The European Journal of Special Needs Education reflects the dynamic growth of the theory and practice of special needs education as it is emerging worldwide. Written for teachers and researchers it provides a forum for reporting and reviewing scholarly research and significant developments in the field of special educational needs.

Each issue includes contributions from a variety of different countries dealing with special needs at all levels of education from primary to adult.

The European Journal of Special Needs Education features:

• state-of-the-art reports
• reviews of books
• a conference diary
• a country briefings section which provides up-to-date information on special education provision in specific countries.

Related Articles:

• Teacher intervention for reception children predicted to experience learning difficulties
• Counting strategies among young children with special educational needs
• Contrasting discourses of learning difficulty and the development of inclusive schools
• Developmental progression of subtraction strategies: a comparison of mathematically normal and mathematically disabled children
• Reciprocal friendship, reciprocal rejections and socioemotional adjustment

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.

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Taylor & Francis make every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.