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Inclusive Practices is a peer-reviewed journal published by SAGE, covering Disability Education and Employment, Family and Disability Support Research, Assistive Technology in Communication and Mobility.
| Publisher | SAGE |
|---|---|
| Reference style | Author–year (Harvard) Author–year — (Smith, 2023) in the text Smith, A., Jones, B. and Lee, C. (2023) 'A representative article title', Inclusive Practices, 12(3), pp. 45–58.
Formats any DOI in Inclusive Practices style. No sign-up. |
| Publishes research in | Disability Education and Employment Family and Disability Support Research Assistive Technology in Communication and Mobility Collaborative Teaching and Inclusion Education Discipline and Inequality |
| ISSN | 2732-4745 |
| Citation impact (2-yr) | 3.19 |
| h-index | 8 |
| i10-index | 5 |
| Total citations | 293 |
| Top institutions publishing here | University of Kansas |
| Journal website | us.sagepub.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Being self-determined has often been challenging for students with complex support needs due to limited opportunities to express themselves. Augmentative and alternative communication (AAC) can help students exercise self-determination by providing means to communicate their preferences and choices effectively with a variety of communication partners. The authors of this article introduce four strategies for educators…
Disability identity development is an important part of the experience of people with disabilities. Participation in disability community activism and advocacy for the goals of the disability community is related to self-advocacy and plays a fundamental role in shifting individuals’ views of themselves and their disabilities. This article explores a political disability identity conceptual framework…
As inclusive postsecondary education (IPSE) programs emerge and expand across the United States, many young people with intellectual and developmental disabilities (IDD) have access to higher education for the first time. To support growth and identity development, students with IDD should have access to all aspects of college life (e.g., activities, relationships, opportunities). Furthermore, students…
Faith is central to the flourishing of so many children and adults with significant disabilities and their families. For congregations striving to be a place of inclusion and belonging for their entire community, the theological call to welcome people with disabilities can introduce a host of questions: What does it mean to be a community…
Schools that implement School-wide Positive Behavioral Interventions and Supports (SWPBIS) offer a multitiered continuum of supports that increases in intensity to support the behavioral needs of all students within a school. Although the number of schools that have adopted SWPBIS continues to rise, students with extensive support needs (ESN) may be excluded from various aspects…
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