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Analysis of institutional authors

De La Herran Gascon AAuthorRodríguez Herrero PAuthorRodríguez Herrero, PabloCorresponding Author

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The Pedagogy of Death and special needs education. a phenomenological study

Publicated to:European Journal of Special Needs Education. 37 (5): 747-760 - 2022-01-01 37(5), DOI: 10.1080/08856257.2021.1943269

Authors: de la Herran Gascon, Agustin; Rodriguez Herrero, Pablo; Rodriguez Peralta, Isabel; Medina Rodriguez, Juan Jose

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Abstract

There are very few studies relating the Pedagogy of Death to special needs education. The objective of this study was to explore perceptions of death education among the special school educational community. The study adopted a qualitative, phenomenological design, using interviews and discussion groups to encourage the emergence of participants’ perceptions and understandings of death education in schools. 22 staff members and parents from 2 special schools took part. The main results were: participants had favourable attitudes towards death education in schools; educators lacked training in the Pedagogy of Death; planned educational responses to death were absent in schools; death had significant impact in special schools; and the positive aspects of special needs education could be transferred to ordinary education. The conclusions stress the need to train educators and parents and to include death in the education offered at special schools, in an individualised and personalised way.

Keywords

death educationphenomenologyspecial schoolsDeath educationMothersPedagogy of deathPhenomenologySpecial schools

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal European Journal of Special Needs Education due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2022, it was in position 7/43, thus managing to position itself as a Q1 (Primer Cuartil), in the category Education, Special.

From a relative perspective, and based on the normalized impact indicator calculated from World Citations provided by WoS (ESI, Clarivate), it yields a value for the citation normalization relative to the expected citation rate of: 5.05. This indicates that, compared to works in the same discipline and in the same year of publication, it ranks as a work cited above average. (source consulted: ESI Nov 14, 2024)

This information is reinforced by other indicators of the same type, which, although dynamic over time and dependent on the set of average global citations at the time of their calculation, consistently position the work at some point among the top 50% most cited in its field:

  • Weighted Average of Normalized Impact by the Scopus agency: 1.62 (source consulted: FECYT Feb 2024)
  • Field Citation Ratio (FCR) from Dimensions: 5.36 (source consulted: Dimensions Jun 2025)

Specifically, and according to different indexing agencies, this work has accumulated citations as of 2025-06-09, the following number of citations:

  • WoS: 5
  • Scopus: 6
  • OpenCitations: 3

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-06-09:

  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 29 (PlumX).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (HERRAN GASCON, AGUSTIN DE LA) .

the author responsible for correspondence tasks has been JERICO RODRIGUEZ, MARIA DEL PILAR.