About this journal
Aims and scope
The International Journal of Inclusive Education provides a strategic forum for international and multi-disciplinary dialogue on inclusive education for all educators and educational policy-makers concerned with the form and nature of schools, universities and technical colleges.
Papers published are original, refereed, multi-disciplinary research into pedagogies, curricula, organizational structures, policy-making, administration and cultures to include all students in education.
The journal does not accept enrolment in school, college or university as a measure of inclusion. The focus is upon the nature of exclusion and on research, policy and practices that generate greater options for all people in education and beyond.
Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
The journal is essential reading for those working in the following areas:
- intra-cultural studies
- disability studies
- special education needs
- anti-racist education
- behavior and discipline
- bilingualism
- gender and sexuality
- educational psychology
- socio-economic disadvantage
- policy and administration/supervision in the early childhood, primary/elementary, secondary, further/higher/tertiary, and vocational educational sectors
- inclusive technologies
- curriculum and instruction
- student exclusion and disengagement
- social theory.
Journal metrics
Usage
- 978K annual downloads/views
Citation metrics
- 1.8 (2023) Impact Factor
- Q2 Impact Factor Best Quartile
- 2.6 (2023) 5 year IF
- 7.5 (2023) CiteScore (Scopus)
- Q1 CiteScore Best Quartile
- 1.689 (2023) SNIP
- 0.828 (2023) SJR
Speed/acceptance
- 230 days avg. from submission to first decision
- 271 days avg. from submission to first post-review decision
- 12 days avg. from acceptance to online publication
- 30% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors who are deciding where to submit their next manuscript for publication. However, any one metric only tells a part of the story of a journal’s quality and impact. Each metric has its limitations which means that it should never be considered in isolation, and metrics should be used to support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside other qualitative factors such as a journal’s aims & scope, its readership, and a review of past content published in the journal. In addition, a single article should always be assessed on its own merits and never based on the metrics of the journal it was published in.
For more details, please read the Author Services guide to understanding journal metrics.
Journal metrics in brief
Usage and acceptance rate data above are for the last full calendar year and are updated annually in February. Speed data is updated every six months, based on the prior six months. Citation metrics are updated annually mid-year. Please note that some journals do not display all of the following metrics (find out why).
- Usage: the total number of times articles in the journal were viewed by users of Taylor & Francis Online in the previous calendar year, rounded to the nearest thousand.
Citation Metrics
- Impact Factor*: the average number of citations received by articles published in the journal within a two-year window. Only journals in the Clarivate Science Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI), Arts and Humanities Citation Index (AHCI) and the Emerging Sources Citation Index (ESCI) have an Impact Factor.
- Impact Factor Best Quartile*: the journal’s highest subject category ranking in the Journal Citation Reports. Q1 = 25% of journals with the highest Impact Factors.
- 5 Year Impact Factor*: the average number of citations received by articles in the journal within a five-year window.
- CiteScore (Scopus)†: the average number of citations received by articles in the journal over a four-year period.
- CiteScore Best Quartile†: the journal’s highest CiteScore ranking in a Scopus subject category. Q1 = 25% of journals with the highest CiteScores.
- SNIP (Source Normalized Impact per Paper): the number of citations per paper in the journal, divided by citation potential in the field.
- SJR (Scimago Journal Rank): Average number of (weighted) citations in one year, divided by the number of articles published in the journal in the previous three years.
Speed/acceptance
- From submission to first decision: the average (median) number of days for a manuscript submitted to the journal to receive a first decision. Based on manuscripts receiving a first decision in the last six months.
- From submission to first post-review decision: the average (median) number of days for a manuscript submitted to the journal to receive a first decision if it is sent out for peer review. Based on manuscripts receiving a post-review first decision in the last six months.
- From acceptance to online publication: the average (median) number of days from acceptance of a manuscript to online publication of the Version of Record. Based on articles published in the last six months.
- Acceptance rate: articles accepted for publication by the journal in the previous calendar year as percentage of all papers receiving a final decision.
For more details on the data above, please read the Author Services guide to understanding journal metrics.
*Copyright: Journal Citation Reports®, Clarivate Analytics
†Copyright: CiteScore™, Scopus
Editorial board
Editor-in-Chief:
Roger Slee - The University of Leeds, UK
Associate Editors:
Dr Marnie Best - University of South Australia
Stanley Hak-Hiang Koh - The University of Melbourne, Australia
Sulochini Pather - University of the Western Cape
Editorial Assistant:
Tahirih Ernesta - University of South Australia, Australia
Editorial Advisory Board
Mel Ainscow - The University of Manchester, UK
Julie Allan - University of Birmingham, UK
Stephen Ball - UCL Institute of Education, UKSuzanne Carrington - Queensland University of Technology, Australia
Susan Gabel - Wayne State University, USA
Florian Kiuppis - Lillehammer University College, Norway
Bob Lingard - The University of Queensland, Australia
Meg Maguire - King’s College, University of London, UKWayne Martino - University of Western Ontario, Canada
Srikala Naraian - Columbia University, USA
Linda Ware - State University of New York, Geneseo, USA
Editorial Panel:
Alison Alborz - The University of Manchester, UK
Michael Apple - University of Wisconsin, Madison, USA
Andrew Azzopardi - University of Malta, MaltaKaren Beauchamp-Pryor - Swansea University, UK
Kalwant Bhopal - University of Southampton, UK
Roseanna Bourke - Massey University, New Zealand
Tony Booth - Canterbury Christ Church University, UK
Alicia Broderick - Montclair State University, USA
Anna Carlile - Goldsmith’s College, University of London, UK
Cheri Chan - The University of Hong Kong, Hong Kong SAR
Raewyn Connell - The University of Sydney, Australia
Tim Corcoran - Deakin University, Australia
Joanne Deppeler - Monash University, Australia
Vijaya Dharan - Massey University, New Zealand
Carla DiGiorgio - Dalhousie University, Canada
Alan Dyson - The University of Manchester, UK
Lani Florian - The University of Edinburgh, UK
Chris Forlin - International Inclusive Education Consultant
Rosalyn George - Goldsmith’s College, University of London, UK
David Gillborn - University of Birmingham, UK
Linda Graham - Queensland University of Technology, Australia
Ingrid Harrington - University of New England, Australia
Mary Kalantzis - University of Illinois at Urbana-Champaign, USA
Jane Kenway - Monash University, Australia
Alison Kearney - Massey University, New Zealand
Priya Lalvani - Montclair State University, USA
Levan Lim - National Institute of Education, Nanyang Technological University, Singapore
Tim Loreman - Concordia University, Canada
Kylie Meyer - University of Southern Queensland, Australia
Missy Morton - University of Canterbury, New Zealand
Sigamoney Naicker - University of the Western Cape, South Africa
William Pink - Marquette University, USA
Sally Power - Cardiff University, UK
Naz Rassool - University of Reading, UK
Sheila Riddell - The University of Edinburgh, UK
Fazal Rizvi - The University of Melbourne, Australia
Robert Savage - McGill University, Canada
Umesh Sharma - Monash University, Australia
Athina Sideri - National and Capodistrian University of Athens, Greece
Sip Jan Pijl - University of Groningen, Netherlands
Martin Thrupp - The University of Waikato, New Zealand
Gary Thomas - University of Birmingham, Australia
Vianne Timmons - University of Regina, Canada
Diana Tsokova - UCL Institute of Education, University of London, UK
Wayne Veck - University of Winchester, UK
Carol Vincent - UCL Institute of Education, University of London, UK
Geoff Whitty - University of Bath, UK and The University of Newcastle, Australia
Federico Waitoller - University of Illinois at Chicago, USA
Gaby Weiner - University of Sussex, UK
Kitty te Riele - Peter Underwood Centre, University of Tasmania
Elizabeth Walton - University of Nottingham
Julie White - The Victoria Institute, Victoria University
Mara Westling Allodi - Stockholm University, Sweden
Rod Wills - University of Auckland, New Zealand
Lyn Yates - The University of Melbourne, Australia
Patcy Yeung - The University of Hong Kong, Hong Kong SAR
Abstracting and indexing
International Journal of Inclusive Education is indexed and abstracted in Academic Search; Australian Education Index (AEI); Australian Research Council (ARC) Ranked Journal List; British Education Index; Educational Research Abstracts online (ERA); EBSCOhost EJS; Education Resources Information Center ( ERIC); ERIH (European Reference Index for the Humanities, Pedagogical and Educational Research); FRANCIS; National Database for Research into International Education (NDRI); SCOPUS®; Social Sciences Citation Index® and Sociological Abstracts.
Open access
International Journal of Inclusive Education is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
- Increase the discoverability and readership of your article
- Make an impact and reach new readers, not just those with easy access to a research library
- Freely share your work with anyone, anywhere
- Comply with funding mandates and meet the requirements of your institution, employer or funder
- Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
Use our APC finder to calculate your article publishing charge
14 issues per year
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