JSER in Journal Scholar Metrics

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I want to announce new indexing of our journal into Journal Scholar Metrics.
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"We are glad to inform you that the journal "Journal of Special Education and Rehabilitation" has been added to Journal Scholar Metrics. You may access the details page for this journal from the following link:
Please, keep in mind that the data available in Journal Scholar Metrics still refers to the period 2010-2014. The Google Scholar team released a new version of Google Scholar Metrics in July 2016, and the indicators for this journal may have changed for the new period (2011-2015). Unfortunately, we don't know when we'll be able to update the data in Journal Scholar Metrics to reflect the information currently available in Google Scholar Metrics.
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CHALLENGES OF EMPOWERING PEOPLE WITH DISABILITIES IN NIGERIA FOR NATIONAL DEVELOPMENT

Johan ELEWEKE1
Gabriel SOJE2

1 World Languages and Literatures, Portland State
University,Portland, USA
2 2 College of the Marshall Islands, Majuro,
Republic of the Marshall Islands

Recived: 15.05.2016
Accepted: 19.07.2016
Review Article

Citation: Eleweke J, Soje G. Challenges of empowering people with disabilities in Nigeria for national development. J Spec Educ Rehab 2016; 17(3-4):122-138.
DOI: http://dx.doi.org/10.19057/jser.2016.14

Abstract

Introduction: This paper reviews issues affecting the empowerment of people with disabilities in Nigeria so they can be productive and contribute to the development of the nation. The questions of concern are: What is known about the extent people with disabilities are empowered to contribute to national development in Nigeria? What challenges do people with disabilities in Nigeria encounter in their attempt to contribute to national development? What are the implications of these challenges regarding strategies that could enhance the empowerment of people with disabilities to facilitate their contribution to national development?

Method: This paper addresses these questions by reviewing available research on issues pertaining to (1) legislative mandates on provision of services to individuals with disabilities in the country, (2) funding for services by the government, (3) accessing education and related services, which can ensure that people with disabilities are able to develop their potential and be able to contribute to national development as workers, administrators or employers of labour. 

Findings: Available evidence indicates that people with disabilities in Nigeria encounter challenges in accessing essential services that could enhance their contribution to national development due to factors such as the absence of legislation protecting their rights to receive these services, inadequate funding of services, absence of effective inclusion programmes, and lack of facilities, personnel, and resources. 

Suggestions and conclusion: The author recommended some strategies that could produce better outcomes and enhance the opportunities for people with disabilities to be empowered so that they can contribute their quota to national development. These strategies include: enacting and implementing а national disability legislation, utilisation of community-based strategies in the provision of services, and increased advocacy activities by disability organisations.

Keywords: Nigeria, developing countries, people with disabilities, empowerment, service provision, national development, community-based rehabilitation
Full Text Article

Call for papers Vol.18, issue 1-2, 2017

Respected colleagues,

We want to announce you that we are preparing next number 1-2, vol. 18 of Journal of Special Education and Rehabilitation 2017. You are kindly invited to submit an article in our Journal. The articles are bilingual (Macedonian and English). Authors abroad Macedonia can submit only in English. Please type them in Word 2003 version, or up. You should use Times New Roman font with Font size 12. The manuscript can not exceed 30.000 characters with no spaces A4 format on English including Abstract, Tables and Figures in English. The margins should be 2 cm from every side, and also paragraph should be 1.5 lines.
JSER is indexed in following data bases:

AcademicKeys; Academic Journals Database; Advanced Science Index; Baidu Scholar; Bielefeld Academic Search Engine (BASE); Cabell's Directories; Celdes; CiteFactor ; Chinese Directory of Open Access; CNKI Scholar (China National Knowledge Infrastucture) ; CNPIEC ; COnnections REpositories (CORE); Crossref; DeepDyve ; DOAJ; Directory of Abstract Indexing for Journals ; Directory of Open Access Scholarly Resources; Directory of Research Journals Indexing; Directory of Science ; EBSCO; Educational Research Abstracts Online; ERIH PLUS ; ETBU; Euroasian Scientific Journal Index; Genamics JournalSeek; Geneva Foundation for Medical Education and Research; GESIS SocioGuide; getCITED ; Google Scholar; HINARI; Index Copernicus; InnoSpace - SJIF Scientific Journal Impact Factor ; International Institute of Organized Research ; J-Gate ; JIFACTOR ; JournalIndex.net ; JournalRate ; Journals for free ; JournalTOCs ; Knowledge Hub ; LibSearch; Medical Journal Links ; Naviga (Softweco) ; Norwegian Social Science Data Services (NSD) ; Open Academic Journals Index; Open Access Library ; Open J Gate; ourGlocal; Periodicos ; PKP INDEX  ; Polish Scholarly Bibliography ; Prescopus; Primo Central (ExLibris); Proquest; PUBDB DESY Publication Database ; Pubget ; Pubicon Science Index ; Pubshub ; ReadCube ; Research Bible ; ResearchGate ; Questia Trusted Online Research; Sciencecape ; Sciencegate; Scientific Commons; Scientific Indexing Services ; SCImago Journal & Country Rank (SJR) ; Scirus; Scopus; Shendusou; SHERPA/ROMEO ; Sjournals Index; SOCOLAR; Summon^TM Service; SUNCAT ; TDOne (TDNet) ; The Alberta Teachers' Association ; The Open Access Digital Library  ; Trueserials.com ; CWTS Journal Indicator; Ulrich's Periodicals Directory/ulrichsweb ; Virtual Science Library (VSL); WANGFANG DATA; WorldCat; WorldWideScience.gov

You can send the articles via our electronic system, or electronically (CD, DVD) on the following address: 

Institute of Special Education and Rehabilitation,
Faculty of Philosophy
Blvd. Goce Delchev 9A
1000 Skopje, Republic of Macedonia
with subject for Journal of Special Education and Rehabilitation
or you can send them by e-mail: jser@fzf.ukim.edu.mk

The dead line for sending the manuscripts is 30.11.2016.
Please send the manuscripts on time. Manuscripts which will not come on time, or authors who will not follow the instructions will not be published.

With respect
JSER Editor-in-Chief

THE RELATION BETWEEN SCHOOL BULLYING AND VICTIMIZATION IN CHILDREN WITH ATTENTION DEFICIT/ HYPERACTIVITY DISORDER (ADHD)

Anamarija ŽIC RALIĆ1
Daniela CVITKOVIĆ1
Ena ŠIFNER2

1University of Zagreb, Загреб, Хрватска Faculty of Education and Rehabilitation Sciences
2 Primary school Ljudevita Gaja Zaprešić, Croatia

Recived: 28.05.2016
Accepted: 28.07.2016

Original Article

Citation: Žic Ralić A, Cvitković D, Šifner E. The relation between school bullying and victimization in children with Attention Deficit/ Hyperactivity Disorder (ADHD). J Spec Educ Rehab 2016; 17(3-4):105-121. 

DOI: http://dx.doi.org/10.19057/jser.2016.13

Abstract

The ADHD symptoms put the children suffering from this disorder at a higher risk of being a victim of bulling as well as of behaving aggressively towards peers.

Objectives: This study is conducted in order to identify the frequency of specific forms of victimization and bullying in children with ADHD, and to determine if there is any correlation between victimization and bullying, and between different forms of bullying in children with ADHD. 

Methods: Bullying was tested on a sample of 72 first-through-eighth graders with ADHD diagnosis by means of the School Bullying Questionnaire (UŠN-2003) designed in line with the Olweus Bully/Victim Questionnaire. 

Results: The results indicate a statistically significant correlation between being a victim and being a perpetrator of bullying. The study also shows statistically significant correlations between specific forms of bullying.

Conclusion: The results of this study provide guidelines for further studies and prevention/ intervention programs concerning bullying which involves children with ADHD.

Keywords: ADHD, children, school bullying, victims

Full Text Article

Three new citations of articles in Journal of Special Education and Rehabilitation's profile

Dear colleagues,
Here are three new citations of JSER articles from which one is in IF journal.

[PDF] A non-invasive diagnostic system for early assessment of acute renal transplant rejection.

MNMI Shehata - 2016

Abstract Early diagnosis of acute renal transplant rejection (ARTR) is of immense
importance for appropriate therapeutic treatment administration. Although the current
diagnostic technique is based on renal biopsy, it is not preferred due to its invasiveness, ...

How Achievement Error Patterns of Students With Mild Intellectual Disability Differ From Low IQ and Low Achievement Students Without Diagnoses

MM Root, L Marchis, E White, T Courville, D Choi… - Journal of …, 2016

Abstract This study investigated the differences in error factor scores on the Kaufman Test of
Educational Achievement–Third Edition between individuals with mild intellectual
disabilities (Mild IDs), those with low achievement scores but average intelligence, and ...

[PDF] Upaya Meningkatkan Keterampilan Motorik Halus Melalui Kirigami Pada Anak Kelompok B2 TK ABA Thoyibah Banyuanyar Tahun Ajaran 2015/2016

E Setyorini, R Hafidah, AR Pudyaningtyas - KUMARA CENDEKIA, 2016

Abstract ABSTRAK Tujuan dalam penelitian ini untuk meningkatkan keterampilan motorik
halus melalui kirigami pada anak kelompok B2 TK ABA Thoyibah Banyuanyar, Banjarsari,
Surakarta Tahun Ajaran 2015/2016. Bentuk penelitian ini adalah penelitian tindakan ...

Cheers

JSER editor-in-chief

EXAMINING THE FACTOR STRUCTURE OF AN EARLY CHILDHOOD SOCIAL EMOTIONAL SCREENING ASSESSMENT

Chieh-Yu CHEN1
Alberto FILGUEIRAS2
Jane SQUIRES3
Jesus LANDEIRA-FERNANDEZ4

1 University of Oregon, USA
2 Rio de Janeiro State University, Brasil
3 University of Oregon, USA
4 Pontifical Catholic University of Rio de Janeiro, Brasil

Recived: 04.05.2016
Accepted: 25.07.2016
Original Article

Citation: Chen CY, Filgueiras A, Squires J, Landeira-Fernandez J. Examining the factor structure of an early childhood social emotional screening assessment. J Spec Educ Rehab 2016; 17(3-4):89-104. 

DOI: http://dx.doi.org/10.19057/jser.2016.12

Abstract

Introduction:

The Ages & Stages Questionnaires: Social-Emotional (ASQ:SE) has been recommended for screening young children for social-emotional delays in pediatric practices and other early childhood settings. While many psychometric properties of the ASQ:SE have been examined, the factorial structure of the instrument has not as yet been comprehensively investigated. This study examined the factorial structure of the ASQ:SE in order to establish its construct validity, including study of all eight age intervals.

Method:

A total of 13,718 child/parent dyads participated in the study in the United States, completing one ASQ:SE test interval. ASQ:SE is a screening instrument exclusively focusing on social-emotional competence in 3-to-66 month old children.

A series of eight questionnaires at different age intervals (i.e., 6-, 12-, 18-, 24-, 30-, 36-, 48-, and 60-month) make up the content. Exploratory factor analysis was conducted to evaluate the number of factors that should be retained, factorial structures, and item loading on factors. Confirmatory factor analysis was conducted to further examine the goodness-of-fit of the fit model to data, based on the exploratory factor analysis result. Results:

One-factor and two-factor structure models were suggested by the exploratory factor analysis results depending on the age intervals. Confirmatory factor analysis indicted that a two-factor structure model was a better fit than a one-factor structure for all intervals.

Conclusion: The items representing social-emotional competence in the ASQ:SE can be classified in two highly correlated clusters, labeled as Emotion and Sociality. The findings supported the construct validity of the ASQ:SE, measured the intended underlying constructs.

Keywords: Ages & Stages Questionnaires: Social-Emotional (ASQ:SE), construct validity, factor analysis, screening, social-emotional competence

Full Text Article

TEST-RETEST RELIABILITY OF INDEPENDENT PHONOLOGICAL MEASURES OF 2-YEAR-OLD SPEECH: A PILOT STUDY

Katherine Marie WITTLER
Shari Leigh DEVENEY

Department of Special Education
and Communication Disorders,
University of Nebraska at Omaha, USA Slovenia

Recived: 17.03.2016
Accepted: 29.06.2016
Original Article

Citation: Wittler KM, Devenez SL. Test-retest reliability of independent phonological measures of 2-year-old speech: a pilot study. J Spec Educ Rehab 2016; 17(3-4):71-88.
DOI: http://dx.doi.org/10.19057/jser.2016.11

Abstract

Introduction: Within the field of speech-language pathology, many assume commonly used informal speech sound measures are reliable. However, lack of scientific evidence to support this assumption is problematic. Speech-language pathologists often use informal speech sound analyses for establishing baseline behaviors from which therapeutic progress can be measured. Few researchers have examined the test-retest reliability of informal phonological measures when evaluating the speech productions of young children. Clinically, data regarding these measures are critical for facilitating evidence-based decision making for speech-language assessment and treatment.

Objectives: The aim of the present study was to identify the evidence-base regarding temporal reliability of two such informal speech sound measures, phonetic inventory and word shape analysis, with two-year-old children.

Methods: The researchers examined analyses conducted from conversational speech samples taken exactly one week apart for three children 29- to 33-months of age. The videotaped 20-minute play-based conversational samples were completed while the children interacted with their mothers. The samples were then transcribed using the International Phonetic Alphabet (IPA) and analyzed using the two informal measures noted above.

Results: Based on visual inspection of the data, the test-retest reliability of initial consonant and consonant cluster productions was unstable between the two conversational samples. However, phonetic inventories for final consonants and word shape analyses were relatively stable over time.

Conclusion: Although more data is needed, the results of this study indicate that academic faculty, clinical educators, and practicing speech-language pathologists should be cautious when interpreting informal speech sound analyses based on play-based communication samples of young children.

Keywords: communication disorders, phonetic inventory, phonology, speech, speech-language pathology, word shape analysis

Full Text Article

CONTEMPORARY APPROACH TO DIAGNOSIS OF GENETIC CAUSES OF INTELLECTUAL DISABILITY

Ana PETERLIN
Borut PETERLIN

Clinical Institute of Medical Genetics
University Medical Center Ljubljana, Slovenia

Recived: 07.07.2016
Accepted: 16.07.2016
Review Article

Citation: Peterlin A, Peterlin B. Contemporary approach to diagnosis of genetic causes of intellectual disability. J Spec Educ Rehab 2016; 17(3-4):62-70.
DOI: http://dx.doi.org/10.19057/jser.2016.10

Abstract

Intellectual disability is a lifelong debilitating developmental disorder with important genetic contribution, which remains challenging to investigate due to high clinical and genetic variability. Finding the etiologic diagnosis of ID, however comes with great benefits for patients and their families, therefore establishing a genetic diagnostic pathway with right combination and succession of diagnostic tools is crucial for both prevention and appropriate treatment and/or rehabilitation of patients with ID. New diagnostic tools in genetics such as array comparative genomic hybridization (aCGH) and next-generation sequencing (NGS) have much higher detection rate for genetic aberrations responsible for ID and have enormous potential to shorten the path to diagnosis, as early diagnosis is a cornerstone for medical and non-medical management of persons suffering from ID.

Keywords: intellectual disability, aCGH, NGS, genetic testing

Full Text Article

Journal of Special Education and Rehabilitation on Social Media

Dear readers,
It is good to mention presence of Journal of Special Education and Rehabilitation on Social Media.

Journal of Special Education and Rehabilitation group
Journal of Special Education and Rehabilitation fan page

@MacedonianJSER

Journal of Special Education and Rehabilitation group






Journal of Special Education and Rehabilitation

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JSER Editor-in-Chief

CORRELATION BETWEEN AGGRESSIVE BEHAVIOUR AND STRESS IN PEOPLE WITH INTELLECTUAL DISABILITY IN RELATION TO THE TYPE OF HOUSING

Daniela TAMAŠ1
Nenad GLUMBIĆ2
Špela GOLUBOVIĆ1

1 Department of Special Rehabilitation and Education,
University of Novi Sad, Faculty of Medicine
2 University of Belgrade, Faculty of Special Education
and Rehabilitation

Recived: 26.04.2016
Accepted: 24.06.2016
Scientific Article

Citation: Tamaš D, Glumbić N, Golubović Š. Correlation between aggressive behaviour and stress in people with intellectual disability in relation to the type of housing. J Spec Educ Rehab 2016; 17(3-4):46-61.
DOI: http://dx.doi.org/10.19057/jser.2016.9

Abstract

Background: Several research findings indicate that aggression in individuals with intellectual disability (ID) is significantly associated with environmental, housing and living conditions. The aim of this study is to determine levels and forms of aggressive behaviour found among individuals with ID; also examine levels of stress experienced as a result of housing conditions and relationships between aggressive behaviours and stressful experiences encountered among individuals with ID living in different housing types.

Method: A total of 122 participants participated in the study, 51 of whom reside in institutions, 38 of whom live with families and 33 of whom participate in supported housing programmes. Following instruments have been used: The Lifestress Inventory, The Adult Scale of Hostility and Aggression Reactive-Proactive (A-SHARP).

Results:

The results reveal that there is a connection between housing types and levels and forms of aggressive behaviour and the level of stress experienced by the individuals with ID. Aggressive behaviour is least pronounced among the participants living in supported housing programmes (verbal aggression: p=0.001; bullying: p=0.002; covert aggression; p=0.003; hostility affect: p=0.002 and physical aggression: p=0.001). Among the participants living in institutions and with families is no statistically significant difference in terms of the level of any form of aggressive behaviour. Participants from supported housing programmes showed significantly lower levels of stress in comparison to the other two sub-samples (p=0.000).

Conclusions:

There is a statistically significant correlation between aggressive behaviour among individuals with ID and experienced stress, depending on the type of the participants housing.

Keywords: intellectual disability, aggression, stress, supported housing

Full Text Article

RELATION BETWEEN QUALITY OF LIFE, CHOICE MAKING, AND FUTURE EXPECTATIONS IN ADULTS WITH INTELLECTUAL DISABILITY

Vesna KOSTIKJ-IVANOVIKJ1
Natasha CHICHEVSKA-JOVANOVA2

1 Special school “Dr. Zlatan Sremec”, Skopje, Republic of Macedonia
2 Institute of Special Education and Rehabilitation,
Faculty of Philosophy, University Ss. Cyril and Methodius
Skopje, Macedonia

Received: 28.05.2016
Accepted: 17.07.2016
Original article

Citation: Kostikj-Ivanovikj V, Chichevska Jovanova N. Relation between quality of life, choice making, and future expectations in adults with intellectual disability. J Spec Educ Rehab 2016; 17(3-4):29-45.
DOI: http://dx.doi.org/10.19057/jser.2016.8

Abstract

Introduction: Quality of life of individuals depends significantly on the ability to have control over everyday life, realized through the freedom to make choices from available options and self-determination.

Objective: To determine the correlation between possibilities for making choices and expectations for the future with the quality of life in adults with intellectual disabilities according self-assessment and assessment by others.

Methods: Descriptive, method of correlation and comparative analysis ware applied. From techniques, analysis of documents, surveys with the Quality of life questionnaire by Schalock and Keith and Questionnaire for expectations for the future by Speck, and scaling with the Scale for assessment of the opportunities for making choices by Kishi et al.

Sample consisted of 130 intellectually disabled adults and 130 proxies. For establishing connection between the examined phenomena Pearson correlation coefficient (r) was used, at p<0,01.

Results: There is a strong correlation between the results obtained from the questionnaires about quality of life and opportunities for making choices, self-assessment r(130)=0,497, p<0,01, assessment by others r(130)=0,482, p<0,01. There is a correlation between the results obtained from the questionnaires about quality of life and expectations for the future, but not very strong, self-assessment r(130)=0,233, p=0,008<0,01, assessment by others r(130)=0,305, p<0,01.

Conclusion: There is a correlation between opportunities for making choices and expectations for the future with the quality of life in adults with intellectual disabilities. To improve the quality of life in these individuals, it is necessary to design programs that will develop self-concept, abilities for self-determination and making personal choices.

Keywords: adults with intellectual disability, quality of life, choice making, future expectations, self-assessment, assessment by others

Full Text Article

HOW TO SELECT APPROPRIATE STATISTICAL TEST IN SCIENTIFIC ARTICLES

Vladimir TRAJKOVSKI

Journal of Special Education and Rehabilitation
Institute of Special Education and Rehabilitation,
Faculty of Philosophy,
University Ss. Cyril and Methodius
Skopje, Macedonia

Recived: 08.07.2016
Accepted: 20.07.2016
Editorial

Citation: Trajkovski V. How to select appropriate statistical test in scientific articles. J Spec Educ Rehab 2016; 17(3-4):5-28.
DOI: http://dx.doi.org/10.19057/jser.2016.7

Abstract

Statistics is mathematical science dealing with the collection, analysis, interpretation, and presentation of masses of numerical data in order to draw relevant conclusions. Statistics is a form of mathematical analysis that uses quantified models, representations and synopses for a given set of experimental data or real-life studies. The students and young researchers in biomedical sciences and in special education and rehabilitation often declare that they have chosen to enroll that study program because they have lack of knowledge or interest in mathematics. This is a sad statement, but there is much truth in it.
The aim of this editorial is to help young researchers to select statistics or statistical techniques and statistical software appropriate for the purposes and conditions of a particular analysis. The most important statistical tests are reviewed in the article.
Knowing how to choose right statistical test is an important asset and decision in the research data processing and in the writing of scientific papers. Young researchers and authors should know how to choose and how to use statistical methods. The competent researcher will need knowledge in statistical procedures. That might include an introductory statistics course, and it most certainly includes using a good statistics textbook. For this purpose, there is need to return of Statistics mandatory subject in the curriculum of the Institute of Special Education and Rehabilitation at Faculty of Philosophy in Skopje. Young researchers have a need of additional courses in statistics. They need to train themselves to use statistical software on appropriate way.

Keywords: statistical test selection, statistics, scientific article, statistical software

Full Text Article

Newest JSER issue 3-4, vol. 17, 2016 today released

Respected colleagues and readers,

I want to inform you that today September 22nd newest issue 3-4 of JSER, vol. 17, 2016 is already published. Please find the contents:

  
Editorial
HOW TO SELECT APPROPRIATE STATISTICAL TEST IN SCIENTIFIC ARTICLES 
Vladimir TRAJKOVSKI

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Special Education-professional and scientific issues:
RELATION BETWEEN QUALITY OF LIFE, CHOICE MAKING, AND FUTURE EXPECTATIONS IN ADULTS WITH INTELLECTUAL DISABILITY
Vesna KOSTIKJ-IVANOVIKJ, Natasha CHICHEVSKA-JOVANOVA

CORRELATION BETWEEN AGGRESSIVE BEHAVIOUR AND STRESS IN PEOPLE WITH INTELLECTUAL DISABILITY IN RELATION TO THE TYPE OF HOUSING
Daniela TAMAŠ, Nenad GLUMBIĆ, Špela GOLUBOVIĆ

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Medical treatment::
CONTEMPORARY APPROACH TO DIAGNOSIS OF GENETIC CAUSES OF INTELLECTUAL DISABILITY
Ana PETERLIN, Borut PETERLIN

TEST-RETEST RELIABILITY OF INDEPENDENT PHONOLOGICAL MEASURES OF 2-YEAR-OLD SPEECH: A PILOT STUDY
Katherine Marie WITTLER, Shari Leigh DEVENEY

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Psychological and pedagogical survey:
EXAMINING THE FACTOR STRUCTURE OF AN EARLY CHILDHOOD SOCIAL EMOTIONAL SCREENING ASSESSMENT
Chieh-Yu CHEN, Alberto FILGUEIRAS, Jane SQUIRES, Jesus LANDEIRA-FERNANDEZ

THE RELATION BETWEEN SCHOOL BULLYING AND VICTIMIZATION IN CHILDREN WITH ATTENTION DEFICIT/HYPERACTIVITY DISORDER (ADHD)
Anamarija ŽIC RALIĆ, Daniela CVITKOVIĆ, Ena ŠIFNER

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World experience and current events:
CHALLENGES OF EMPOWERING PEOPLE WITH DISABILITIES IN NIGERIA FOR NATIONAL DEVELOPMENT
Jonah ELEWEKE, Gabriel SOJE

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News and information:
NEWS ABOUT THE VISIT OF ASS. PROFESSOR BLAKE HANSEN PH.D., CONDUCTED RESEARCH, PARENTS TRAINING, TWO LECTURES HELD IN COOPERATION WITH MSSA
Filip Jurtoski

THIRD TRANSNATIONAL MEETING WITHIN THE ESIPP PROJECT

Jasmina TROSHANSKA

HELD CONFERENCE: CONTEMPORARY THEORETICAL AND PRACTICAL TRENDS IN SPECIAL EDUCATION AND REHABILITATION

Olivera RASHIKJ-CANEVSKA

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Abstract from defended doctoral and post-graduated theses

TEXTBOOKS FOR INITIAL READING AND WRITING FOR STUDENTS WITH MILD INTELLECTUAL DISABILITY INCLUDED IN INCLUSIVE EDUCATION

Slavica TODOROVA

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Bibliography
Filip JURTOSKI

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List of reviewers

Index authors

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Authors instructions

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Information for JSER:

JSER Editor-in-chief

JSER article cited in Frontiers in Psychology

Dear readers,
With great honour I want to inform you that one of our articles was cited in Frontiers in Psychology, impact factor journal with IF 2.463 for 2015. This is the article which cited JSER article:

[HTML] Promoting Mentalizing in Pupils by Acting on Teachers: Preliminary Italian Evidence of the “Thought in Mind” Project

A Valle, D Massaro, I Castelli, FS Intra, E Lombardi… - Frontiers in Psychology, 2016

They cited JSER article:

Adibsereshki, N., Abdolahzadeh, M., Karmilo, M., and Hasanzadeh, M. (2014). The effectiveness of theory of mind training on the adaptive behavior of students with intellectual disability. J. Special Educ. Rehabil. 15, 91–107. doi: 10.2478/jser-2014-0006.

If company Thomson Reuters is honest they should give us IF in next evaluation.

JSER editor-in-chief 

New citations of JSER articles

Dear colleagues,

There is one more citation of JSER articles in European Journal of Special Needs Education. Authors David Preece, Loizos Symeou, Jasmina Stošić, Jasmina Troshanska, Katerina Mavrou, Eleni Theodorou & Jasmina Frey Škrinjar in the article: Accessing parental perspectives to inform the development of parent training in autism in south-eastern Europe

cited our article:

Stankova,T., and V. Trajkovski. 2010 Attitudes and Opinions of Employers, Employees and Parents about the Employment of People with Autism in the Republic of Macedonia. Journal of Special Education and Rehabilitation, 11(3-4), 16–30.

JSER editor-in-chief