Why Researchers Choose Journal of Postsecondary Education and Disability for High-Impact Publications

The Journal of Postsecondary Education and Disability stands as a cornerstone for scholars investigating the intersections of disability, accessibility, and higher education. Established to address the unique challenges faced by students and professionals with disabilities in postsecondary settings, this journal provides a vital platform for disseminating research that informs policy, practice, and pedagogy. With a focus on empirical studies, theoretical frameworks, and innovative interventions, it attracts contributions from educators, policymakers, and disability service providers worldwide. Its commitment to open access since 2011 ensures broad dissemination, enhancing the visibility of published work and its potential to influence real-world applications in disability and accessibility services.

Researchers value the Journal of Postsecondary Education and Disability for its rigorous peer-review process, which upholds high standards of scholarship while fostering inclusive dialogue. The journal's scope encompasses topics such as universal design for learning, accommodations in academic environments, transition services for students with disabilities, and equity in higher education. By publishing interdisciplinary research, it bridges gaps between education, psychology, sociology, and rehabilitation sciences. Although specific impact metrics like the Journal of Postsecondary Education and Disability impact factor are not publicly disclosed, its influence is evident in citations within policy documents and institutional guidelines. Submitting to this journal offers opportunities to contribute to a field where research directly impacts lives, promoting greater inclusion and accessibility.

For those considering where to publish in Journal of Postsecondary Education and Disability, the editorial team emphasizes originality and relevance to postsecondary contexts. Articles often explore emerging issues like mental health support, technology-assisted learning for disabled students, and legal frameworks under laws such as the Americans with Disabilities Act. The journal's quarterly issues feature a mix of full-length articles, brief reports, and special topics, ensuring diverse outlets for scholarly expression. As higher education evolves, the Journal of Postsecondary Education and Disability remains at the forefront, guiding advancements in disability services. To explore related career opportunities, visit our higher education jobs section or check the academic calendar for upcoming deadlines.

Overview & History

The Journal of Postsecondary Education and Disability, often abbreviated as JPED, was founded in 1982 by the Association on Higher Education and Disability (AHEAD). Initially launched to support the growing field of disability services in colleges and universities, it has evolved into a key resource for professionals dedicated to equity in education. Over the decades, JPED has documented shifts in federal policies, technological aids, and pedagogical strategies, reflecting broader societal changes toward inclusion. Today, it continues to serve as a bridge between research and practice, with issues addressing contemporary challenges like remote learning accommodations during global disruptions.

Published quarterly, the journal maintains a tradition of accessibility, transitioning to full open access in 2011 to maximize reach. Its history includes special issues on topics such as autism spectrum disorders in higher education and the role of disability studies in curriculum design. This longevity underscores its reliability as a source for evidence-based insights into postsecondary disability services.

Scope and Disciplines Covered

The Journal of Postsecondary Education and Disability covers a wide array of topics centered on disability in higher education contexts. It welcomes manuscripts that advance understanding of accessibility, inclusion, and support systems for students, faculty, and staff with disabilities. Key areas include empirical research on accommodations, theoretical analyses of disability models, and practical guides for implementing inclusive practices.

Interdisciplinary approaches are encouraged, allowing contributions from psychology, law, and sociology to enrich discussions on publish in Journal of Postsecondary Education and Disability.

Key Journal Metrics

While the Journal of Postsecondary Education and Disability prioritizes scholarly quality over traditional metrics, available data highlights its steady influence in the niche field. Metrics are sourced from public databases where available.

These figures reflect the journal's targeted audience and commitment to thorough review processes.

Indexing and Abstracting

The Journal of Postsecondary Education and Disability is indexed in several reputable databases, ensuring discoverability for researchers. Key listings include ERIC (Education Resources Information Center), Google Scholar, and PsycINFO. It is also abstracted in Scopus and Web of Science's Emerging Sources Citation Index, facilitating broader academic engagement. For full details, visit the official journal homepage.

• ERIC: Comprehensive coverage of education literature.
• Google Scholar: Open metrics for citation tracking.
• PsycINFO: Focus on psychological aspects of disability.

Publication Model and Fees

As an open access journal, the Journal of Postsecondary Education and Disability operates without article processing charges (APCs), making publication accessible to a global community. Supported by the Association on Higher Education and Disability, it follows a diamond open access model, where content is freely available upon publication. Authors retain copyright under a Creative Commons license, promoting wide reuse. This policy aligns with the journal's mission to democratize knowledge in disability and accessibility services.

Submission Process and Guidelines

Submitting to the Journal of Postsecondary Education and Disability involves a straightforward online process via the publisher's portal. Manuscripts should adhere to APA style, with a maximum length of 8,000 words. Initial submissions require an abstract, keywords, and blinded review files. The editorial team reviews for fit before peer evaluation. For detailed guidelines, consult the journal site. Researchers are encouraged to highlight implications for postsecondary practice in their Journal of Postsecondary Education and Disability submission.

Editorial Board Highlights

The editorial board of the Journal of Postsecondary Education and Disability comprises experts in disability studies and higher education. Led by Editor-in-Chief Dr. Adam Lalor, the team includes members from institutions like the University of Arizona and Syracuse University. Their diverse backgrounds ensure balanced perspectives on global and U.S.-centric issues. Notable members focus on areas such as legal advocacy and technology integration, guiding the journal's direction.

Why Publish in Journal of Postsecondary Education and Disability?

Publishing in the Journal of Postsecondary Education and Disability offers researchers a chance to shape the discourse on inclusion in higher education. Its open access model amplifies reach, while the focused scope ensures targeted impact. Scholars benefit from networking opportunities through AHEAD conferences and citations in policy arenas. For career advancement, consider exploring Rate My Professor reviews or tenure-track positions in disability services.

Comparison with Similar Journals

This comparison highlights JPED's unique emphasis on postsecondary contexts.

Researcher Tips for Successful Submission

To succeed with a Journal of Postsecondary Education and Disability submission, align your work with current calls, such as those on neurodiversity. Ensure methodological rigor and clear practical implications. Engage with recent issues for context, and seek feedback from peers. Additional resources include our disability services jobs board and faculty development guides. For timelines, refer to the academic calendar.