期刊名称：INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION
 期刊简介(About the journal)
投稿须知(Instructions to Authors)
编辑部信息(Editorial Board)
About the journal
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.
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; Contents Pages in Education ; 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.
Subjects covered by this journal
Instructions to Authors
This journal is compliant with the Research Councils UK OA policy. Please see the licence options and embargo periods here .
Figures: Please supply one set of artwork in a finished form, suitable for reproduction. Figures will not normally be redrawn by the publisher.
Reproduction of copyright material
As an author, you are required to secure permission to reproduce any proprietary text, illustration, table, or other material, including data, audio, video, film stills, and screenshots, and any supplementary material you propose to submit. This applies to direct reproduction as well as “derivative reproduction” (where you have created a new figure or table which derives substantially from a copyrighted source). The reproduction of short extracts of text, excluding poetry and song lyrics, for the purposes of criticism may be possible without formal permission on the basis that the quotation is reproduced accurately and full attribution is given. For further information and FAQs, please see http://journalauthors.tandf.co.uk/preparation/permission.asp
Acknowledgements: Any acknowledgements authors wish to make should be included in a separate headed section at the end of the manuscript. Please do not incorporate these into the bionote or notes.
Electronic Processing: Figures should be sent electronically but care and attention to these guidelines are essential as importing graphics packages can often be problematic.
- Figures must be saved individually and separate to text. Please do not embed figures in the paper file.
- Avoid the use of colour and tints for purely aesthetic reasons.
- Figures should be produced as near to the finished size as possible.
- All figures must be numbered in the order in which they appear in the paper (e.g. Figure 1, Figure 2). In multi-part figures, each part should be labelled (e.g. Figure 1(a), Figure 1(b)).
- Figure captions must be saved separately, as part of the file containing the complete text of the paper, and numbered correspondingly.
- The filename for the graphic should be descriptive of the graphic, e.g. Figure1, Figure2a.
- Files should be saved as one of the following formats: TIFF (tagged image file format), PostScript or EPS (encapsulated PostScript), and should contain all the necessary font information and the source file of the application (e.g. CorelDraw/Mac, CorelDraw/PC).
Please note that it is in the author's interest to provide the highest quality figure format possible. Please do not hesitate to contact our Production Department if you have any queries.
Tables and captions to illustrations: Tables must be typed out on separate sheets and not included as part of the text. The captions to illustrations should be gathered together and also typed out on a separate sheet. Tables and figures should be numbered consecutively by Arabic numerals. The approximate position of tables and figures should be indicated in the manuscript. Captions should include keys to any symbols used.
Citations of other work should be limited to those strictly necessary for the argument. Any quotations should be brief, and accompanied by precise references.
Style guidelines
Description of the Journal's article style , Quick guide
Description of the Journal's reference style , Quick guide
This journal uses UK spelling (e.g. colour, organise). Please use single quotation marks with double within if needed.
This journal requires a short paragraph of bibliographical details for all contributors.
For information about writing an article, preparing your manuscript and general guidance for authors, please visit the Author Services section of our website.
If you have any questions about references or formatting your article, please contact authorqueries@tandf.co.uk (please mention the journal title in your email).
Word templates
Proofs will be sent to authors if there is sufficient time to do so. They should be corrected and returned to the Publisher within three days. Major alterations to the text cannot be accepted.
Free article access
As an author, you will receive free access to your article on Taylor & Francis Online. You will be given access to the My authored works section of Taylor & Francis Online, which shows you all your published articles. You can easily view, read, and download your published articles from there. In addition, if someone has cited your article, you will be able to see this information. We are committed to promoting and increasing the visibility of your article and have provided guidance on how you can help . It is a condition of publication that authors assign copyright or license the publication rights in their articles, including abstracts, to Taylor & Francis. This enables us to ensure full copyright protection and to disseminate the article, and of course the Journal, to the widest possible readership in print and electronic formats as appropriate. Authors retain many rights under the Taylor & Francis rights policies, which can be found at http://journalauthors.tandf.co.uk/preparation/copyright.asp . Authors are themselves responsible for obtaining permission to reproduce copyright material from other sources.
Editorial Board
Editor
Roger Slee - Victoria Institute for Education, Diversity and Lifelong Learning, Victoria University, Australia
Editorial Assistant:
Stanley Hak-Hiang Koh - Victoria Institute for Education, Diversity and Lifelong Learning, Victoria University, Australia
Editorial Advisory Board
Mel Ainscow - The University of Manchester, UK
Julie Allan - University of Birmingham, UK
Felicity Armstrong - Institute of Education, University of London, UK
Stephen Ball - Institute of Education, University of London, UK
Len Barton - Institute of Education, University of London, UK
Roseanna Bourke - Victoria University of Wellington, New Zealand
Suzanne Carrington - Queensland University of Technology, Australia
Barbara Cole - Institute of Education, University of London, UK
Bob Lingard - The University of Queensland, Australia
Allan Luke - Queensland University of Technology, Australia
Meg Maguire - King’s College, University of London, UK
Wayne Martino - University of Western Ontario, Canada
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
Derrick Armstrong - The University of Sydney, Australia
Andrew Azzopardi - University of Malta, Malta
Kalwant Bhopal - University of Southampton, UK
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 - Victoria Institute for Education, Diversity and Lifelong Learning, Victoria University, Australia
Joanne Deppeler - Monash University, Australia
Carla DiGiorgio - University of Prince Edward Island, Canada
Alan Dyson - The University of Manchester, UK
Lani Florian - The University of Edinburgh, UK
Chris Forlin - Hong Kong Institute of Education, Hong Kong SAR
Trevor Gale - Deakin University, Australia
Rosalyn George - Goldsmith’s College, University of London, UK
David Gillborn - University of Birmingham, UK
Linda Graham - Queensland University of Technology, 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
David Skidmore - University of Bath, UK
Thomas Skrtic - The University of Kansas, USA
Martin Thrupp - The University of Waikato, New Zealand
Gary Thomas - University of Birmingham, Australia
Vianne Timmons - University of Regina, Canada
Diana Tsokova - Institute of Education, University of London, UK
Carol Vincent - Institute of Education, University of London, UK
Geoff Whitty - University of Bath, UK
Federico Waitoller - University of Illinois at Chicago, USA
Gaby Weiner - University of Sussex, UK
Kitty te Riele - Victoria Institute for Education, Diversity and Lifelong Learning, Victoria University, Australia
Mara Westling Allodi - Stockholm University, Sweden
Rod Wills - University of Auckland, New Zealand
Lyn Yates - The University of Melbourne, Australia
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