| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 629 | 12 | 21 | 8 |
The journal is organized to address concerns in the fields of Pedagogy, Special education, Inclusion (education), Developmental psychology and Mathematics education. European Journal of Special Needs Education explores topics in Pedagogy which can be helpful for research in disciplines like Mainstream and Medical education. In it, Context (language use), Public relations, Teaching method, Special needs and Learning disability are investigated in conjunction with one another to address concerns in Special education research.
While Inclusion (education) is the focus of the journal, it also provided insights into the studies of Qualitative research and Teacher education. The main emphasis of European Journal of Special Needs Education is the research on Qualitative research, emphasizing the topic of Semi-structured interview. The Developmental psychology works featured in the journal incorporate elements from Intervention (counseling), Social psychology, Cognition and Clinical psychology.
The published articles investigate studies in Pedagogy, Special education, Inclusion (education), Mainstreaming and Developmental psychology. While work presented in the most cited publications provide substantial information on Pedagogy, it also covers topics in Mathematics education, Comparative education and Mainstream. Aside from discussions in Special education, the journal publications also deal with the subject of Special needs which intersects with Social position and Social integration disciplines.
The objective of the journal is to combine knowledge in the areas of Medical education, Inclusion (education), Special education, Special educational needs and Pedagogy. European Journal of Special Needs Education addresses concerns in Medical education which are intertwined with other disciplines, such as Qualitative research, Self-efficacy and Autism. The tackled Inclusion (education) research is interrelated with Mainstream which concerns subjects like Teaching assistant.
The study of Special needs and how it intertwines with concepts under Gerontology, Well-being, Professional development and Social psychology were explored in the presented Special education research. The concepts on Special educational needs presented in European Journal of Special Needs Education can also apply to other research fields, including Friendship, Scale (social sciences) and Social engagement. The research on Pedagogy tackled can also make contributions to studies in the areas of Context (language use) and Diversity (politics).
A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.
The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.
The top authors publishing in European Journal of Special Needs Education (based on the number of publications) are:
The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.
Only papers with recognized affiliations are considered
The top affiliations publishing in European Journal of Special Needs Education (based on the number of publications) are:
The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.
The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.
The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.
During the most recent 2021 edition, 6.45% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 13.79% were posted by at least one author from the top 10 institutions publishing in the journal. Another 20.69% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 13.79% of all publications and 51.72% were from other institutions.
A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.
The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.
The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.
Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).
The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:
The chart below illustrates experience levels of first authors in cases of publications with multiple authors.
Those who want to pursue a career in the field of Special Needs Education may consider becoming a Licensed Professional Counselor (LPC). This role entails providing therapeutic services to individuals, families, or groups with various needs, including those in the special education sector. To become an LPC, you must meet specific requirements including completion of a counseling degree, obtaining supervised clinical experience, and passing a licensure exam. Each state has its own set of requirements for counselor licensure, for instance, the LPC requirements in Nevada. A thorough understanding of the topics and research trends in the field of Special Needs Education, like those discussed in the European Journal of Special Needs Education, can greatly enhance the effectiveness of an LPC in addressing the unique needs of individuals with special educational needs. Additionally, experience or academic focus on Inclusion (education), Pedagogy, and Developmental psychology, which are prevalent themes in this journal, may be beneficial for aspiring LPCs who aim to specialize in counseling individuals in special education. Joining the field of Special Needs Education as an LPC not only promises a rewarding career but also opens up opportunities to make a positive impact on the lives of individuals who are part of this community. It is a path worth considering for those interested in making a meaningful difference in this field.
Michael F. Giangreco
(2021)João A. Lopes;Cristina Gomes;Célia R. Oliveira;Julian G. Elliott
(2020)Brahm Norwich;Simon Benham-Clarke;Sui Lin Goei
(2021)Simon Gibbs;Jens F. Beckmann;Julian Elliott;Riitta-Leena Metsäpelto
(2020)Claire Griffin;Peter Blatchford
(2021)David Satherley;Brahm Norwich
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