JSER articles has two new citations in early 2015.
The first one is:
C Fang, S Garbuzova-Davis, J Tan, D Obregon - 2015.C1q as a Regulator of Brain Development: Implications for Autism Spectrum Disorders. Brain Disord Ther 2015, 4:1 http://dx.doi.org/10.4172/2168-975X.1000152
JSER paper cited here is: Singh VK (2005) Elevation of Serum C-Reactive Protein and S100 Proteins for Systemic Inflammation in Autistic Children. Journal of Special Education & Rehabilitation.
The other one paper is cited in impact factor journal Topics in Early Childhood Special Education
Impact Factor:1.364 | Ranking:Education, Special 10 out of 37
Inclusion of Children With Special Needs in Early Childhood Education What Teacher Characteristics Matter
FLM Lee, AS Yeung, D Tracey, K Barker - Topics in Early Childhood Special …, 2015
Because this is not open access journal I will provide you only with abstract.
Whereas the inclusion of children with special needs in regular classrooms has gained increasing advocacy, teachers’ attitudes vary. Previous studies examining teacher attitudes have focused on primary and secondary schools in the Western world, and little is known about early childhood settings in Eastern countries. This study used MANOVA to examine preschool teachers’ attitudes in Hong Kong (N = 410). Teachers reported only modest support for inclusion. Teachers with training in special education were stronger advocates of inclusion, irrespective of their professional roles (administrator or class teacher), for children with intellectual disability, or visual, hearing, and speech and language impairments. However, neither teacher training nor professional role made a significance difference to teachers’ support of including children with physical disability, autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), specific learning difficulty, and the gifted and talented. Implications for practice and further research are explored.