Journal of Special Education Technology: Scope, Impact, and Research Trends

The Journal of Special Education Technology (JSET) stands as a vital resource for researchers and practitioners in the field of special education, focusing on the integration and impact of technology on individuals with disabilities. This article examines the journal's scope, key metrics, and recent research trends, providing a comprehensive overview of its role in advancing the field.

Overview of the Journal

The Journal of Special Education Technology is a Web of Science-indexed journal that publishes research in the areas of Education, Special, and Rehabilitation. The ISSN for the journal is 2381-3121. It serves as a platform for disseminating research related to computer science and social sciences within the context of special education. The journal's aim and scope encompass a wide array of topics, all centered around the use of technology to improve outcomes for students with disabilities.

Key Metrics and Impact Factor

The impact factor is a crucial metric for assessing a journal's influence within the scientific community. It affects decisions on where to publish, whom to promote or hire, the success of grant applications, and even salary bonuses. The journal's impact factor is provided to journals indexed in the Web of Science.

Impact Factor (2025): 1.2
5-Year JIF: 2.3
SJR (SCImago Journal Rank): 0.561
Quartile: Q2

The impact factor is defined as citations to the journal in the JCR year to items published in the previous two years, divided by the total number of scholarly items (articles and reviews) published in the journal in the previous two years. The latest impact factor was released in June 2025. The impact factor was devised by Eugene Garfield, the founder of the Institute for Scientific Information (ISI). Impact factors began to be calculated yearly starting from 1975 for journals listed in the Journal Citation Reports (JCR).

Indexing and Ranking

The Journal of Special Education Technology is indexed in several prominent databases:

UGC CARE
Scopus
Web of Science (SSCI)

An indexed journal has undergone a review process to ensure it meets certain requirements. The Web of Science Core Collection includes the Science Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI), Arts & Humanities Citation Index (AHCI), and Emerging Sources Citation Index (ESCI).

The journal's ranking is also reflected in its SCImago Journal Rank (SJR) of 0.561 and its quartile ranking of Q2 in both Computer Science Applications and Education.

Publication Details

Publisher: United States
ISSN: 23813121, 01626434
Scopus CiteScore: 4.1
Scopus Coverage: 1996-2025
H-Index: 43
Open Access: No

Research Trends and Scope

Recent studies published in the Journal of Special Education Technology highlight several key areas of research:

Assistive Technology in Rural Settings

A study by Rooks-Ellis, Ryan, Floyd, and Sundeen (2025) scoped the existing research literature that describes educational interventions using mid- and high-tech assistive technology (AT) for students with disabilities in rural settings. The authors conducted a systematic literature search and then analyzed the included studies to develop descriptions of current interventions.

Bibliometric Analyses in Special Education Technology

Inci and Köse (2024) analyzed information accumulated in WoS databases on special education and technology using bibliometric methods. Bibliometric analyses, seen as an alternative to systematic literature reviews, meta-analysis, and meta-synthesis, contribute to determining essential actors in the field by analyzing the publication and citation trends.

Read also: Engaging Science Education

Technology-Based Mathematical Fact Practice

Burns, Duesenberg-Marshall, Romero, Sussman-Dawson, and Singell (2025) meta-analyzed 17 effects from 12 studies to examine the effect of technology-based mathematical fact practice on mathematics outcomes, and how comparison intervention, risk for mathematics disabilities, and type of measure modified the results. There was a moderate effect of technology-based mathematical fact practice on mathematics outcomes.

Enhancing Special Education Teacher Preparation with Technology

Zepp, Trezek, and Leko (2024) investigated the potential for enhancing special education teacher preparation with technological modes of content delivery. This systematic literature review was conducted to explore how technology can improve reading instruction for preservice teachers. Reading instruction is a key component of special education teacher preparation, with content traditionally delivered through lecture and assigned reading.

Educational Technologies for Written Expression

Goldman, Carreon, Smith, and Zimmerman (2024) conducted a descriptive review of nine research studies to explore the types of educational technologies used with students with disabilities (SWDs) to support written expression (WE), the implementation of the educational technology for WE, and the methods and domains WE outcomes are measured. This review focused on the technologies utilized in combination.

Virtual Reality Interventions for Children with Autism Spectrum Disorder

Fu, Tao, Wang, Peng, and Wang (2025) explored the application of virtual reality (VR) technology for intervention in children with autism spectrum disorder (ASD). VR technology provides innovative intervention means for children with ASD due to its advantages of realism, flexibility, and controllability, bringing new possibilities. A total of 39 studies reviewed the effectiveness of VR interventions.

Technology Supports for Shopping Skills Acquisition

Jung, Ousley, McNaughton, and Wolfe (2022) conducted a meta-analytic review to investigate the effects of technology supports on the acquisition of shopping skills for students with intellectual and developmental disabilities (IDD) between the ages of 5 and 24. Nineteen single-case experimental research studies, presented in 15 research articles, met the current study's inclusion criteria.

Read also: Planning Education Research

Computer-Assisted Instruction for Students with Visual Impairments

Tuttle and Carter (2023) examined the impact of computer-assisted instruction (CAI) interventions on school-age children with visual impairment (VI). Computer-assisted instruction (CAI) gives students with visual impairment (VI) immediate access to information and enables direct collaboration with sighted educators and peers. Twenty-eight studies examined CAI interventions.

Video Analysis for Improving Instructional Practices

Morin, Nagro, Artis, Haas, Ganz, and Vannest (2021) investigated the effectiveness of video analysis for changing the instructional practices of special educators. Video analysis is effective for changing the instructional practices of a variety of special educators in different settings and contexts; however, questions remain regarding whether intervention characteristics moderate the results, effects are differentiated by type of dependent variable, and student outcomes improve when video is used.

Technology-Based Self-Monitoring Interventions

Scheibel, Zimmerman, and Wills (2023) highlighted self-monitoring as a promising evidence-based intervention for students who benefit from supplemental supports to stay on-task during academic periods. I-Connect, a technology-based self-monitoring intervention with a substantial body of research, allows students to discretely recognize and record their behavior on a mobile or desktop app.

Assistive Technology for Literacy Skills in Students with Physical Disabilities

Stauter, Prehn, Peters, Jeffries, Sylvester, Wang, and Dionne (2019) systematically reviewed literature on assistive technology (AT) used to develop literacy skills in students with physical disabilities. Primary databases were searched using search terms AT, disability, and literacy. Eight studies were eligible for inclusion. Six studies reported positive change to literacy skills.

Virtual Reality in K-12 Instruction

Carreon, Smith, Mosher, Rao, and Rowland (2022) examined the defining characteristics of immersion levels in virtual reality (VR) technology used in K-12 settings. Virtual reality (VR) technology has improved in access and availability in the area of K-12 instruction, increasingly being cited for its promise to meet the varied learning needs of individuals with disabilities. This descriptive review of 25 research studies conducted in K-12 settings.

Technology-Mediated Mathematics Interventions

Kiru, Doabler, Sorrells, and Cooc (2018) reviewed studies on technology-mediated mathematics (TMM) interventions that target the mathematics outcomes of at-risk students and those with learning disabilities. With the increasing availability of technology and the emphasis on science, technology, engineering, and mathematics education, there is an urgent need to understand the impact of technology-mediated mathematics (TMM) interventions on student mathematics outcomes.

Assistive Technology for Employment Skills

Morash-Macneil, Johnson, and Ryan (2018) highlighted research showing that assistive technology (AT) can help support employment skills for individuals with intellectual disabilities (IDs).

Pre-Submission Checks

To improve manuscript quality and compliance, the journal recommends several pre-submission checks:

Technical Compliance: Ensure the manuscript complies with standard submission guidelines.
Language Quality: Improve clarity, grammar, and academic writing style. This includes checks for grammar, readability, vocabulary, and mechanics and style.

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