VSION OF THE JOURNAL 
“Disseminating our knowledge in an inclusive society.”

SCOPE OF THE JOURNAL 
The International Journal of Studies in Inclusive Education (IJSIE) (e-ISSN: 3008-1866, p-ISSN: 3008-1858) is a double-blind, peer-reviewed, fully open-access journal providing an advanced platform and opportunities for inclusive education-related research outputs. The accreditation of the IJSIE often ensures that it adheres to ethical publishing practices, has a rigorous peer-review process, and contributes to advancing the related inclusive education practices. These include the Inclusive Teaching Strategies, which focuse on research on effective methods and approaches for teaching diverse student (learners) populations, including those with disabilities or special educational needs. The Policy and Implementation involve studies that examine policies, frameworks, and practices that support inclusive education at various educational levels. The Educational Equity focuses on the research that addresses issues of equity and access in education and how inclusive practices can bridge educational disparities. The Curriculum Development dels with insights into designing curricula that cater to diverse learning needs and promote inclusivity. The Teacher Training and Professional Development focuses on evaluations of training programs and professional development initiatives that prepare educators (teachers) to implement inclusive practices. The Student Outcomes focuse on the research of the impact of inclusive education on students' (learners') achievement, social development, and overall well-being. The Assistive Technologies focuse on studies of the use and effectiveness of assistive technologies in supporting inclusive education. The Family and Community Involvement focuses on the esearch of the roles of families and communities in supporting inclusive education practices. The Cultural and Contextual Factors focuses on the analysis of how different cultural and contextual factors influence the implementation and effectiveness of inclusive education.

Empirical, conceptual, academic, and theoretical articles critically analyzed and interpreted in all its holistic approach to inclusive education are welcome.
Influential trends towards responsible research and innovation, the globalization of research, the emergence and inclusion of new or previously excluded stakeholders, and the advent of open science are reshaping scholarly publishing's scope and nature.
The IJSIE defines inclusive education within the broad context of the Salamanca statement guidelines. Special Education has within its heritage the perspectives of advocating for persons with exceptionalities and embracing individual differences.

AIMS OF THE JOURNAL

Therefore, the IJSIE aims to provide insights and advancements in creating educational environments where all students, regardless of their abilities or backgrounds, have the opportunity to succeed.  The IJSIE supports critical conversations concerning inclusion, multicultural issues, democratic ethics, and democratic schools. Scholars’ voices are encouraged to engage in these conversations by writing scholarly articles, reviews, research, and reports. Similarly, academic scholars must submit their quality pre-service teachers' work dealing with these issues. Articles representative of a variety of disciplinary bases are more than welcome. The focus of the IJSIE is not limited to or slanted toward any specific method of inquiry or analysis, neither quantitative, qualitative, empirical, nor rational. Any educational or public institution for nonprofit use may reproduce articles published in the IJSIE. Commercial may use this IJSIE in whole or in part by any means is strictly prohibited. Authors of accepted articles assign the IJSIE the right to publish and distribute their text electronically, save it, and make it publicly available. Authors retain the copyright, and after it has appeared in the IJSIE, they may publish it in any form they wish as long as the IJSIE is acknowledged as the source.