingual Contexts for Individuals With Intellectual Disabilities: A Scoping Review
Loredana Muscat, Helen Grech
2026-07-15 · DOI: 10.1177/15407969261462786“The Lifeblood of Our Community”: A Case Study of One Rural Community Unified in Bolstering Secondary Transition Services
Michele A. Schutz, Sangjee Ha, Megan E. Best
2026-07-09 · DOI: 10.1177/15407969261456593Mothers’ Advocacy for Breaking Ideological and Structural Barriers During the COVID-19 Pandemic
Sultan Kilinc, Sara Jo Soldovieri, Megan Elizabeth Cartier
2026-07-07 · DOI: 10.1177/15407969261448482Academic Experiences of Students With Complex Communication Needs
Alison L. Zagona, Jennifer A. Kurth, Elissa Lockman
2026-06-27 · DOI: 10.1177/15407969261455306Mixed-Methods Evaluation of Caregiver-Assisted Virtual Math Instruction During the COVID-19 Pandemic
Jenny R. Root, Sarah Cox, Addie McConomy, Taryn Wade et al.
2026-06-26 · DOI: 10.1177/15407969261457020Qualitative Interview Training for Researchers with Lived Experience of Disabilities
Caitlin Piccone, Tom Collier, Tiffany Dean, Jasmine Hague et al.
2026-06-15 · DOI: 10.1177/15407969261448140“I Keep Going Till I Get What She Needs:” A Mixed-Methods Study Investigating the Educational Experiences of Caregivers of Children with Medical Complexities
Emily J. Jensen, Sarah N. Douglas, Justin Strong
2026-06-01 · DOI: 10.1177/15407969261452229Alumni Perspectives on Employment, Independent Living, and Social Engagement After a CTP Program
Hasan Aydin, Alyssa Sanabria, Bruno Halpern, Nicholas Kutz et al.
2026-05-22 · DOI: 10.1177/15407969261448791Paraprofessionals as Job Coaches in Community-Based Work Experiences for Students with Extensive Support Needs
Hannah B. Nieto, Stacy K. Dymond
2026-05-11 · DOI: 10.1177/15407969261438482Examining the Quality of Individualized Education Programs for Students with Autism Spectrum Disorder and Intellectual Disability in Turkey
Emrah Gulboy, Uygar Bayrakdar, Salih Rakap, Olga Karadimou et al.
2026-05-05 · DOI: 10.1177/15407969261443487Supporting Participation in Literacy Activities for Multilingual Students Who Use AAC: Lessons From a School-Wide Professional Learning Community
Gloria Soto, Mark O’Connor, Kimberly Kulasekaran, Michael T. Clarke et al.
2026-04-29 · DOI: 10.1177/15407969261437832Effects of a Community-Based Intervention for Teaching Leisure and Recreation Skills to Young Adults With Extensive Support Needs
Ashley Anderson, Fred Spooner, Emily Wall, Virginia L. Walker et al.
2026-03-19 · DOI: 10.1177/15407969261416404Preparing for Inclusive Education: A Survey of Special Education Faculty in Hawai’i
Lyndsey Aiono-Conradi, Sara Cothren Cook, Kelsey Oliver, Rockey Knox et al.
2026-01-31 · DOI: 10.1177/15407969261416414What’s in a Label? On the Justification for Complete Participant Descriptions
Kevin M. Ayres, Tyler-Curtis C. Elliott
2026-01-24 · DOI: 10.1177/15407969261416409Reviews
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Version History
October 9, 2026 at 7:42 pm
September 25, 2026