About the Journal

Journal of Inclusive Learning and Student Support (JILSS) is a scholarly, peer-reviewed journal dedicated to advancing knowledge and practice in inclusive education and comprehensive student support. The journal aims to bridge research and practice by publishing high-quality articles that explore inclusive learning environments, equitable access to education, and effective support systems for all learners.

JILSS welcomes contributions from researchers, educators, counselors, psychologists, and policymakers who are committed to fostering inclusion and student well-being. The journal publishes empirical research, theoretical analyses, case studies, and best-practice reports that address a broad spectrum of topics, such as:

• Education for children with special needs

• Inclusive learning strategies and pedagogy

• Adaptive and authentic assessment

• Assistive and educational technology

• Policies supporting inclusive education

• Psychosocial and guidance services in schools

Published three times a year — in December, April, and August — JILSS upholds a rigorous double-blind peer-review process to ensure the academic integrity and relevance of each article. It is open-access and committed to disseminating inclusive education research for the benefit of educators, researchers, and practitioners worldwide.