Wednesday, October 22, 2014

Open Access Week

Dear readers,
Between October 20 and 26 is Open Access Week worldwide. Our journal strongly supports this kind of events. On our web site JSER online we put logo of this event. Also we take some activities to improve the functionality of our web site. Open Access Week, a global event now entering its eighth year, is an opportunity for the academic and research community to continue to learn about the potential benefits of Open Access, to share what they’ve learned with colleagues, and to help inspire wider participation in helping to make Open Access a new norm in scholarship and research. This is a week to acknowledge the wide-ranging benefits of enabling open access to information and research—as well as exploring the dangerous costs of keeping knowledge locked behind publisher paywalls. 
JSER editor-in-chief

Tuesday, October 21, 2014

When To Use Graphs, Diagrams, and Images in Your Research Paper?

According to the American psychologist Howard Gardner, human intelligence can be divided into seven categories: visual-spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, linguistic, and logical-mathematical. This implies our intelligence strengths can be different in each (so-called) intelligence profile and that everybody can be intelligent in many different ways.
Gardner says these differences “challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning.” The truth is that we learn and understand things differently, and these differences affect the manner we read academic papers. A research paper is usually a combination of written and visual information. We can assume that those who have a predominant linguistic intelligence would focus on written information, whereas those with a visual-spatial intelligence would feel more comfortable focusing on graphs, diagrams, or images. How to combine both to achieve a paper that engages readers with different intelligence profiles at par?
The perfect combination
The first thing we must understand is that, no matter how much visual support they have, papers are written works. Filling pages with unnecessary images, graphs, diagrams or any other kind of visual material is never a good idea. Remember that you are writing a professional academic paper and, therefore, your capacity to discern which material is important. Once this is clear, it is time to discern which information is likely to be visually demonstrated.
Some main ideas would help you to decide when to use graphs. Choose only information that can be clearer if explained visually, and only if it is so important that you desire the reader to keep focus on it more than in other parts. Besides, this piece of information must be qualitatively or quantitatively measurable.
Images can also be used to summarize; plenty of information can be perfectly summed up in a single graph. Lastly, another reason to use images is comparison. Graphs and diagrams are great tools to indicate the differences between two agents.
Do not fill up your images with too much information because it would complicate the readers’ understanding. Images combine or support the written words, but should not be used to replace them. A good combination of words and images can ease the paper’s general understanding.
Thinking visually: how to choose?
It is important to know the possibilities each tool offers. Graphs, for example, are good to express the mathematical relationship or statistical correlation between data. Line graphs are useful to present an evolution, circulant graphs are better to indicate proportional parts and column graphs are commonly used to compare different elements.
Researchers and academics are supposed to have a good command of graphs usage. However, the capacity of selecting which data is most likely to be shown this way makes the difference. Indeed, achieving a good command of these tools is quite difficult, but is possible with experience.
Last but not least, it is always helpful to consider the final goal of an academic paper: communication. Thus, if the graph clearly points to one of the research’s main statements, do not doubt in using it.
This post was written by Tania Alonso, a Content Writer with Enago.


JSER cited in master thesis

Respected readers,
Almost everyday I received citation alerts about JSER papers. The recent citaion is
M. F. Casanova, A. Farag, E.-B. Ayman, M. Meghan, H. Hassan, R. Fahmi, and A. E. Switala. Abnormalities of the gyral window in autism: A macro-scopic correlate to a putative minicolumnopathy. Journal of Special Education and Rehabilitation, 7(1-2), 2006.
in masther thesis
FAST AND ROBUST HYBRID FRAMEWORK FOR INFANT BRAIN CLASSIFICATION FROM STRUCTRUAL MRI: A CASE STUDY FOR EARLY DIAGNOSIS OF AUTISM by Amir Alansary B.S., Mansoura University, Egypt, 2009. Department of Electrical and Computer Engineering, University of Louisville, Louisville, Kentucky, August, 2014.
JSER editor-in-chief

Monday, October 20, 2014

How to Optimize Your Sentence Length in Academic Writing?

Academic writing conveys clear and accurate information, and to this end, places a high premium on well-constructed, carefully thought-out content. Alas! Many a time, these hallowed features lead academic sentences to becoming lengthy and convoluted, making the text hard to read. In this article, let’s look at some tips that will help you maintain an appropriate length of your sentence so that you can communicate your message or idea more effectively to the reader, which otherwise is hard to achieve, in a lengthy sentence in which the readers have to go through chains of words and ideas without a break or a pause and so find it harder to process all the information and keep in mind what the original message or overall objective was when they started reading the sentence and where all this information is leading to!
Long and convoluted sentences affect comprehension and readability. Period. Without careful crafting, they can be really hard to understand. Then again, too short sentences make for choppy writing without flow and cannot hold complex thoughts.
Is there a way to optimize sentence length? Fortunately, yes.
Here are some tips:
  • 1. Appropriate sentence length: Most readability formulas use the number of words in a sentence to measure its difficulty. Try to keep the average sentence length of your document around 20–25 words. This is a good rule of thumb to convey your meaning in a balanced way and avoiding marathon or choppy sentences. The number varies as per the field, audience, or the nature of writing. For example, the average sentence length in abstracts of the natural sciences is reported to be shorter than that found in social science and humanities abstracts.
  • 2. Vary your sentence length: Do not follow a strict length for each and every sentence. Your writing should have a mix of short, medium, and long sentences. The above tip suggests an average for a long sentence. Incorporating variety in academic writing avoids monotony, creates emphasis where needed, and helps the reader understand connections between different points. If you find that your sentence is as long as a paragraph or around 40–50 words, break it down to smaller sentences. Similarly, if your text has many back-to-back short sentences, join them.
  • 3. Focus on your message: Do not cram two or three main ideas into one long sentence. Know your main points and present them with pauses by breaking them down into smaller sentences. Losing focus of your message will lead to long drawn-out sentences and disjointed writing. When conveying a series of facts, do not unnecessarily connect all facts in one sentence but split them into smaller sentences.
  • 4. Fixing short sentences: Combining sentences into a longer one is a simple way of fixing short and choppy sentences. Use coordinating conjunctions (or, and, nor, but, or, yet, so) to avoid strings of short, vaguely related sentences. Subordinating conjunctions (after, since, whereas, because, etc.) are also used to connect sentences as well as ideas effectively.
  • 5. Fixing long sentences: Following the reverse of the above tip, remove excessive coordinating conjunctions and instead use a full stop to start a fresh sentence. Avoid starting a sentence with qualifiers such as “although,” “because,” or “since.” Avoid comma-plagued sentences and adding information in one long sentence using commas.
  • 6. Use concise expressions: Writing concisely and avoiding redundancy play a huge role in securing your text from marathon sentences. You could avoid beginning sentences with there/it is, reduce wordy phrases and nonessential prepositional phrases, and use the active voice.

Saturday, October 18, 2014

Polish author from JSER have been cited

Dear readers,
I want to inform you that JSER has one more citation. Polish author Joana Kossewska have been cited in

Verification Outcomes of Stigmatized Identities: Using Identity Theory to Understand the Relationship between Deaf Identity Processes and Depression

MJ Carter, DC Mireles.
The cited article is:Kossewska J. Personal Identity in Deaf Adolescents. Journal of Special Education and Rehabilitation 2008; 9 (1-2): 67-75.
JSER editor-in-chief

Tuesday, October 14, 2014

JSER indexed in MIAR

Respected readers,
I want to announce that our journal JSER is indexed in MIAR. with ICDS 2014: 7.730. What is MIAR?
Updated annually, based MIAR brings together key data for the identification and evaluation of journals. These are grouped into major scientific areas -subdivididas turn in more specialist academic fields. The system creates a matrix of correspondence between journals, identified by ISSN, and databases, directories and catalogs of libraries that indexed or included. Furthermore, the link to the websites of publishers and responsible institutions repertoires and sources indicated whenever the same are available.
MIAR is a support tool for those involved in their evaluation: now have data on the identity and distribution of the journals where the papers are published under evaluation.
MIAR publications includes more than 28,000, for each of which its presence repertoires multidisciplinary BDD is analyzed and as a result their ICDS is obtained.

JSER editor-in-chief 
ICDS = 7.730
ICDS = 7.730

Saturday, October 11, 2014

JSER paper cited in Procedia - Social and Behavioral Sciences

Dear readers,
I want to share new citation of JSER paper in Procedia - Social and Behavioral Sciences Volume 149, 5 September 2014, Pages 889–895. Authors: Despina Sivevska, Jadranka Runceva, Biljana Pesova in the paper The Role of Professional Primary School Services (Pedagogue, Psychologist) in the Process of Inclusion (with Special Aspect of Hyperactive Children) have cited JSER paper from N. Sofijanov, M. Kuturec, F. Duma, V. Sabolic-Avramovska, A. Sofijanova-Spasovska. Hyperactive child‘s disturbed attention as the most common cause for light forms of mental deficiency. Journal of Special Education and Rehabilitation 1998; 2 (1).
JSER editor-in-chief

Tuesday, October 7, 2014

How to Optimize your Abstract for Search Engines?

Abstract is a back bone of your paper. It is something that will draw audience to read your paper. There are many things you have to keep in mind while drafting an abstract.
Proper names, specific procedures or techniques, outcome areas, capitalized events and eras, titles of books or articles, and definitions make the best key words.
Construct a clear, descriptive title
In search engine terms, the title of your article is the most interesting element. The search engine assumes that the title contains all of the important words that define the topic of the piece and thus weights words appearing there most heavily. This is why it is crucial for the author to choose clear, accurate titles. Think about the search terms that readers are likely to use when looking for articles on the same topic as yours, and help them by constructing your title to include those search terms.
Reiterate key phrases
The next most important field is the text of the abstract itself. You should reiterate the key words or phrases from the title within the abstract itself. You know the key phrases for your subject area, whether it is temporal lobe epilepsy or rehabilitation in Iraq. Although we can never know exactly how search engines rank sites (their algorithms are closely guarded secrets and often updated), the number of times that your key words and phrases appear on the page can have an important effect. Use the same key phrases, if possible in the title and abstract.
Some important points to remember:
  • People tend to search for specifics, not just one word, e.g., women’s fiction not fiction.
  • Ensure that the title contains the most important words that relate to the topic.
  • Key phrases need to make sense within the title and abstract and flow well.
  • It is best to focus on a maximum of three or four different keyword phrases in an abstract rather than try to get across too many points.
  • Finally, always check that the abstract reads well, and remember the primary audience is still the researcher not a search engine.

Thursday, October 2, 2014


Ritwika LASKAR
Department of Education
Alipurduar Mahila Mahavidyalaya
West Bengal, India


Introduction: Education of children with special needs is an important field of study. Children with special needs deserve to be educated like any other human being. Over the years, several provisions have been made and laws have been passed to ensure education of children with special needs. A visually impaired child’s needs and goals for learning are not different from that of his sighted peers. Only the means of achieving those goals are different.
Objective: The purpose of this study was to compare the prevalent method of teaching and the system of examination for students with Visual Impairment studying in the special schools for the blind in India and Japan.
Methodology: The study was delimited to i) blind students only and ii) the special schools for the blind in Kolkata and Tokyo. Purposive sampling technique was used to select 50 teachers (25 each from the special schools for the blind in Kolkata and Tokyo). The researcher interviewed the teachers. Semi–structured information schedules were used to collect data and the data were analyzed only qualitatively.
Findings: The method of teaching the blind students was similar in both Kolkata and Tokyo. Differences were observed mainly in the type of teaching equipments used. Regarding the system of examination, differences were observed within the special schools in Kolkata. In Tokyo, however, all the special schools followed a uniform system. The study revealed that in Kolkata a strict pass/fail criterion existed. In Tokyo, on the other hand, there was no strict pass/fail criterion.
Conclusion: This study is important because not many comparative studies have been done between India and Japan. Most of the comparative research work is either between Japan and the U.S.A or between Japan and the U.K. This study was conducted mainly to find out the differences between a Developing and a Developed nation. Being a developed country, it is always assumed that there will be a lot to learn from Japan. Through this research study an attempt has been made to find out whether this assumption is true and if it is true then, to what extent the system can be implemented and practiced in the Indian scenario.  

Keywords: Method of teaching, system of exa¬mi¬nation, special schools for the blind, Kolkata, Tokyo

Corresponding address:
Ritwika LASKAR
Department of Education
Alipurduar Mahila Mahavidyalaya
New Town, Alipurduar
Zip Code 736121, West Bengal, India
Phone (0091)9830269927,



University of Ljubljana,
Faculty of Education


Introduction: One of the ways of building and developing a better cooperative relationship between parents of people with severe and profound intellectual disabilities and professional staff is the inclusion of parents in support groups for parents and staff in support groups for staff.
Goal: To examine the correlation of the level of cooperative relationship between the parents of people with severe and profound intellectual disabilities and professional staff with the inclusion of parents in support groups for parents and staff in support groups for staff.
Methodology: Respondents: parents (296) of people with severe and profound learning disabilities and staff (298) in five centres across Slovenia; Methods: descriptive statistics, test of homogeneity, the rankit method, one-way analysis of variance; Procedures: survey questionnaires for parents and staff. The data was processed using SPSS software for personal computers.
Results: The difference between the variances of the groups (parent) found is statistically significant (F = 6.16; p = 0.01). Staff included in support groups have a significantly lower level of cooperative relationship with parents (f = 10; M = - 0.12) than staff not included in these groups (f = 191; M = 0.04).
Conclusion: In contrast to theoretical findings the results indicated less successful cooperation for professional staff included in support groups. The results furthermore did not confirm any differences in the cooperative relationship of parents included in support groups and those who are not. We suggest an in-depth analysis of the workings of support groups. 

Keywords: parents of people with severe and profound intellectual disabilities, professional staff, support groups, cooperative relationship

Corresponding address:
Dnevni center Fužine
Preglov trg 7
1000 Ljubljana,

Citation of JSER papers in Journal of Contemporary Research in Education

Respected readers,
I would like to share with you new citations of papers published in JSER. This time our dear colleague Ram Lakhan made self citation and also cited paper from Rashikj and Trajkovski in his paper: Rehabilitation of People with Intellectual Disabilities in a Resource Poor District, Barwani, India: A Community-Based Approach. Journal of Contemporary Research in Education 2013; 2 (1): 36-48.
JSER papers cited into it: 
Lakhan, R. (2013). Inclusion of children with intellectual and multiple disabilities: a community based rehabilitation approach, India. Journal of Special Education and Rehabilitation, 14(1-2): 79-97.
Rashikj, O., & Trajkovski, V. (2006). Sexual abuse of people with mental retardation. Journal of Special Education and Rehabilitation, 7(3-4): 57-67.
If you want to download the paper, please click on the link above. Thank you for reading, and citing papers from JSER.

JSER Editor-in-chief