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Diversity & Inclusion Research is an Open Access, multidisciplinary journal publishing high-quality research focussed on improving diversity, equity, inclusion, and accessibility at the individual, organizational, and societal level. The journal aims to contribute towards the deepening of local and international; theoretical and practical understandings of DE&I.

The British Journal of Special Education (BJSE) publishes high quality empirical, and theoretical, articles from all national contexts. This includes all forms of research (qualitative, quantitative and mixed methods), ‘think-pieces’ around contemporary debates and response articles dealing with research previously published in BJSE. The journal places particular emphasis on: *Innovative practice relating to inclusion; *Practice-based research addressing special/additional learning needs; *Policy and practice in international, national and local contexts; *The impact of legislation on inclusive practice.

The Australasian Journal of Special and Inclusive Education is a Gold Open Access journal that publishes articles for a readership professionally engaged or interested in the education of students with special needs or the education of those who will work these students. The journal features an applied section Special Education Perspectives to inform practicing teachers in regular and special education settings and others interested in the education of students with special needs. The Australian Association of Special Education (AASE) aims to enhance access for students with special education needs to quality educational programs, promote professional standards of a high order and to support research that informs the delivery of special education in the Australian context.

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.