The Australian Association for Special Education Inc (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.

To further these aims, The Australasian Journal of Special Education 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 Editor seeks articles in line with the theme of the Journal – the delivery of educational programs to persons with special education needs:

Case studies Position papers

Research reports Review papers

Descriptions of programs or classroom practices

Articles may be original qualitative or quantitative research papers, literature reviews, or conceptual articles relevant to any aspect of special education practice and policy.

Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymity refereeing by at least two anonymous referees.

Disclaimer for Scientific, Technical and Social Science publications:
Taylor & Francis and the Australian Association for Special Education Inc. (AASE) make every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and the Australian Association for Special Education Inc. 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 and the Australian Association for Special Education Inc.