peer reviewed special education journals

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JAASEP - Research Based Journal in Special Education

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All members of The National Association of Special Education Teachers , through an agreement with the American Academy of Special Education Professionals , will now have free access to an online peer reviewed research journal in special education, the Journal of the American Academy of Special Education Professionals ( JAASEP ).

The Journal of the American Academy of Special Education Professionals ( JAASEP ) is an online peer-reviewed journal committed to advancing the professional development of special education professionals through research, policy, and practice.  JAASEP is a multi-faceted electronic journal that seeks new contributions based on original work of practitioners and researchers with specific focus on or implications for the field of special education.

The content of  JAASEP  is likely to be of interest to college or university faculty, school administrators, educational evaluators, psychologists, special education teachers, psychiatrists, medical doctors, directors of special education services, directors of early intervention agencies, infant-toddler service coordinators, transition service coordinators, speech and language pathologists, occupational and physical therapists, educational lawyers, and all other practitioners and professionals in the field of special education.

We hope that you take the time to read the professional literature provided. As always, if you have any questions or comments, please contact us at: [email protected]

JAASEP SPRING/SUMMER 2024 - CLICK HERE

JAASEP Editorial Board of Reviewers

From Knowledge to Application: Effects of Performance Feedback and Goal-Setting on Pre-Service Teacher Implementation of Evidence-Based Practice

Caitlin j. criss, stephanie m. devine, and cynthia c. massey, wellness and resiliency plans for special educators throughout the covid-19 global pandemic and beyond, dr. elizabeth o’neill hunter and dr. elizabeth m. anderson hunter, parent involvement in sexuality education programs for individuals with developmental disabilities: a thematic review, rebecca r. kammes, rhonda s. black and emily c. tucker, teacher evaluation and the professional development connection: perspectives of special education teachers, zaher m. kmail and gordon brobbey, raising expectations in literacy for students with extensive support needs using multiliteracies, sudha v. krishnan, influence of resource availability on disability-inclusion in under-resourced early childhood development centers, esther musengi, d.ed, evaluating special educators knowledge of high leverage practices: finding a high-leverage rubric, emily smith, pamela brezenski, jessica broderick and dennis cavitt, supporting children experiencing social and emotional needs who are identified by school staff as at risk of exclusion due to disruptive classroom behavior, robert white, using the problem-antecedent-consequences-solution curriculum to improve socio-sexual decision-making of students on the autism spectrum  , dr. pamela s. wolfe, dr. muhammed a. karal and dr. jonte c. taylor .

Author Guidelines for Submission to JAASEP

Copyright and Reprint Rights of JAASEP

Download this Issue of JAASEP - Download Page

Jaasep winter 2024 - click here, an overview of the challenges and resources special education professionals reported during the early covid-19 pandemic, ai kamei, kathryn lubniewski, stacy lauderdale littin, carol mcarthur-amedeo, mary haspel, & wendy harriott, an exploration of pre-service teachers’ attitudes toward including students with autism spectrum disorder (asd) in general education, mary. a. houser, tara s. guerriero, & trevor o’brien, supporting student engagement through the use of various discussion formats in a graduate teacher education course, marla j. lohmann, & kathleen a. boothe, ramping up 504 professional development for all types of educators: going beyond section 504 being a special education responsibility, shawna p. ortogero,  vera glushenko, joan umiokalani jensen, victoria timmerman, & tierney o. barcarse, parent perspectives of transition planning for english learners with disabilities, yi-chen wu, martha thurlow & david johnson, when parents of children with severe autism become their teachers: unique cases from the covid-19 pandemic, sydney bueno, uzeyir ogurlu, lisa bardon, & nikki logan, a rural community's role and process to secure work experiences for youth with disabilities, building communities of practice: initial perceptions of an interdisciplinary preparation program for special education teachers and social workers, robbie j. marsh, heather, baltodano-van ness, & monica brown, parent perceptions of interactions with professionals that improve individualized education program development, kristopher hawk yeager, malarie e. deardorff, belkis choiseul-praslin, wendy r. mitchell, courtney tennell, & brooki beasley, a comparison of teaching efficacy between paraprofessionals and special education teachers working with special education students, cristhian c. altamirano, & dake zhang , jaasep fall 2023 - click here, table of contents, teacher’s perspectives of integrated therapy service deliveries:  a case study, vidya pingale and tina s. fletcher, leadership matters: elementary self-contained autism special education teachers’ perceptions of administrator support, kasey dye and rachel walker, infusing high leverage practices into culturally relevant education to support culturally and linguistically diverse students with disabilities, toni franklin and maria peterson ahmad, a brief report on teacher mask wearing and learning in children with asd, makayla heisler, jennifer gillis mattson, and rachel n. s. cavalari, art therapy and autism: a picture of the literature, caroline guardino, rebekah wallis, arien peppers harrison, and morgan green, teacher perceptions regarding the effects of online learning during the pandemic with regards to the progression or regression of students’ reading levels, rachel palumbo, ready for the world increasing effective post-secondary readiness for students in special education based on educator and practitioner points-of-view, deshanna reed and dr. cruz casiano, to buy or not to buy: understanding how special educators make decisions as consumers of intervention materials for children with disabilities, dr. lesley sylvan, erica goldstein and dina hafez, essential dispositions for inclusive educators: an examination of national standards and guiding principles, joanne m. van boxtel and megan chaney, comparing preservice and inservice teachers’ perceptions and actual knowledge of phonics, cheryl wold, andria l. moon, alan l. neville, and tim houge, download fall 2023 issue of jaasep - download page, jaasep spring/summer 2023 - click here, delphi technique: parents identify protective factors to address problem behaviors in adolescents with and without disabilities, monica r. brown, public k-12 education response to serving special education students during covid: a content analysis, cheryl l. burleigh, andrea m. wilson, and erik bean, experiences of special education teachers in new york state during covid-19 remote instruction, kimberly f. colvin, tammy g. ellis-robinson, and taja r. young, inclusive education and rural middle school general education teacher preparedness, joseph a. hogan, designing appropriate small group intensive instruction within an mtss for students with low incidence disabilities, timothy e. morse, spelling interventions for elementary and secondary students with learning disabilities: a systematic review, reagan murnan, conversation analysis of shared reading with students who have significant support needs, nancy quick, penelope hatch, & karen erickson, teachers’ perceptions of school behavior support systems: a case study, laura n. sarchet, teachers’ instructional language with children with mild and severe language difficulties in self-contained special education classrooms, wenjing zheng, download spring/summer 2023 issue of jaasep - download page, jaasep winter 2023 - click here, the effectiveness of oculomotor rehabilitation on impaired reading skills: a case study approach, jamie l. chichy, julie w. ankrum, and rebecca wincek-bateson, preliminary evaluation of a community-based parent mentor program: empowering families to navigate special education, heidi r. cornell, & jennifer stone, creating trauma-informed spaces for youth in residential programs, aimee j. hackney, nina r. graham, kristine jolivette & sara sanders, retaining special educators with autism expertise in schools, laura j. hall & beth allison pavez, life skill programs: an exploratory survey of school based programming in the public high school setting, kathleen hegarty follis, christina helfrich & allison f. sullivan, facilitating student engagement using optimal trunk support for children with postural dysfunction, thilagha jagaiah & sandra saavedra, the impact of a special education course on pre-service teachers’ knowledge and perspectives about inclusion and inclusive practices, muhammed a. karal, neslihan unluol-unal, & sema tan, strategies and challenges to teaching students with special needs during a pandemic, sarana eyire roberts & yeunjoo lee, experiences of parents and practitioners working with middle school students with asd during the covid-19 school shutdown, kristie asaro-saddler, heather kurto, lisa chelkowski & hedayat ghazali, the numbers don’t lie – or do they small sample size hides lived reality of representation of native american students in special education, cheryl wold, alan neville & pamela monaghan-geernaert, software enabling school improvement through analysis, sharon e. rouse, rose jones & jonnie cleveland, download winter 2023 issue of jaasep - download page, jaasep fall 2022 - click here, a case study of compounding views of paraprofessional roles and relationships in preschool classrooms: implications for practice and policy, tiara saufley brown and tina stanton-chapman, video modeling to support physical activity in children with    autism spectrum disorder: a systematic review, joann p. judge, kristen n. morgan, and angela clifton, practicing teachers’ use of online tools for iep goal writing and instructional support, michael dunn and mary rice, special education in rural mexico: two schools in jalisco, alejandra favela and phyllis petteys, pre-service teachers’ attitudes toward including students with asd in general education, mary a. houser, tara s. guerriero, david l. bolton, and esther smidt, a competency-based education case study: a mathematics intervention for a five-year-old with autism spectrum disorder (asd), meirav tzohar-rozen, yael kimhi, and dalia cohen, lessons from the trenches: special education service delivery and instruction amidst the covid-19 health crisis in california schools, nicole nicholson, choosing a career path: moving beyond the challenges of autism spectrum disorder, vicky g. spencer, and s. lynn cesard, preview-view-review: increasing academic access for students with severe disabilities who are english learners, dolores williamson, tracy spies, kyle higgins, and shannon sparks, beating the odds: how six post-secondary learners overcame common challenges of attention deficit hyperactivity disorder, martha l. wise, barbara l. wise, and sarah jones, jaasep spring/summer 2022 - click here, examining general education and special education teacher preparedness for co-teaching students with disabilities, cindy causey, lina soares, catherine s. howerter, and peggy shannon-baker, “i’m not prepared”: experiences of professionals working with students with disabilities and co-occurring mental health disorders, megan fujita, grace l. francis, and jodi duke, i-care: a scaffolded instructional approach to teach teachers and staff self-care practices within juvenile justice facilities, sara sanders, skip kumm, brandis m. ansley, and kristine jolivette, increasing pre-service special education teacher skills on performance feedback, tosha l. owens, melissa e. hudson, and karen s. voytecki, using video self-monitoring to improve teacher implementation of evidence-based practices for students with autism spectrum disorder, selena j. layden, annemarie l. horn, and kera e. hayden, understanding how individuals overcome their dyslexia: struggles, turning points in life, and advice, nai cheng kuo, karin m. fisher, jennifer jones, sara hillis, i-chien chen, and keonna stanley, special educators’ perceptions of high-leverage practices, cynthia ann farley and rhonda s. black, paraeducators: an important member of educational team for students with disabilities, sarah n. douglas, ryan p. bowles, and rebecca kammes, ph.d., individualized rating scales of engagement during group exercise activities for children with multiple and severe disabilities: a process description and case series, eydie kendall, karren streagle, and tania helbert, transforming the narrative identity of a student with extensive support needs using multiliteracies, sudha krishnan, jaasep winter 2022 - click here, structured play groups for children with autism spectrum disorder: a critical review, david adams, scott mcnamara, melissa bittner, jill pawlowski & kelly hangauer, assessing the implementation of differentiated instruction using technology within pre-service teacher education programs, annah l. hill, & mariha k. shields, collaborative inclusive programs: influences of administrators and teacher leaders, jane m. leatherman, enhancing conversational skills among college students with intellectual disabilities within naturalistic settings, jason robinson, tracy gershwin, michelle athanasiou, & dina london, self-determination strategies for students with disabilities from culturally and linguistically diverse backgrounds, yan wei, katrina a. hovey, lydia gerzel-short, rhonda d. miller, jerae kelly, & yun-ju hsiao, mapping review of individuals who are bilingual with autism spectrum disorders, valeria yllades, lauren pierson, lisa bowman-perrott, & claudia dunn, elementary principals’ views on the policies and practices of paraeducators in special education, sarah n. douglas, ryan p. bowles, & rebecca kammes, child find activities between public school personnel: engagement, barriers, and experiences, julie m. lane, & david r. jones, perceptions of the efficacy of classroom management techniques, philip r. mehler, investigating the journal impact factor of special education journals indexed in the social sciences science edition from web of science, funda örnek, ruben miranda, & metin orbay, a uthor guidelines for submission to jaasep, jaasep fall 2021 - click here, educational leaders’ perspectives on their preparation, practice, and professional development in multi-tiered systems of support, jodi drury, michael p. krezmien, kristine a. camacho, and alicia gonzales, where is the paraeducator content in introductory special education textbooks, sarah n. douglas, denise j. uitto, sophia d’agostino, classroom membership: what does that mean exactly, dr. katie heath, teaching middle school students with disabilities to solve multi-step equations using the hands-on equations system, thomas c. hendrickson, & annemarie horn , the impact of a community-university partnership program on special education teacher training in autism spectrum disorder, emily r. shamash & alyson m. martin, the practices of teachers in the development of post-secondary skills in students with learning disabilities, sara taylor, using social stories to decrease negative behaviors in students with autism and other disabilities, vivian c. williams, using technology-based interventions to improve the social-communication skills of adolescents with autism spectrum disorder (asd), nicole anthony & cynthia wooten, association of intellectual risk taking with science achievement of gifted students and comparison of their intellectual risk taking in different grades and gender, mustafa serdar köksal, esra açikgül firat & gamze akkaya, applying empathy curriculum to enhance the role of the paraprofessional for students with multiple disabilities, christopher russel & soribel genao, teaching children with sma 1 to expressively communicate using augmentative and alternative communication systems: extending functional communication teaching using a model of verbal behavior, cheryl ostryn, what school psychologists should know about multiple sclerosis, ashley n. phillips & denise e. maricle, increasing independent toileting in children with autism spectrum disorder and other developmental disabilities: a systematic review, vicky g. spencer & meghan ello, jaasep spring/summer 2021 - click here, short-term fun or long-term outcomes the effects of authentic pedagogy on the dispositional development of college students learning about the educational needs of children with disabilities, laura bassette, ph.d., bcba-d, ruth jefferson, ed.d., matthew stuve, ph.d. & anthony mangino, m.a., parental perceptions of the transition to adulthood for their children with disabilities, megan gross, b.s., annamayil manohar, b.s., & katherine k. rose, ph.d., “everything now falls on me”: parent perspectives on services lost and challenges during virtual learning for youth with disabilities, elizabeth g. s. munsell, ms, otr/l, ariel e. schwartz, phd, otr/l, elizabeth k. schmidt, phd, otr/l & jennifer chen, phd, otr/l, the efficacy of rhyme instruction in early childhood special education, lisa a. pufpaff, ph.d., legal issues and parent rights for culturally and linguistically diverse students with disabilities, valeria yllades, claudia dunn & jennifer b. ganz, what the medical doctor knows: medical-educational partnerships for success, michelle curtin, do, faap & christine raches, psyd, hspp, bcba, imh-e, students as causal agents: engagement in course selection, ms. cathy haarstad, ms, dr. evan borisinkoff, ph.d., & ms. rhonda weathers, ms, an examination of the correlation between administrator teacher support and teacher self-efficacy level, shiradon h. kirk, ed.d, aarek w. farmer, ed.d & charles vires, jr., ph.d, enhancing self-determination for students with complex communication needs using the self-determined learning model of instruction, sheida k. raley, m.ed., karrie a. shogren, ph.d. & kathryn m. burke, ph.d., individual education plans and teams: principals' roles and responsibilities, emily n. rutherford, edd. & rachel brown, phd, jaasep winter 2021 - click here, fluency matters: an outline to students becoming fluent readers using research based practices in under an hour: a quasi-experimental research study, nicole vozza, quality of life for individuals with disabilities during the covid-19 pandemic  , shannon l. sparks & sang nam, the influence of teaching assignment on burnout in special education teachers, shannon b. romano, olivia r. hester, lauren h. rollins, & randall e. schumacker, retaining special education graduate students in times of transition, karen m. potter, randa g. keeley & breanna l. sherrow, is practice in a mixed-reality environment better than role play for promoting implementation fidelity of the constant time delay procedure for special education undergraduates, melissa e. hudson, from the golden rule to the platinum rule: strategies for advancing toward cultural proficiency for special educators, rebecca d. daigneault & evan d. borisinkoff, answering wh-questions with the support of graphic organizers: effects on 8th graders with autism spectrum disorder, karin r. kliemann, miriam c. boesch & endia j. lindo, investigating the journal impact factor of special education journals indexed in the social sciences science edition from web of science , funda örnek, ruben miranda & metin orbay, experiences of a student with learning disability in science: supporting students to enhance learning, allison l. mcgrath & marie tejero hughes, the role of effective communication in co-teaching to increase student achievement, kayla y. fells, jaasep fall 2020 - click here, what parents tell their post-secondary students with intellectual and developmental disabilities about money, joanne caniglia, yvonne michali, michelle meadows, & davison mupinga, the perceived effectiveness of using mindfulness as a strategy for special educators in coping with the stress of their work environment  , lisa ciraldo, the influence of introductory coursework on preservice teachers’ sense of self-efficacy towards teaching in an inclusive classroom, moriah smothers, tori colson, nina yssel, & linda taylor, insights gained from special education pre-service teachers interviewing paraprofessionals, rob schulze, experiences of special educators in creating opportunities for students to practice self-determination, kaitlyn m. millen, lori y. peterson, jason robinson, & timothy m. luff, examining the effectiveness of fidgets on attention of elementary students with adhd, leslie a. mathews, kimberly j. osmani, & james e. martin, autism spectrum disorder: a cross-cultural variability in personal identity, dr. aftab khan & dr. michel ferrari, the development of aissend: an observation tool to assess inclusive practices  , randa g. keeley, rebecca alvarado-alcantar, & david w. keeley, exploring factors related to burnout among special education teachers in specialized schools, dr. oksana huk & dr. brian cesario, services for young children with disabilities in romania in the post-communist era, luminita hartle, amanda quesenberry, & sharon doubet, progress in education for students with intellectual disabilities in saudi arabia: evaluating status, khalid h. alshamri, jaasep spring/summer 2020 - click here, effects of mass trials versus distributed trials during a shared story reading for students with moderate to severe disabilities, mona nasir-tucktuck, joshua n. baker, cori more, k. ryan wennerlind, and stephanie devine, a pilot study of a self-determination curriculum on secondary students  , brent a. askvig, melissa naslund, evan d. borisinkoff, and rebecca daigneault, student voices: a qualitative self-awareness study of college students with disabilities, chen-ya juan, penny l. cantley, james martin, and brad mays, effects of physical activity on executive function of children with adhd, jeffery l. hart and david phillips, inclusive book club: perspectives of undergraduate participants, shawnna helf, and debra leach, constructivism, zone of proximal development and target in a multi-dimensional classroom, bradley johnson, ph.d., playgrounds for “all” children, sharon e. rouse, rose b. jones and david w. walker, challenges to collaboration, inclusion and best practices within the special education community, cecilia scott-croff, use of visual performance feedback to increase teacher use of behavior-specific praise among high school students with severe disabilities, michelle l. simmons, robin h. lock, janna brendle, and laurie a. sharp, empowering refugee families of students with disabilities, sadia warsi, and karen fitzgerald, individual education plan considerations for online learning: accommodations, carolyn l. berenson, jaasep winter 2020 - click here, transition programs for individuals with disabilities: a post-secondary college experience leading to greater independence in life and work, karen h. feathers and deborah e. schadler, use of shaping to overcome the fear of entering a restroom: a case study of a preschooler with autism, suja m. george, and tamara soemali, the effects of cra/csa explicit instruction for students with and without disabilities taught in an inclusive setting, vanessa hinton, anna gibbs, and toni franklin, cultural issues: treating & diagnosing adhd, noe ramos, and john lowdermilk, the impact of social communication on employment success for adolescents with asd, beth clavenna-deane, mary pearson, and blake hansen, hopes and hurdles: parents’ perceptions and experiences with transition planning for students with intellectual disabilities, jason robinson, and tracy gershwin mueller, how early experiences in cognitive development improve working memory and processing speed skills of children, heather dube, and sarah sarette, instruction in co-taught secondary classrooms: an exploratory case study in algebra 1, margaret p. weiss and wendy rodgers, the effects of relationship history on student responding in an academic setting, regan weston, tonya davis, and abby hodges, a brief primer of three major counseling theories for use by school-based personnel, samuel f. whitley, jaasep fall 2019 - click here, a systematic review of video modeling interventions to improve the independent living skills of students with autism spectrum disorder and intellectual disability, kaylee s. wynkoop, daniel r. wissinger, and matthew van horn, what challenges do special education teacher educators encounter while preparing novice special education teachers, laurie a. sharp & frank goode, services and supports for individuals with autism spectrum disorders in the kingdom of saudi arabia, siddiq ahmed, morgan chitiyo, and mohamad al-jaffal, how parents of students with pandas or pans perceive the educational process, patricia rice doran and elizabeth o’hanlon, the changing role of the itinerant teacher of the deaf: a snapshot of current teacher perceptions, holly f. pedersen and karen l. anderson, augmentative and alternative communication in classrooms: special education teacher competences, rashed a. aldabas, overcoming adapted physical education barriers through collaboration among special educators and administrators, scott w.t. mcnamara, lisa silliman-french, valda morgan, and tammy l. stephens-pisecco, perceived effectiveness of classroom management interventions with attention deficit/hyperactivity disorder, darlene desbrow, theory to practice: implementation achievements and challenges of response to intervention in a rural district, brenda l. barrio, kira j. carbonneau, marcus poppen, darcy miller, michael dunn, and yun-ju hsiao, general educator perceptions of school support in teaching students with an iep, faith kenny, jaasep spring-summer 2019 - click here, use of projective techniques in emotional disturbance evaluations, ryan a. allen, timothy hanchon, & bradley bornancin, developing culturally responsive transition plans using the indicator 13 checklist, meungguk park, morgan chitiyo, changdeog huh, and waganesh zeleke, an assessment of perceived antecedents to attitudes of college students towards children with autism, anthony m. denkyirah, yaw nyadu offei & emmanuel k. acheampong, exploring the effects of the autismate application on a 12 year-old boy with asd: a case study, natalie g. wall, julie ivey, and karen frederick, addressing the need for progress in special education:  understanding endrew f. and the role of special educators, laura kern, heather peshak george, lauren l. evanovich, and stephanie martinez, creating self-efficacious special educators through mentoring during teacher preparation, mary m. lombardo-graves, challenging behavior in students with an intellectual disability: promoting understanding and compassionate educational practice, evelyn bilias-lolis and alyson m. martin, exploring preservice teachers' perceptions of preparedness to teach students with disabilities, linda m. reeves, rebecca m. giles, and todd johnson, but… how helpful is that  parents’ views on the helpfulness of selected resources when making educational decisions for their young children with disabilities, maría isolina ruiz, linda flynn-wilson, lauren giovingo, and philip g. wilson, an investigation of co-teaching to improve academic achievement of students with disabilities: a meta-analysis, mickey losinski, sara sanders, robin parks-ennis, nicole wiseman, jessica nelson, and antonis katsiyannis, evaluation of the rhythmic arts project, a multi-modal rhythm-based perception and action intervention, in a school-based setting in children with autism spectrum disorders, beth a. smith, eddie tuduri, emily mostovoy, denise pannell, and chris landon, jaasep winter 2019 - click here, responding to the endrew’s decision: measuring meaningful educational benefit, deborah w. hartman, social skills for students with moderate to severe disabilities: can community based instruction help, carissa hernandez, m.a. & saili s. kulkarni, ph.d., mobile hearing screening in a rural community school in ghana, an investigation of special education preservice teachers' perspectives and practices of steam education, ashley gess, ph.d.  & nai-cheng kuo, ph.d., increasing teachers' use of behavior-specific praise with the teacher vs. student game, renée e. lastrapes, ph.d. , jennifer n. fritz, ph.d. & robert c. hasson, ed.d., building independence through self-prompting with technology, dana r. reinecke, ph.d., bcba-d, meeting the needs of students with disabilities: characteristics of universal design of instruction in odds-beating middle schools, heather kurto, m.s. ed., kristen c. wilcox, ph.d. & kristie asaro-saddler, ph.d., social skill and self-advocacy goals: an iep study, gregory w. smith, ph.d., k. alisa lowrey, ph.d. & david walker, ed.d., perspectives on current practices and barriers to training for paraeducators of students with autism in inclusive settings, emily eyrolles sobeck, ph. d & rachel robertson, ph.d., bcba-d, poverty and learning: the effects of poverty in the classroom, dr. jessie s. thacker-king, download winter 2019 issue of jaasep - download page, fall 2018 jaasep - click here, understanding the removal of classroom auditory distractors: an interactive design, gregory w. smith, ph.d., audra i. classen, ph.d., paul j. riccomini, ph.d., & robyn r. brewer, graduate student (bcba program), communication in support of students with disabilities attending career technical education, christine powell, ed.d., strategies for supporting students diagnosed with autism spectrum disorders in stem education, amelia k. moody, ph.d., dennis s. kubasko, ph.d. and allison r. walker, ph.d., gifting the ungifted: disproportionality of minority students in gifted education, nicholas catania, m.ed., prompting with wearable technology to increase teaching behaviors of a preservice special education teacher, andrew m. markelz m.ed., jonte c. taylor ph.d., mary catherine scheeler ph.d., paul j. riccomini ph.d., & david b. mcnaughton ph.d., “how am i doing” teaching children with emotional-behavioral disorders to self-manage their behaviors, lael tensfeldt, m.a., amory verroulx, m.a., bcba & jennifer n. mahdavi, ph.d, bcba-d., developing peer mediated interventions for secondary students with emotional and behavioral disorders, danielle feeney, m.ed., fostering reading motivation in self-contained classrooms for students with emotional and behavioral disorders, heidi r. cornell, ph.d., exceptional gifted in west virginia: reflections of a teacher of the exceptional gifted on the state program, dr. patricia coon, the effect of a skills-based behavioral program on raising the self-concept of individuals with mild intellectual disability in uae, dr. ousha almheiri, democratic citizenship education and inclusion: preparing preservice teachers for inclusive social studies, dennis j. urban, jr., spring/summer 2018 jaasep - click here, social skills and students with moderate to severe disabilities: can community based instruction help, carissa hernandez, ma and saili s. kulkarni, ph.d., supporting students with disabilities during group activities: five tools every inclusive mathematics educator needs, benjamin s. riden ph.d., andrew m. markelz ph.d. and m. kathleen heid ph.d., using an alternating treatment design in a co-taught classroom to measure student on-task behavior, randa g. keeley, ph.d., a whole language reading intervention: a case study, matthew glavach, ph.d. and warren pribyl, m.a., common purpose, uncommon results: a literacy collaboration for a preschooler with down syndrome, chelsea t. morris, m.ed. and rachel j. chidester, m.s., educational policy: instruction and assessment, christina m. sorrentino, increasing use of research-based practices: action research report on a college-school partnership to support instruction aligned to middle school common core math standards for students with significant disabilities, katherine trela, ph.d., wendy gladstone-brown, ed.d., norah merritt, ph.d. and leah raftis, ed.d., the impact of assistive technology on autism spectrum disorder: a systematic review, angela bollin, bs tr, ctrs, julia vandermolen, ph.d and taylor bierwagen, effects of video modeling and video modeling plus prompting and reinforcement on the daily living skills of a student with autism, kaylee s. wynkoop. ph.d., rachel e. robertson, ph.d., bcba-d and emily e. sobeck, ph.d., winter 2018 jaasep - click here, supervisory teacher coaching in k-12 classrooms, millicent carmouche and jelisa thompson, factors that may hinder the implementation of the school-wide positive behavior intervention support model, jonathan chitiyo and michael e. may, matching students to augmentative and alternative communication: a single case study, sarah dimeo, mary frances baxter, susan zapf, jane pemberton, and husny amerih, academic experiences of students who are deaf at the university of education, winneba, ghana, alexander m. oppong, joyce adu, daniel fobi, and emmanuel k. acheampong, the effect of video modeling on preschoolers’ learning who are diagnosed with autism spectrum disorder: a meta-analysis, sanpalei nylla lyngdoh, m.a. and konabe bene, ph.d., autism support teachers’ attitudes about inclusion for children with autism, twila lukowiak, ed.d., james ghareeb, b.s., sarah wadi, b.s., samantha stanis, b.s. & jack walter, disabilities and social engagement: inclusive classroom preparation for pre-service art teachers, alyssia ruggiero, student engagement in an online special education-general education graduate program, laron scott and priyadarshini pattath, mindfulness meditation with high school students who receive special education services: research recommendations from a pilot study, ernest solar, ph.d., fall 2017 jaasep - click here, implementation of a post-secondary inclusive recreation program, chris brown, ph.d., john david johnson, ph.d. & ibrahim z. elsawy, ph.d., strengthening social and emotional intelligences through writing, jeanne hager burth, ed.d. & michelle mcconnell, b.s., let’s get parents ready for their initial iep meeting, helen hammond & lawrence ingalls, preparing preservice teachers for inclusive classrooms: a state-wide survey of teacher education faculty, lucinda anne lang, ph.d. & sherry mee bell, ph.d., are we practicing what we are preaching an evaluation of self-determination instructional components in ieps at a midwestern high school, nancy lopez, ed.d. & julia b. stoner, ed.d., ccc-slp, stretch (students ready to make change): making a difference in the lives of students, effects of activity schedules on challenging behavior for children with autism, dr. rachel scalzo, dr. tonya n. davis, regan weston, elizabeth dukes, dana leeper, nandar min, allen mom, jessica stone & alex weber, alternative approaches to iep conflict: a review of the literature, laura sinkonis, m.ed., evaluating the validity and reliability of a student self-advocacy teacher rating scale, christopher m. walick, ph.d., spring/summer 2017 jaasep - click here, the history of behavioral treatments in autism: from the punitive to the positive, jennifer l. suppo, ed.d., how early experiences in a kindergarten classroom shape the development of self-regulation skills of children, eloisa darcy, ed. d., sarah sarette, ed. d., anna boghigian and marley martin, mothers’ perspectives and experiences of speech generating devices, yeunjoo lee, ph.d. and luis a. vega, ph.d., teachers' pedagogical competence in adapting curricula for children with learning difficulties (ld) in primary schools in ghana, abdul-razak kuyini alhassan and chigorom okechukwu abosi, parents are the experts: understanding parent knowledge and the strategies they use to foster collaboration with special education teams, colby kervick, ed. d, examination of social story format on frequency of undesired behaviors, robyn thompson, ph.d., and susan s. johnston, ph.d., preparing early childhood educators for blending practices in inclusive classrooms, mary donegan-ritter, ph. d. and frank kohler, ph. d., pre-service teachers assisting the transition of the student with autism from school to adulthood, jeanne hager burth, ed.d., pre-service teacher self-efficacy for teaching students with disabilities: what knowledge matters, brooke browarnik, sherry mee bell, r. steve mccallum, kelly smyth and melissa martin, variables affecting the amputees' reactions artificial limbs in the kingdom of jordan, mezyed al-adwan, yahya najjar, maha hdaib and monadel al-khateeb, winter 2017 jaasep - click here, how expert special educators effectively negotiate their job demands, shawna p. ortogero, ph.d., rhonda s. black, ed.d.  and bryan g. cook, ph.d., inclusive concurrent enrollment: a promising postsecondary transition practice for building self-determination among students with intellectual disability, amy l. cook, ph.d., felicia l. wilczenski, ed.d. and laura vanderberg, ph.d., improving outcomes for students with disabilities: identifying characteristics of successful districts, melissa devries, m.ed. and oran tkatchov, m.ed., a comparative study of teachers’ pedagogical competencies in supporting children with learning difficulties in primary schools in ghana and brunei darussalam, okechukwu abosi, ph.d, and abdul razak kuyini alhassan, ph.d., a case study of factors that influenced the attrition or retention of two first-year special education teachers, marquis c. grant, ed.d., significant outcomes in case law in the united states: autism and idea in 2013, transition issues and changes in diagnostic evaluation criteria, doris adams hill, ph.d. and jonte taylor, ph.d., effectiveness of pearson’s successmaker mathematics for students with disabilities, steven k. mckissick, teachers’ methodologies and sources of information on hiv/aids for students with visual impairments in selected residential and integrated schools in ghana, samuel k. hayford and frederick ocansey, managing asthma in elementary and middle schools: adherence to federal laws and national guidelines, ethan j. schilling, ph.d., stacey neuharth-pritchett, ph.d., yvette q. getch, ph.d. and a michele lease, ph.d., use of social narratives as an evidence-based practice to support employment of young adults with asd: practitioner’s guide, jamie thomas, m.s. and susan nix, m.ed., fall 2016 jaasep - click here, examining the attitudes of secondary general education and special education teachers toward inclusion of children with autism in general education classrooms, morghan e. bosch, ed.d., action research report: using objects to increase reading comprehension in students with significant cognitive disabilities, sheila bravo, the redundancy effect on retention and transfer for individuals with high symptoms of adhd, victoria brown, david lewis and mario toussaint, guidelines for the administration of educational programs for students who are deaf/hard of hearing, visually impaired, or deafblind, susan bruce, kay ferrell and john l. luckner, teaching reading comprehension to students with autism spectrum disorders in social studies classrooms: middle school teacher perceptions, lisa burke, wu-ying hsieh, norma lopez-reyna and kathryn servilio, general education and special education teachers’ attitudes towards inclusion, david a. hernandez, susan hueck and carmen charley, steps to becoming independent: toilet training challenges facing children with autism spectrum disorder, andrea belyea, herbert neely and julie p. jones, leadership style of head teachers of basic special schools as correlates of retention of special needs educators in southern ghana, felix kwame kumedzro, nelly otube, chomba wamunyi and mary runo, revisiting the regular education initiative: multi-tiered systems of support can strengthen the connection between general and special education, debra leach and shawnna helf, effects of inclusion classrooms on academic achievement of students with learning disabilities and students in general education, sharon ware, spring/summer 2016 jaasep - click here, the implications of a system-wide positive behavioral intervention initiative: from design to successful implementation, vance l. austin, micheline s. malow, nikki l. josephs and andrew j. ecker, creating an environment for pre-service teachers to work with learners with special needs, are we ready to have teachers with learning disabilities a study of school principals' observations, heidi flavian, ph.d., follow-up study to family members’ reactions to the initial special education meeting, dr. lawrence ingalls, dr. helen hammond, mr. carlos paez and mr. ivan rodriguez, perceptions of parents of children with autism spectrum disorders towards their partnerships with teachers, yun-ju hsiao, ph.d., brain gym: pseudoscientific practice, kevin kroeze, bae, keith j. hyatt, ed.d., and m. chuck lambert, ph.d., housing and independent living for individuals with intellectual and developmental disabilities, debra leach, ed.d., using the “asked” model to contrive motivations and teach individuals with asd to ask wh-questions in natural settings, cheryl ostryn, ph.d., bcba-d, lba, an analysis of factors influencing low enrolment and retention of girls with disabilities in integrated primary schools in embu county, kenya, njeru idah muthoni, dr. nelly otube and dr. samson rosana ondigi, employing case study methodology in special educational settings, angelise m. rouse, ph.d., retraction statement, jaasep winter 2016 - click here, the effects of special education training on educator efficacy in classroom management and inclusive strategy use for students with autism in inclusion classes, lynn d. parsons, ph.d., heather miller, ph.d. and aaron r. deris, ph.d., the effectiveness of using a social story intervention to improve social interaction skills of students with autism, mohammed al zyoudi, oshua al murhairi, enas olimat and abedsalm al zyoudi, preventing and responding to student escalation: combining de-escalation strategies and function-based support, chelsea martel and brian cavanaugh, ed.d., teaching sam to read: an integrated team approach with one child with asd, gail coulter, ph.d. and roger sasnett, ph.d., high stakes testing in the 21st century: implications for students in special education, lola gordon, ed.s., identifying and correcting barriers to successful inclusive practices: a literature review, marquis c. grant, m.ed., ed.d. and kimberly michelle jones-goods, mps, ph.d., cameras in self-contained classrooms: legal, professional and student implications, ashlee ivie, effects of an intervention on math achievement for students with learning disabilities, vivian d. kitchens, ph.d., aaron r. deris, ph.d. and marilyn k. simon, ph.d, crossing borders and building bridges: a video ethnography of special education in nuevo progresso, mexico, john lowdermilk, ph.d., mrs. julie pecina, cheryl fielding, ph.d. and mrs. lisa beccera, evaluating and using literature including people with disabilities in all classrooms, mary ellen oslick, ph.d. and mary pearson, ph.d., a pilot examination of the adapted protocol for classroom pivotal response teaching, aubyn c. stahmer, ph.d., jessica suhrheinrich, ph.d. and san diego state university, principals and teachers’ attitudes towards inclusion in israel, dr. itay hess, dr. sara zamir and ben- gurion, fall 2015 jaasep - click here, elements of good teaching and good teachers: a theoretical framework and effective strategies for special educators, vance l. austin, ph.d, what factors contribute to self-efficacy, hildy straus, ph.d., rhonda bondie, ph.d., co-teaching and collaboration: preservice teachers’ knowledge, attitudes, and perceived sense of efficacy in teaching students with disabilities, tamara m. bowlin, ph.d., sherry mee bell, ph.d., mari beth coleman, ph.d. & david f. cihak, ph.d., creating a common table: using peer mediated intervention to promote social communication skills with at-risk and autism spectrum disorder populations, dr. lesley craig-unkefer & dr. jennifer loncola walberg, home-school collaboration for students with asds: parents’ perspectives, mary a. houser, ed.d., charlotte l. fontenot, ed.d., & john spoede, ph.d., validating an observation protocol to measure special education teacher effectiveness, dr. evelyn s. johnson & dr. carrie l. semmelroth, teaching play skills through the use of assistive technology and instructional strategies: a national survey, susan s. johnston, ph.d. & robyn m. thompson, m.s., student outcomes in a blended preschool program, sybil a. keesbury, ed.d., a meta-analytic review of tactile-cued self-monitoring interventions used by students in educational settings, dr. dennis mcdougall & dr. cecily ornelles, teachers’ knowledge of special education policies and practices, pamela sanders, ph.d., spring/summer 2015 jaasep - click here, table of contents, learning disabilities today: an examination of effective and not-so-effective interventions, vance l. austin, teaching algebraic equations to middle school students with intellectual disabilities, joshua n. baker, christopher j. rivera, joseph john morgan & noelle reese, students with disabilities in the polish educational system after the political changes (2007-2012), danuta apanel, fape and lre in online learning: special education directors’ perspectives, diana greer, ph.d., danna harvey, m.s., paula burdette, ph.d. & james basham, ph.d., a preliminary investigation of the benefits of computer-aided instruction in reading decoding for students with autism spectrum disorder and other developmental disabilities, doris adams hill, phd, bcba-d& margaret m. flores, phd, bcba-d, perspective taking through film: educating pre-service and in-service teachers about autism, jacqueline p. kelleher, comparing student and teacher perceptions of the importance of social skills in a self-contained setting, joseph john morgan ph.d., nicole dobbins, ph.d., yun-ju hsiao, ph.d., nancy brown, m.ed. & kyle higgins, ph.d., inclusive education practice in southwestern nigeria: a situational analysis, samuel olufemi adeniyi, ph.d. & akinkunmi oluwadamilare adeyemi, parent perspectives on home-based intervention for young children with developmental disabilities: the parent-implemented communication strategies (pics) project in illinois, usa, hedda meadan, ph.d., bcba-d, julia b. stoner, ed.d., ccc-slp & maureen e. angell, ph.d., the digital divide and inequities for students with disabilities: needed….a bridge over troubled waters, patricia a. tyson, winter 2015 jaasep - click here, effects of the picture exchange communication system (pecs) on maladaptive behavior in children with autism spectrum disorders (asd): a review of the literature, dana battaglia and mary e. mcdonald, comparing measure of academic progress (map) and piers-harris 2 scores of students with emotional and behavioral disorders, terrence rainer chisolm, perceptions of disability and special education services: the perspectives of korean-american parents of children with disabilities, nari choi and raymond ostendorf, instructional constraints faced by learners with muscular dystrophy: a case of joytown special primary school, thika, kenya, annrose wanjiku wang’ang’a, franciscah irangi wamocho and paul kioy, the perspectives of k-12 stakeholders involved in early implementation of response to intervention (rti), nai-cheng kuo, ph.d., the role of peer guided play for children with autism spectrum disorder, amy m. papacek, ph.d., improving science scores of middle school students with learning disabilities through engineering problem solving activities, leyf peirce starling, ya-yu lo and christopher j. rivera, service delivery for high school students with high incidence disabilities: issues and challenge, edward schultz, cynthia simpson, jane c. owen and christina janise mcintyre, teaching children with autism to ask questions, katie e. squires and alyssa bickel, the principals' impact on the implementation of inclusion, carmelita thompson, fostering special education certification through professional development, learning communities and mentorship, mitzi p. trahan, dianne f. olivier and donna e. wadsworth, fall 2014 jaasep - click here, speech-language services in public schools: how policy ambiguity regarding eligibility criteria impacts speech-language pathologists in a litigious and resource constrained environment, lesley sylvan, ed.d, ccc-slp, are parents really partners in their child’s education, clarissa e. rosas, ph.d. and kathleen g. winterman, ed.d, vocational rehabilitation counselors’ perceived influences on the secondary transition planning process and postsecondary outcomes of students with disabilities, vickie miller-warren, ed.d., gender differences in emotional or behavioral problems in elementary school students, amanda malfitano, african american parental beliefs about resiliency:  a delphi study, vita jones, ph. d., kyle higgins, ph.d., randall boone, ph.d., susan p. miller, ph.d., & nancy sileo, ed.d., blending common core standards and functional skills in thematic units for students with significant intellectual disabilities, karena cooper-duffy and glenda hyer, effects of peer tutoring and academic self-monitoring on the mathematics vocabulary performance of secondary students with emotional or behavioral disorders, brittany l. hott, anya evmenova and frederick j. brigham, teaching multiplication with regrouping using the concrete-representational-abstract sequence and the strategic instruction model, margaret m. flores and toni m. franklin, student and teacher perceptions of the five co-teaching models: a pilot study, randa g. burks-keeley, m.a. and monica r. brown, ph.d., students with disabilities’ perspectives of stem content and careers, kimberly e bryant davis, a researcher’s story of assessing motor skills of children with autism spectrum disorder, casey m. breslin and alice m. buchanan, the impact of video modeling on improving social skills in children with autism, dr mohammed alzyoudi, professor  abedalziz. sartawi and dr. osha almuhiri, spring-summer 2014 jaasep - click here, using e-readers to improve reading for students with mild disabilities, amy camardese, m. eileen morelli, yehuda peled and maile kirkpatrick, importance of quality of life issues: a pilot comparison of teachers and parents of children with autism spectrum disorders, julie ivey-hatz and karen frederick, effects of early childhood education on children with hearing impairments in special schools in kiambu, murang’a and nyeri counties, kenya, chege loise w, franciscah  i. wamocho and john aluko orodho, bringing aba into early childhood routines to meet the needs of young children with asd, perceptions of pre-service teachers as they relate to professional practice, emily williams, elissa poel, miguel licona, elsa arroyos and alma meraz-rodriguez, effectiveness of transitional and follow-up programmes to community integration of young adults with intellectual disabilities (yawid) in kiambu county, kenya, margaret w. makanya, mary runo and violet wawire, family communication: strategies for building effective partnerships and working relationships, emily r. shamash and alyson m. martin, adhd in preschool:  approaches and teacher training, ajay singh and jane squires, practitioners' perceptions of their knowledge, skills and competencies in online teaching of students with and without disabilities, diana l. greer, sean j. smith and james d. basham, effects of environmental and instructional factors on student motivation and self-directed learning, anne d. burkhalter, denise a. rich-gross, ph.d., winter 2014 jaasep - click here, preservice teachers’ attitudes toward inclusive education policy in the united states, paul m. ajuwon, ph.d., effie laman, ed.d., & john c. earle, ph.d., autism spectrum disorders and implications for teachers, crystal echaniz, m.a. &  kathleen a. cronin, ph.d., stop the blame game: teachers and parents working together to improve outcomes for students with behavior disorders, melissa davis, positive and negative aspects of inclusion services, christye hayes, m.ed., ed.s., teacher perceptions of response to intervention implementation, j. kevin jenkins, ed.d  &  dia sekayi, ph.d, supporting preschool children with autism spectrum disorders (asd) and their families, dr. jin-ah kim, dr. nancy cavaretta & krystle fertig, ma, adolescence: a period of transition, leena jo landmark  &  trina geye, students with attention deficit hyperactivity disorder participating in recess, matthew d. lucas, ed.d, michael  j. justice & kelly m. rosko, issues and concerns of assessment for english language learners with learning disabilities, blanca pichardo, maximizing the potential of our youth with intellectual disabilities: rethinking functional curriculum, trust and communication: perspectives of mothers of children with disabilities on the role and importance of communication in trusting relationships with teachers, julia b. stoner ed.d., ccc-slp  &  maureen e. angell, ph.d., fall 2013 jaasep - click here, responses to positive versus negative interventions to disruptive classroom behavior in a student with attention deficit hyperactivity disorder (adhd), renee b. brown, a comparison of two curricular models of professional development to increase teacher repertoires for instructing students with autism, information needs and information seeking behavior of teachers of special education in shillong, india, bikika laloo and jocica l. buhril, helping preservice special educators scaffold the reflection process, elissa wolfe poel, monica r. brown, luis-vicente reyes, and cristóbal rodríguez, preparing preservice teachers to address bullying through cartoon lessons, audrey c. rule, stephanie r. logan, and frank w. kohler, special educator evaluation: cautions, concerns and considerations, carrie semmelroth, evelyn johnson, and keith allred, working together for learning together: supporting students and teachers with collaborative instruction, cynthia t. shamberger and marilyn friend, general education teachers’ knowledge of and attitudes toward students with attention deficit/hyperactivity disorders: are they still being overlooked and underserved, roben wallace taylor and ravic p. ringlaben, should i stay or should i go revisiting influencing factors of sped teacher attrition & retention: a review of the literature, raschelle theoharis and michael fitzpatrick, spring-summer 2013 jaasep - click here, using a four-point scaled writing rubric: improving the quantity and the quality of the writing in a first grade specialized 8:1:1 classroom, lynn carlson, effective inclusion strategies for professionals working with students with disabilities, kathleen a. hogan, marla lohmann, and rose champion, professional development to support students with disabilities in multi-tier classrooms:  a case study, brooke blanks, integrated education in contemporary poland, the effects of self-graphing on oral reading fluency for a student with e/bd within an alternative education school, sara c. mcdaniel, kristine jolivette and robin parks ennis, applied behavior analysis: current myths in public education, cheryl fielding, john lowdermilk, lauren l. lanier, abigail g. fannin, jennifer l. schkade, chad a. rose, and cynthia g. simpson, application of the rti model in learning disability diagnosis: perceptions of current practices by new jersey special education administrators, pamela e. lowry, an exploratory study of successful paperwork management techniques for novice special education teachers, richard l. mehrenberg, factors influencing teacher behavior with students with diverse learning and behavioral needs, edward k. schultz and cynthia g. simpson, educational outcomes for students with special needs: the impact of support and resources on teachers’ perceptions, traci y. sharpe, winter 2013 jaasep - click here, identifying and integrating relevant educational/instructional technology (e/it) for culturally and linguistically diverse (cld) students with disabilities in urban environments, implementing and monitoring the response to intervention process: the special educator perspective, leigh k. gates,  john c. fischetti, and amelia moody, nature and causes of locomotor disabilities in india, santoshi halder and arindam talukdar, the over identification of minority males in middle school special education programs: examining the rti modely, nicole anderson-irish, literacy based behavioral interventions and video self-modeling with students with autism spectrum disorder (asd), debra leach and jennifer rodecki, m.ed., students with speech impairments participating in recess, matthew d. lucas and carolyn r. watson, writing ieps for the audience of teachers, parents, and students: the case for the communicative individual education program, richard j. lucido, comparison of gifted and advanced students on motivation toward science learning and attitude toward science, mustafa serdar köksal, exploring the experiences of special educators following the joplin tornado, allyson palmer, addressing the shortage of speech-language pathologists in school settings, katie squires, fall 2012 jaasep - click here, factors that affect the success of students with emotional and behavioral disorders in inclusive placements, naomi arseneau m.s. ed, theoretical frameworks for math fact fluency, katherine arnold, liberty university, fape model of exceptional student education leadership, dr. russell g. dubberly, working towards math facts mastery, anne durham, district-wide pbis team questions related to using the pbis framework to transition students with challenging behaviors from an alternative school to a neighborhood school, kristine jolivette, nicole c. swoszowski, nikki l. josephs, sara c. mcdaniel, & robin parks ennis, students with obsessive compulsive disorder participating in recess, matthew d. lucas, ed.d. c.a.p.e. & amanda l. sturgis, current issues in teaching bilingual children with autism spectrum disorder, amelia m. medina and judy t. salamon, an evaluation of inclusive education of students with visual impairment in schools and university in beira, mozambique, lawrence nhemachena, samuel kusangaya, & isaiah gwitira, transition knowledge of high school special education teachers in a midwestern school district, christine peper, & kristen mcmaster, the competency based community assessment: a five step process, laura a. roberts, ph.d., & orv c. karan, ph.d., download this issue of jaasep - ( aasep members login to access download ), spring/summer 2012, resilience theory: risk and protective factors for novice special education teachers, thomas l. benjamin & rhonda s. black, the ability-achievement model versus the response to intervention model:  which model is more accurate in the assessment of diagnosing students with learning disabilities, debra camp-mccoy, a program evaluation of an inclusive model for training pre-service general education teachers to work with students with special needs, joanna e. cannon, nicole c. swoszowski, peggy gallagher & susan r. easterbrooks, evaluation of push-in/integrated therapy in a collaborative preschool for children with special needs, stephen j. hernandez, students with multiple sclerosis participating in recess, matthew d. lucas, ed.d. c.a.p.e. & jamie brentlinger, perspectives of parents who have a child diagnosed with an autism spectrum disorder, lori a. kalash, ed.d. & myrna r. olson, ed.d., high fructose corn syrup, mercury, and autism - is there a link, heather a. opalinski, the use of a functional behavioral assessment-based self management intervention for students with emotional/behavioral disorders, saleem `a. rasheed, ph. d., cecil fore, iii, ph.d., arthur jones, ed. s. & latisha smith, ph.d., teaching common core math practices to students with disabilities, michelle stephan & jennifer smith, involuntary teacher transfer in special education: concepts and strategies for teachers facing new assignments, jan stivers, sharon f. cramer & kate riordan, how one teacher, two students with visual impairments, and a three-year r & d project could change how all students learn science, vicki urquhart, download this issue of jaasep  ( naset members - login access this issue), winter 2012, consulting to support emotional behavioral disordered students: implementing a behavioral school-based approach, faith andreasen, finding opportunity in co-teacher personality conflicts, kara boyer & cory mcmillen, meeting the needs of special education students in inclusion classrooms, cathy ledoux, shanna l. graves & winona burt, community-based instruction (cbi) as a component of a successful transition plan for students with intellectual disabilities, dr. russell dubberly, postsecondary education experience for students with developmental disabilities: a look into perceptions of parents of senior high transition students on a small university campus, neil friesland & brad king, autistic spectrum disorder and assistive technology: action research case study of reading supports, james e. gentry & pam lindsey, a qualitative study of special education certification methods and how they affect teacher efficacy, the classroom infrastructure and the early learner: reducing aggression during transition times, caroline guardino & elizabeth kirby fullerton, development of web quest lesson enhancing thai reading skills for students with down syndrome at lower elementary, nantawan kaewchote & maturos chongchaikit, should children with auditory processing disorders receive services in schools, jay r. lucker, the use of a rubric as a tool to guide pre-service teachers in the development of ieps, clarissa e. rosas & kathleen g. winterman, quality care for down syndrome and dementia, amanda tedder, does repeated reading improve reading fluency and comprehension for struggling adolescent readers, kristine lynn still & christine a. flynt, the psychological, behavioral, and educational impact of immigration: helping recent immigrant students to succeed in north american schools, thomas mcintyre, ellis i.barowsky & virginia tong, high anxiety: addressing family issues in the transition of students with disabilities from middle grades to high school, nancy brigham & cynthia m. aguilar, identifying and helping struggling readers, antonio hairston, research in reading interventions for students with emotional and behavioral disorders, thienhuong hoang & michael oshiro, personal epistemology and self-efficacy in the special education teacher, bradley w. johnson, cooking for independence: middle school students gain skills while cooking, gloria mixon, a student’s guide to navigating the irb: how to successfully navigate a potentially overwhelming process, corinne m. murphy & claire verden, teacher candidates’ knowledge of special education law, pamela sanders, m.ed., a veteran special education teacher and a general education social studies teacher model co-teaching: the copd model, karen a. thomas-brown & peggy sepetys, how do job related field experiences affect job readiness in secondary transition students, michelle uetz, using music to increase math skill retention, catherine yoho, spring/summer 2011, table of contents - spring/summer 2011, attitudes among vietnamese educators towards students with disabilities and their implications relative to inclusive practices: the findings of a preliminary investigation vance l. austin, an exploration of instructional support use in a secondary science classroom, doris kennedy tyler, students with sickle cell anemia participating in recess, matthew d. lucas, who does the alternate assessment really assess, debra bruster, exploring transition education and community-based instruction for high school students with disabilities: a practice in taiwan, cheng-chen pan, correlates of attitudes toward academic and physical inclusive practices for students with disabilities and selected leadership behaviors among middle school principals in north carolina, mary a. houser, virginia dickens & terence hicks.

Study of Thai Language Oral Reading Problems for Students with Down Syndrome: Grade Range 1

Podcasting and Digital Video in the Classroom: A Call for Research

John H. Newman

Students with Fetal Alcohol Syndrome Participating in Recess

Rebecca Scheel & Matthew D. Lucas

Differentiating for Struggling Readers and Writers: Improving Motivation and Metacognition through Multisensory Methods & Explicit Strategy Instruction

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Extracurricular Activities and 504 Plans

George Wilkerson

Using an Accountability Tool to Improve the Quality of Outcomes on Individual Family Service Plans

Kristen M. Votava, Carol Johnson , & Kari Chiasson

Spring/summer  2011 jaasep - click here, winter  2011 jaasep - click here, effective teacher behaviors evident in successful teachers of students with emotional and behavioral disorders vance l. austin, ellis i. barowsky, micheline s. malow, & diane w. gómez, students with mild mental retardation participating in recess matthew d. lucas, teaching artists: serving special education students in local schools roberta levitt & louisa kramer-vida, a multi-faceted approach to successful transition for students with intellectual disabilities russell g. dubberly, high school teacher perceptions of the student assistance team process jeff stoehr & jody isernhagen, a review of research on the educational benefits of the inclusive model of education for special education students sherry l. hicks-monroe, the millennial generation special education teacher: promise or problem rich mehrenberg, one-to-one in the inclusive classroom: the perspectives of paraeducators who support adolescents with autism spectrum disorder christopher healy, the role of self-efficacy on job readiness s and career choice among people with intellectual disability in singapore jen-yi li & li li goh, download this issue of jaasep, fall  2010 jaasep - click here, identifying and working with elementary asperger’s students in rural america barton allen, vito loiacono & james s. vacca, rise to the challenge: examining the relationship of swimming & autism spectrum disorders elizabeth p. kuhfuss & matthew d. lucas, preservice general education teachers’ attitudes and knowledge of special education patricia mahar, katherine terras, kari chiasson, lynne chalmers, & tricia lee, multiple-choice tests with correction allowed in autism: an excel applet elisabetta monari martinez, the use of assistive technology for people with special needs in the uae abdurrahman ghaleb almekhalfi & sana tibi, punishment strategies: first choice or last resort twila lukowiak & jennifer bridges, picture exchange communication system for individuals with autism spectrum disorder lauren e. andersen, special education is broken lacie rader, locus of control, interest in schooling and science achievement of some deaf and typical secondary school students in nigeria r. ademola olatoye & e. mosunmola aanu, m.ed., educational solutions for children with cerebral palsy lynn driver, donna riccio omichinski, nicole miller, danielle sandella, & seth warschausky, teachers’ perceptions on special education preparation: a descriptive study clarissa e. rosas & kathleen g. winterman, comparison of metacognitive strategies used by individuals with adhd in online instruction victoria brown, download this issue of jaasep  (loggin required), spring/summer  2010 jaasep - click here.

The Relationship Between Self-Esteem and Academic Achievment of Girls with Hearing Impairments in Secondary Schools for the Deaf in Kenya Beatrice Bunyasi Awori, John K. Mugo, John A. Orodho & G. K. Karugu

Special Education and at-Risk Kindergarteners as Authors Louisa Kramer-Vida, Roberta Levitt & Susan P. Kelly

Sensory Integration Used with Children with Asperger’s Syndrome Analisa L. Smith

Use of Art/Art Work and Cognitive Skill for the Rehabilitation of Special Children of 4-9 Years of Age Zubair Hina

Social Issues Surrounding the Adolescent with Asperger Syndrome: Perceptions of Parents and Teachers Karen Hurlbutt & Elaine LaPlante

St udents with Autism Participating in Recess Matthew D. Lucas & Kourtney M. Nichols

A Comparison Between Collaborative and Authoritative Leadership Styles of Special Education Administrators Natasha W. Veale

The Effect of Embossed Picture Technique on Reading Performance of Learners with Hearing Impairments: A Case of Kambui School for the Deaf Sella Munyendo & Franciscah  Irangi Wamocho

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Training and Support for Parents of Children with Emotional and Behavioral Disorders

Twila Lukowiak

Recess for Students with Visual Impairments Matthew Lucas

Positive Behavioral Strategies for Students with EBD and Needed Supports for Teachers and Paraprofessionals Twila Lukowiak

Planning a Good School Experience for Children with Autism: A Family’s Story Ling-Ling Tsao & Dena Krueger

A Preliminary Study on Sight Word Flash Card Drill: Does it Impact Reading Fluency? Sharla N. Fasko & Daniel Fasko, Jr .

An Introduction to Literary Quaranic Stylistics Dr. Lubna Almenoar

Learning to Critique Disability Children’s Literature Available to Teacher Candidates in Their Local Communities Alicja Rieger

Assessing and Teaching Reading to Pupils with Reading Disabilities in Nyeri and Nairobi Districts-Kenya: The Teachers’ Opinion Mary Runo, Geoffrey Kargu & John K. Mugo

Response to Intervention and Identifying Reading Disability Thienhuong Hoang

The Importance of Identifying and Studying the Reasons Why Special Education Students Drop Out of High School Richard Wieringo

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The Relationship Between Childhood Traumatic Experiences and Gang-Involved Delinquent Behavior in Adolescent Boys Nichole L. Adams, Sergei V. Tsytsarev, and Paul J. Meller

What Do Brothers and Sisters Think? An Investigation of Expectations of Siblings with Autism Spectrum Disorders Julie K. Ivey and Lucy Barnard-Brak

Investigating Secondary Special Educator’s Perception of Interagency Collaboration Jen Yi Li and Hsintai Lin

Resistance to Change: Overcoming Institutional and Individual Limitations for Improving Student Behavior Through PLCs John W. Maag

Preparing Students with Moderate/Severe Disabilities for Employment Peter Dragula

Academic Interventions Implemented to Teach Students with Emotional Disturbance Twila Lukowiak

From LD to Degree- Effective techniques for the Student with a Learning Disability Joshua A. Del Viscovo

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A Comparison of the Effects of Tactile and Auditory Stimulation and Choice on the Problem Solving of Students with Attention Problems Stacey Emmert, Suneeta Kercood and Janice A. Grskovic

Significance of Multiple Intelligence Among Children with Special Needs S.Saradha priyadarshini

Foster Youth Who Have Succeeded in Higher Education: Common Themes Thomas Lovitt and John Emerson

A Mother’s Story about Raising Children with Disabilities Sadia Warsi

Due Process: A Primer for Special Education Teachers Roberta Wiener

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Social Skills Training: Evaluating its Effectiveness for Students with Learning Disabilities, Emotional, and Behavioral Disorders Gregory Campbell

Assessment Beyond IQ Donna Riccio Omichinski, Marie Van Tubbergen, & Seth Warschausky

A Qualitative Study of Students with Behavioral Problems Participating in Service-Learning Michael P. O’Connor

Incorporating Research Based Strategies to Empower Educational Staff in Supporting Students with EBD Cathy A. Bradley, Courtney Degler, Larry Zamora & Michael Fitzpatrick

Steps for Special Education Teachers to Take to Appropriately Service Students Who Practice Islam Matthew D. Lucas

Inclusive Education Lukischa Lambert

Perceptual Differences in Quality Standards Among Teachers and Related Service Personnel Who Work with Students with Emotional/Behavioral Disorders Maria L. Manning, Lyndal M. Bullock and Robert A. Gable

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Instructional Tactics That Facilitate Inclusion William N. Bender, Richard T. Boon & Joe Ann Hinrichs

Master's Level Teacher Preparation for Educating Immigrant Students with Special Needs in US Schools John J. Hoover, Ph.D., Judy Smith-Davis, Ph.D., Leonard Baca, Ed.D., & Emily Wexler Love, Doctoral Candidate

Special Education Editorial: Autism Should Be a Singular Discipline for Undergraduate Study Sara E. Nixon

No Child Left Behind: Implications for Special Education Students and Students with Limited English Proficiency Dr. Mark E. Jewell

Cultural Identity and Special Education Teachers Loretta Salas, Ed.D., & Eric J. López, Ph.D.

Special Education Debate

Natalie Bogg & Vernette Hansen

The Impact of Assistive Technology on Vocabulary Acquistion of a Middle School Student with Learning Disabilities and Limited English Proficiency James E. Gentry, Ed.D. & Pam Lindsey, Ph.D.

Seven Winnings to Inclusion Patricia Mahar, Ph.D

An Investigation of Agency and Marginality in Special Education Robert C. McOuat

“A League of Our Own”-The Implementation of the Vocabulary Football League Karen Talalas and Bill Gallache

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Evaluating Childhood Bipolar Disorder: A Survey of School Psychologists Knowledge and Practices Linda A. Mayo and Joseph A. Mayo

Using the Choice-making Skills of Students with Disabilities for Educational Planning Marie Van Tubbergen, Donna Omichinski, and Seth Warschausky

Effects of Animal-Assisted Therapy on a Student with an Emotional/Behavioral Disorder Val Rae M. Boe

Self-Determination Skills in Postsecondary Students with Learning Disabilities Saleem A. Rasheed

Integrating Service-Learning in Teacher Education to Raise Disability Awareness Lynn DeCapua

Future Action Research  - The Relationship of the General and Special Education Teachers in the Inclusive Setting James D. Oliver III

Essay - Strategies for Differentiated Instruction Rachael Cook

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Faculty Epistemological Beliefs as a Mediator to Attitudes Toward Persons with Disabilities Lucy Barnard, Tara Stevens, Kamau O. Siwatu, & William Y. Lan

Relationship Between Service Coordinator Practices and Early Intervention Services Mary Beth Bruder and Carl J. Dunst

Individualized Interventions: When Teachers Resist Sharla N. Fasko

No Child Left Behind’s Implementation in Urban School Settings: Implications for Serving Students with Emotional and Behavior Disorders Michael Fitzpatrick and Earle Knowlton

The Impact of High-Stakes Testing for Individuals with Disabilities: A Review Synthesis Richard Boon, Debbie Voltz, Carl Lawson, Sr.,and Michael Baskette

Special Education Professionals and Assistive Technology: Requirements for Preparation in a Digital Age George R. Peterson-Karlan, Jack J. Hourcade, Howard P. Parette, and Brian W. Wojcik

Book Review - The Short Bus: A Journey Beyond Normal Richard L. Mehrenberg

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A Meta-analytic Review: Teachers’ Attitudes Toward Students with Disabilities Thienhuong Hoang and Mark Dalimonte

Recruitment and Retention of Assessment Personnel Cynthia G. Simpson, Sharon A. Lynch, and Vicky G. Spencer

Paving the Way for Women with Asperger Syndrome Karen Hurlbutt

No Child Left Behind and Paraprofessionals: Are They Perceived To Be Highly Qualified? Heather G. Nelson, Betty Y. Ashbaker, Shannon Coetzee, and Jill Morgan

Using a Checkbook Management System to Decrease the Inappropriate Speaking-Out Behaviors of a 14-Year-Old Special Education Student Martha Smith-Fontenot and Wendy Lowe Siegel

The Section 504 Process in Middle School: Perspectives of Parents, Teachers and Section 504 Coordinators Kari Chiasson and Myrna R. Olson

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Widely Used Disciplinary Options for Aggressive Kids: Are the Current Approaches Effective? Tracy Blankenship and William N. Bender

The Effects of Functional Communication Training on the Appropriate Behavior of a Student with Emotional and Behavioral Disorders Kristine Jolivette, Janine P. Stichter, David E. Houchins, and Christina Kennedy

School-Age Homeless Children: Crucial Transporters of Literacy Activities in the Shelter Sadia Warsi

Transition Planning: Improved Methods to Promote Student Success from High School to the Workforce Christopher Martin, Richard T. Boon, and Cordy Love

A Comparison of Inclusive versus Resource Classroom Placement for Black Students with Mild Disabilities at the Secondary Level: Is There a Need for Separation? Earle Graham, Carl Lawson, Saleem `A. Rasheed,  and Deborah Voltz

Adventure Based Learning Experience (ABLE) Robert M. White

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The Emperor Has No Clothes! Unanswered Questions and Concerns on the Response To Intervention Procedure Michael R. Baskette, Lisa Ulmer, and William N. Bender 

Creating a Motivating Classroom: What Really Motivates Students to Achieve in Secondary Content-Area Classrooms? Richard T. Boon, Vicky G. Spencer, & Tara Jeffs

Does Inclusion Work?  Teacher Verification of Proof of Impact Sherwin D. Holmes, Joyce W. Barclay, Bonnie Dupuis, Valerie K. Lewis, Morgan Platt, and Steven H. Shaha

A Glimpse into the Lives of Mothers and their Children in a Homeless Shelter: What has Changed Over the Decades? Sadia Warsi

Using Conceptual Models of Teaching to Incorporate a Dog into a Self-Contained Classroom for Students with Severe Emotional or Behavioral Disorders: A Research-Based Intervention Katherine L. Anderson and Myrna R. Olson

Improving the Spelling Performance of Students Who Are Deaf and Exhibit Characteristics Consistent with Learning Disabilities Monica Soukup

Teaching Homeless Students or Others about Homelessness:  Juvenile Literature Can Help Marissa Johnstun, Mary Anne Prater, Tina Taylor Dyches

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The Perspectives and Assumptions of Pupil Appraisal Professionals in the Identification Process for Students with Behavioral Concerns Janice Rutledge Janz and Mary M. Banbury

Educational Implications for Children in Homeless Shelters and Beyond: Implications for All Educators and Child Advocates Sadia Warsi and Dorota Celinska

Research on Self-Management Techniques Used by Students with Disabilities in General Education Settings: A Promise Fulfilled? Dennis McDougall, Jim Skouge, Anthony Farrell and Kathy Hoff

Does Inclusion Help Students: Perspectives from Regular Education and Students with Disabilities Bonnie Dupuis, Joyce W. Barclay, Sherwin D. Holmes, Morgan Platt, Steven H. Shaha, and Valerie K. Lewis

What Does Health Have to Do with Transition? Everything! Ceci Shapland

Teaching Children With Autistic Spectrum Disorder: A Preschool Teacher Survey To Determine Best Practice Approach Joanne Grossi-Kliss,OTR/L

International Perspectives on Attention-Deficit/Hyperactivity Disorder: A Comparison of Teachers in the United States and Sweden Steven Carlson, William Frankenberger, Kristina M. Hall, Sara J. Totten, and Katarina House

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The Journal of Special Education (JSE) is a multidisciplinary publication presenting reports of research and scholarly reviews related to special education. The goal of this journal is to add to current scholarship and provide a sense of emerging directions in the field. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education.

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Early intervention/early childhood special education preparation: building on the momentum created by the ei/ecse standards.

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Special Issue on Early Childhood

Evolution of professional standards: reflecting on the past to inform the future.

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Innovative Approaches to Teacher Preparation Improving Use of Evidence-Based Practices in EI/ECSE

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Meeting the Need: Proposed Early Childhood Special Education Intensive Intervention Competencies for Preservice Preparation

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Addressing Students’ Beliefs to Enhance Family-Professional Collaboration in Early Intervention and Early Childhood Special Education Preparation

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Preparing Early Elementary Preservice Teachers to Positively Support Students with Challenging Behavior

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Meaningful and Engaging Learning Experiences in Early Childhood Special Education Preparation Programs

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Field Experiences in Early Intervention/Early Childhood Special Education (EI/ECSE): Preparing Teachers for Success in Diverse Early Education Settings

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The Journal of Special Education Preparation ( JOSEP ) is an open-access, peer-reviewed journal that features research-to-practice information and materials for special education faculty in higher education settings. JOSEP brings its readers the latest on evidence-based instructional strategies, technologies, procedures, and techniques to prepare special education teachers and leaders. The focus of its practical content is on immediate application.

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Special and Inclusive Education: Perspectives, Challenges and Prospects

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A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section " Special and Inclusive Education ".

Deadline for manuscript submissions: closed (15 March 2021) | Viewed by 126774

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Dear Colleagues,

For the past 50 years, there has been increasing consideration and debate about how to best educate learners with special educational needs and disabilities. Competing paradigms of special education and inclusive education have been developed, disseminated and discussed at length over the years. These discussions have focused the attention on effectively educating learners with different types and severities of special educational needs and disabilities, who are living in either developing and developed countries in various parts of the world.

The aim of this Special Issue of Education Sciences is to focus on the latest theory, practice and research relevant to special education and inclusive education. Articles that present new ideas, suggest future research directions or potential ways forward for educational practice are of particular interest. 

Articles are sought that present differing perspectives on the issues, examine challenges to implementing effective practice, and consider future prospects for developing theories or conducting research. Of particular interest are articles that focus on the development of models of effective practice in special education or inclusive education, or combinations of the two, that are suitable for implementation in the different education systems that exist in various countries throughout the world.

Therefore, articles based on reviews of the recent and relevant literature or on novel practices are welcomed, as well as those based on research conducted using a range of methodologies, or of differing theoretical perspectives. In this way, it is intended that this Special Issue will help to enable a community of scholars, policymakers and practitioners to consider the latest thinking on this issue.

Prof. Dr. Garry Hornby Prof. Dr. James M. Kauffman Guest Editors

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website . Once you are registered, click here to go to the submission form . Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• special educational needs
• disabilities
• special education
• inclusive education

Published Papers (16 papers)

Jump to: Research

Jump to: Editorial

Further Information

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Special Education Research Guide

• Databases (find articles)
• Journal Finder
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• Dissertations
• Test Instruments
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• Library Workshops & Online Training
• Chronicle of Higher Education & EdWeek
• Find Data Sets and Stats This link opens in a new window
• Find Education Data Sets, Statistics, & Data Experts This link opens in a new window
• StatLab: Get Help with Research Statistics This link opens in a new window
• Get Research Software This link opens in a new window
• Research Data Management This link opens in a new window
• Use Geospatial Analysis (GIS) & Visualization Tools This link opens in a new window

Finding Peer Reviewed Journals

• What is a peer reviewed journal? Peer reviewed (or refereed) journals have been reviewed by a panel of subject experts. These peer reviewers scrutinize articles for significance, relevance, sound research design, accurate presentation, and clarity before they are accepted for publication. Usually the process is a blind review, that is, the author's name is not on the manuscript when it is reviewed and the author and the reviewers do not know each other's identities.
• Use Google to find out if a journal is peer reviewed Go to Google, type in the journal title, look for the link leading to the journal publisher's website. Info about peer review is often located in AUTHOR instructions or in the MISSION statement on that page.

Interlibrary Loan Services

If none of the UVA libraries have the book you need in print or online, use the Library's free Interlibrary Loan Service request form to request it.

First, you must register for an Interlibrary Loan account.

To register, go to the Interlibrary Loan site, click on the button, FIRST TIME USER and fill out the form. Students and faculty in the Curry Off-Grounds program should register by clicking on the "Distance Education/SCPS link. Other students should register using the "Graduate & Undergraduate student" link.

Next, fill out an Interlibrary Loan request. Library staff will borrow a copy of a book for you. If you just need a chapter from the book, we recommend that you fill out an Interlibrary Loan request for a PDF copy as opposed to asking to borrow the book as that process is faster. 

If students are taking classes on-Grounds and they request a book through interlibrary loan, the library  will be send them an email with instructions for picking up and returning the book. If the student requests a book chapter, it will be emailed to them.

If faculty request a book, LEO staff will deliver it to his or her office. Faculty can return Interlibrary Loan books to any of the UVA Library book bins or library circulation desks located at the main entrance of all UVA Libraries.

If a student is in Curry's off-Grounds program requests a book, the book will be mailed to then without charge. The student can mail back the book using the enclosed prepaid postage stamp the library provides, or he or she can drop it off at one of the UVA Libraries. PDF copies of book chapters will be mailed to the off-Grounds student. The due date for the book is included in the mailing envelop. Note that off-Grounds students use interlibrary loan to get books in the UVA book collection as well as books the UVA Library does not have in its collection.

Recommended Special Education Journals

These special education journals were identified and are recommended by Curry faculty as excellent journals. Read them. Cite them. Publish in them!

This list is for e-journal issues only. Some of the back issues of these journals may be in print format. To determine if a print issue is available for older materials, use the Journal Finder . Enter the title of the journal in the first search box to find out which if any of the issues are available in print format in one of the UVA libraries. If you need older issues and they are not online or in print, you can fill out an Interlibrary Loan Request and get a free PDF copy emailed to you.

• American Annals of the Deaf Journal Submission Guidelines
• Annals of Dyslexia Journal Submission Guidelines
• Behavioral Disorders Journal Submission Guidelines
• British Journal of Learning Disabilities Journal Submission Guidelines
• Child Language Teaching and Therapy Journal Submission Guidelines
• Dyslexia Journal Submission Guidelines
• Education and Training in Autism and Developmental Disabilities Journal Submission Guidelines
• Exceptional Children Journal Submission Guidelines
• Exceptionality Journal Submission Guidelines
• Focus on Autism and Other Developmental Disabilities Journal Submission Guidelines
• Focus on Exceptional Children Journal Submission Guidelines
• Gifted Child Quarterly Journal Submission Guidelines
• Intellectual and Developmental Disabilities Journal Submission Guidelines
• International Journal of Developmental Disabilities Journal Submission Guidelines
• International Journal of Disability, Development and Education Journal Submission Guidelines
• International Review of Research in Developmental Disabilities Publisher and Tables of Content Not available at UVa, use the Library's Interlibrary Loan service to acquire a copy.
• Intervention in School and Clinic Journal Submission Guidelines
• Journal of Deaf Studies and Deaf Education Journal Submission Guidelines
• Journal of Early Intervention Journal Submission Guidelines
• Journal of Emotional and Behavioral Disorders Journal Submission Guidelines
• Journal of Fluency Disorders Journal Submission Guidelines
• Journal of Intellectual & Developmental Disability Journal Submission Guidelines
• Journal of Learning Disabilities Journal Submission Guidelines
• Journal of Positive Behavior Interventions Journal Submission Guidelines
• Journal of Rehabilitation Journal Submission Guidelines
• Journal of Research in Special Educational Needs: JORSEN Journal Submission Guidelines
• Journal of Special Education Journal Submission Guidelines
• Learning Disabilities Quarterly Journal Submission Guidelines
• Learning Disabilities Research and Practice Journal Submission Guidelines
• Reading & Writing Quarterly Journal Submission Guidelines
• Remedial and Special Education: RASE Journal Submission Guidelines
• Research and Practice for Persons With Severe Disabilities Journal Submission Guidelines
• Research in Autism Spectrum Disorders Journal Submission Guidelines
• Research in Developmental Disabilities Journal Submission Guidelines
• Rural Special Education Journal Publisher Guidelines
• Teacher Education and Special Education Journal Submission Guidelines
• Teaching Exceptional Children Journal Submission Guidelines
• Topics in Early Childhood Special Education Journal Submission Guidelines
• Volta Review Journal Submission Guidelines
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Special Education

Research, Policy & Practice

• Special Education - Home
• Research, Policy & Practice

SPECIAL EDUCATION RESEARCH, POLICY & PRACTICE  is an online peer-reviewed journal committed to advancing the professional development of special education professionals through research, policy, and practice. This electronic journal seeks new contributions based on original work of practitioners and researchers with specific focus on, or implications for, the field of special education. Manuscripts submitted will be articles on research, policy, and practice relative to special education. Articles would:

• Be research-based submissions that address current practice issues in the field of special education.
• Seek to make a new contribution to the field of special education.
• Be solicited in a variety of categories.

Please review the procedures and policies below regarding article submission, the publication process, and other important pieces of information. For more information, please contact: George Giuliani, JD, PsyD Chief Editor 516-463-5143 [email protected]

Explanation of “Peer Review”

Peer review is the evaluation of work by one or more people of similar competence to the producers of the work ( peers ).  Scholarly peer review (also known as refereeing) is the process of subjecting an author's  scholarly  work, research, or  ideas  to the scrutiny of others who are  experts  in the same field, before a paper describing this work is published in a journal. The work may be accepted, considered acceptable with revisions, or rejected. Peer review requires a community of experts in a given (and often narrowly defined) field, who are qualified and able to perform impartial review. Peer review is a well-accepted indicator of quality scholarship. Other important points about peer review journals include:

• Peer review constitutes a form of self-regulation by qualified members of a profession within the relevant field.
• Peer review methods are employed to maintain standards of quality, improve performance, and provide credibility.
• In academia peer review is often used to determine an academic paper's suitability for publication.
• Peer groups of researchers, scholars and professionals within a specific discipline are the audience for scholarly literature.
• Articles accepted for publication through a peer review process implicitly meet the discipline's expected standards of expertise.

The peer-review process is an essential part of the publication process, which will improve the manuscripts published by  SPECIAL EDUCATION RESEARCH, POLICY & PRACTICE . Not only does peer review provide an independent assessment of the importance and technical accuracy of research, but the feedback conveyed to authors with the editor’s advice frequently results in manuscripts being refined so that their structure and logic are more readily apparent to readers.

Submission of an Article by Author(s)

SPECIAL EDUCATION RESEARCH, POLICY & PRACTICE welcome manuscript submissions at any time. Authors are completely responsible for the factual accuracy of their contributions. Authors are responsible for obtaining permission to quote lengthy excerpts from previously-published articles.

Authors will be notified of the receipt of their manuscripts within seven (7) business days of their receipt by the Chief Editor and can expect to receive the recommendation of the review process within 90 days.

All submissions must have a cover letter indicating that the manuscript has not been published or is not being considered for publication anywhere else, in whole or in substantial part. On the cover letter, it will be noted to the authors to be sure to include their name, address, email address, and phone number.

Typescript should conform to the following:

• Method of Manuscript Submission : Send Manuscripts should be submitted electronically with the words " Submission to SPECIAL EDUCATION RESEARCH, POLICY & PRACTICE " in the subject line
• Language : English
• Document : Microsoft Word
• Font : Times New Roman or Arial
• Size of Font : 12 Point
• Page Limit : None
• Margins : 1” on all sides
• Title of paper : Top of page Capitals, bold, and centered
• Author(s) Name : Centered under title of paper
• Format : Manuscripts should follow the guidelines of the most recent edition of the Publication Manual of the American Psychological Association
• Figures and Tables : All should be integrated in the typescript
• Abstract : An abstract of no more than 150 words should accompany each submission
• References : Insert all references cited in the paper submitted on a Reference Page

The Publishing Process

The following are the steps through which a submitted article will move from initial submission to actual publication in SPECIAL EDUCATION RESEARCH, POLICY & PRACTICE .

• The article is submitted in Word format by the author(s) to the Chief Editor, Dr. George Giuliani, at [email protected] .
• The Chief Editor then sends an email to the author stating that the article has been received and a final answer will be given within 90 days of receipt.
• The article is then placed in an online folder that holds all articles up for review.
• The article is then removed of all author names, affiliations, etc., so that when it is sent out for review, it is a blind review and no peer reviewers have any indication who wrote the article or from what university it was submitted.
• An email is then sent by the Chief Editor to all members of the Editorial Board with a request to review an article. Only the title of the article is given. For example:
• Peer reviewers then email the Chief Editor as to their interest in reviewing the specific article. A minimum of three (3) blind reviewers is selected.  An email to each blind reviewer is then sent reviewing the peer review process. 
• Are the claims appropriately discussed in the context of previous literature?
• Are the claims convincing? If not, what further evidence is needed?
• Are the claims novel? If not, which published papers compromise novelty?
• Are there any special ethical concerns arising from the use of subjects?
• Are there other experiments or work that would strengthen the paper further?
• Could the manuscript be shortened?
• Have the authors done themselves justice without overselling their claims?
• Have they been fair in their treatment of previous literature?
• Have they provided sufficient methodological detail that the experiments could be reproduced?
• How does the paper stand out from others in its field?
• How much would further work improve it, and how difficult would this be? Would it take a long time?
• If not, how could it be made more clear or accessible to non-specialists?
• If the manuscript is unacceptable but promising, what specific work is needed to make it acceptable?
• If the manuscript is unacceptable, is the study sufficiently promising to encourage the authors to resubmit?
• Is the manuscript clearly written?
• Is the statistical analysis of the data sound?
• Should the authors be asked to provide supplementary methods or data to accompany the paper online?
• What are the main claims of the paper and how significant are they?
• Who will be interested in reading the paper, and why?
• Would readers outside the discipline benefit from this publication?

Note: The primary purpose of the review is to provide the editors with the information needed to reach a decision. The review should instruct the authors on how they can strengthen their paper to the point where it may be acceptable. As far as possible, a negative review should explain to the authors the weaknesses of their manuscript, so that rejected authors can understand the basis for the decision and see in broad terms what needs to be done to improve the manuscript for publication elsewhere. This is secondary to the other functions, however, and peer reviewers should not feel obliged to provide detailed, constructive advice to authors of papers that do not meet the criteria for the journal (as outlined in the letter from the editor when asking for the review). If the reviewer believes that a manuscript would not be suitable for publication, his/her report to the author should enable the author to understand the reason for the decision.

Once all of the reviews have been obtained, the Chief Editor determines whether to:

• Accept, with or without editorial revisions
• Invite the authors to revise their manuscript to address specific concerns before a final decision is reached
• Reject, but indicate to the authors that further work might justify a resubmission
• Reject outright, typically on grounds of specialist interest, lack of novelty, insufficient conceptual advance, or major technical and/or interpretational problems
• An email with the decision (and rationale for it) is then sent to the author(s).
• Before publication, the article is then passed through three functions: copy editing (grammar, references), proofing (typographical errors, spelling errors), and layout (creating a Microsoft Word and PDF version of the article).

Editorial Board and Selection of Peer Reviewers

Editorial Board of Reviewers

All members of the Hofstra University Special Education Department will sit on the Editorial Board for the SPECIAL EDUCATION RESEARCH, POLICY & PRACTICE . Each of the faculty will reach out to professionals in the field whom he/she knows to start the process of building a list of peer reviewers for specific types of articles. Reviewer selection is critical to the publication process, and we will base our choice on many factors, including expertise, reputation, specific recommendations, and previous experience of a reviewer.

Editor George Giuliani, JD, PsyD, Hofstra University

Hofstra University Special Education Faculty Elfreda Blue, Ph.D. Stephen Hernandez, Ed.D. Gloria Lodato Wilson, Ph.D. Mary E. McDonald, Ph.D, BCBA-D, LBA Diane Schwartz, Ed.D. 

Editorial Board Mohammed Alzyoudi, Ph.D., American University in the Emirates. Dubai. UAE Faith Andreasen, Ph.D. Vance L. Austin, Ph.D., Manhattanville College Amy Ballin, Ph.D. Dana Battaglia, Ph.D., CCC-SLP, Westbury UFSD Brooke Blanks, Ph.D., Radford University Kathleen Boothe, Ph.D., Southeastern Oklahoma State University Nicholas Catania, PhD, State College of Florida, Manatee-Sarasota Lindsey A. Chapman, Ph.D., University of Florida Morgan Chitiyo, Ph.D., University of North Carolina at Greensboro Jonathan Chitiyo, Ph.D., University of Pittsburgh at Bradford Heidi Cornell, Ph.D., Wichita State University Lesley Craig-Unkefer, Ed.D., Middle Tennessee State University Amy Davies Lackey, Ph.D., BCBA-D Lauren Dean, Ed.D., Hofstra University Josh Del Viscovo, MS, BCSE, Northcentral University Darlene Desbrow, Ph.D., United States University Janet R. DeSimone, Ed.D., Lehman College, The City University of New York Lisa Dille, Ed.D., BCBA, Georgian Court University William Dorfman, B.A. (MA in progress), Florida International University Brandi Eley, Ph.D. Tracey Falardeau M.A., M.S., Midland Educational Agency Danielle Feeney, Ph.D., Ohio University Lisa Fleisher, Ph.D., New York University Neil O. Friesland, Ed.D., MidAmerica Nazarene University Theresa Garfield, Ed.D., Texas A&M University-San Antonio Leigh Gates, Ed.D., University of North Carolina Wilmington Sean Green, Ph.D. Deborah W. Hartman, M.S., Cedar Crest College Shawnna Helf, Ph.D., Winthrop University Nicole Irish, Ed.D., University of the Cumberlands Randa G. Keeley, Ph.D., Texas Woman's University Hyun Uk Kim, Ph.D., Eastern Oregon University Louisa Kramer-Vida, Ed.D., Long Island University Nai-Cheng Kuo, Ph.D., BCBA, Augusta University Renée E. Lastrapes, Ph.D., University of Houston-Clear Lake Debra Leach, Ed.D., BCBA, Winthrop University Marla J. Lohmann, Ph.D., Colorado Christian University Mary Lombardo-Graves, Ed.D., University of Evansville Pamela E. Lowry, Ed.D., Georgian Court University Denise Lucas, M.S. Matthew D. Lucas, Ed.D., Longwood University Jay R. Lucker, Ed.D., Howard University Jennifer N. Mahdavi, Ph.D., BCBA-D, Sonoma State University Alyson Martin, Ed.D., Fairfield University Krystle E. Merry, M.S. Ed., NBCT., Ph.D. Student, University of Arkansas Marcia Montague, Ph.D., Texas A&M University Chelsea T. Morris, Ph.D., University of West Georgia Gena Nelson, Ph.D., University of Oregon Lawrence Nhemachena, MSc, Universidade Catolica de Mozambique Maria B. Peterson Ahmad, Ph.D., Western Oregon University Christine Powell. Ed.D., California Lutheran University Deborah Reed, Ph.D., University of Tennessee Ken Reimer, Ph.D., University of Winnipeg Dana Reinecke, Ph.D., BCBA-D, Capella University Denise Rich-Gross, Ph.D., University of Akron Benjamin Riden, ABD - Ph.D., Penn State Mary Runo, Ph.D., Kenyatta University Emily Smith, Ed.D., Midwestern State University Carrie Semmelroth, Ed.D., Boise State University Pamela Mary Schmidt, M.S., Freeport High School Special Education Department Edward Schultz, Ph.D., Midwestern State University Mustafa Serdar Köksal, Ph.D., Hacettepe University, Turkey Emily R. Shamash, Ed.D., Fairfield University Christopher E. Smith, Ph.D., BCBA-D, Positive Behavior Support Consulting & Psychological Resources Emily Smith, Ed.D., Midwestern State University Gregory W. Smith. Ph.D., University of Southern Mississippi Emily Sobeck, Ph.D., Franciscan University Ernest Solar, Ph.D., Mount St. Mary’s University Gretchen L. Stewart , Ph.D., University of South Florida Roben Taylor Daubler, Ed.D., Western Governors University Jessie Sue Thacker-King, Flagler College Julia VanderMolen, Ph.D., Grand Valley State University Cindy Widner, Ed.D., Carson Newman University Kathleen G. Winterman, Ed.D., Xavier University Sara B. Woolf, Ed.D., Queens College, City University of New York Perry A. Zirkel, J.D., Ph.D., Lehigh University

Additional Policies and Conclusion

Ensuring Anonymity and Blind Reviews The Chief Editor will not release reviewers' identities to authors or to other reviewers.  Reviewers will also remain anonymous throughout the review process and beyond.

Copyright and Reprint Rights SPECIAL EDUCATION RESEARCH, POLICY & PRACTICE is published by Hofstra University. SPECIAL EDUCATION RESEARCH, POLICY & PRACTICE retains copyright of all original materials, however, the author(s) retains the right to use, after publication in the journal, all or part of the contribution in a modified form as part of any subsequent publication.

If the author(s) use the materials in a subsequent publication, whether in whole or part, SPECIAL EDUCATION RESEARCH, POLICY & PRACTICE must be acknowledged as the original publisher of the article. All other requests for use or re-publication in whole or part, should be addressed to the Editor of SPECIAL EDUCATION RESEARCH, POLICY & PRACTICE

Conclusion SPECIAL EDUCATION RESEARCH, POLICY & PRACTICE has the potential to be a leading online peer review journal locally, state-wide, nationally and internationally. With a mission of being an online peer-reviewed journal committed to advancing the professional development of special education professionals through research, policy, and practice, SPECIAL EDUCATION RESEARCH, POLICY & PRACTICE will promote new and exciting research in the field of special education. The faculty in the Special Education programs at Hofstra University is committed to making SPECIAL EDUCATION RESEARCH, POLICY & PRACTICE a highly reputable online research journal.

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Find Journals by Title

Find Journals & Other Periodicals by Title

Search here for journal, magazine or newspaper titles. If you're looking for articles on a topic, use the  databases .

Examples: Newsweek , Journal of Educational Psychology .

Selected Special Education Journals

These links take you to a source with recent issues of the journal. Additional issues may be available via other sources. Use  Find Journals by Title  (above) to find alternate sources for a title.

• American Annals of the Deaf
• American Journal on Intellectual and Developmental Disabilities - AJIDD
• Annals of Dyslexia
• Autism : The International Journal of Research and Practice
• Behavioral Disorders: Journal of the Council for Children with Behavioral Disorders
• Brain Injury
• British Journal of Learning Disabilities
• Continuity in Education An open access, peer reviewed journal for the education of children and young people with medical and mental health needs.
• Disability and Society
• Disability Studies Quarterly
• European Journal of Special Needs Education
• Exceptional Children
• Exceptionality
• Exceptionality Education International Open access after 1 year
• Intellectual and Developmental Disabilities - IDD
• International Journal of Disability, Development and Education
• Journal of Applied Research in Intellectual Disabilities
• Journal of Autism and Developmental Disorders
• Journal of Early Intervention Offers blind peer reviewed articles "related to research and practice in early intervention for infants and young children with special needs and their families. . . .Key features include research reports, scholarly reviews, policy analyses, research methods, and "Innovative Practices".
• Journal of Intellectual Disability Research An ISI ranked journal sponsored by mencap a UK-based "organisation promoting the interests of people with intellectual disability/learning disability and their families." Includes peer reviewed research and invited expert reviews.
• Journal of Learning Disabilities
• Journal of Research in Special Educational Needs
• Journal of Science Education for Students with Disabilities - JSESD This open access, peer reviewed journal focuses on "science education for students with varying types and levels of disabilities."
• The Journal of Special Education
• Journal of Speech, Language and Hearing Research - American Speech-Language-Hearing Association
• Journal of the American Academy of Audiology
• Journal of Visual Impairment & Blindness - American Foundation for the Blind
• Journal on Developmental Disabilities
• Learning Disabilities
• Learning Disabilities Research & Practice - Council for Exceptional Children LDRP publishes blind peer reviewed articles "addressing the nature and characteristics of children and adults with learning disabilities, program development, assessment practices, and instruction. "
• Learning Disability Quarterly
• Psychology in the Schools
• Remedial and Special Education
• Research in Autism Spectrum Disorders
• Research in Developmental Disabilities
• Review Journal of Autism and Developmental Disorders EMU's electronic access to this has 1 year delay. If you need a recent article, use interlibrary loan.
• Rural Special Education Quarterly
• TEACHING Exceptional Children - TEC
• Tizard Learning Disability Review EMU's electronic access to this has 1 year delay. If you need a recent article, use interlibrary loan.
• Topics in Early Childhood Special Education "The practical nature of this journal helps professionals improve service delivery systems for preschool children with special needs. Each issue features reports of original research, literature reviews, conceptual statements, position papers, and program descriptions."
• Topics in Language Disorders
• Volta Review - Alexander Graham Bell Association for the Deaf and Hard of Hearing
• Young Exceptional Children

Selected Education Journals

• AERA Open "A peer-reviewed, open access journal published by the American Educational Research Association (AERA)."
• Afterschool Matters An open access peer-reviewed journal from the National Institute on Out-of-School Time.
• American Educational Research Journal AERJ "publishes original empirical and theoretical studies and analyses in education that constitute significant contributions to the understanding and/or improvement of educational processes and outcomes." A blind peer reviewed journal from the American Educational Research Association.
• American Journal of Education Sponsored by the Pennsylvania State College of Education, this peer reviewed journal publishes articles "that present research, theoretical statements, philosophical arguments, critical syntheses of a field of educational inquiry, and integrations of educational scholarship, policy, and practice."
• Australian Journal of Teacher Education This open access peer- reviewed journal publishes research related to teacher education.
• Child Development "As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930." Uses blind peer review.
• Cognition and Instruction This peer reviewed journal publishes articles on the "rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence." Articles are sometimes blind reviewed.
• Comparative and International Education This open access peer-reviewed journal "is published twice a year and is devoted to publishing articles dealing with education in a comparative and international perspective."
• Computers and Education Publishes peer reviewed articles on the use of computing technology in education.
• Contemporary Educational Psychology "publishes articles that involve the application of psychological theory and science to the educational process."
• Current Issues in Emerging eLearning (CIEE) "an open access, peer-reviewed, online journal of research and critical thought on eLearning practice and emerging pedagogical methods."
• Democracy and Education Open access peer-reviewed journal "seeks to support and sustain conversations that take as their focus the conceptual foundations, social policies, institutional structures, and teaching/learning practices associated with democratic education."
• Developmental Review This peer reviewed journal "emphasizes human developmental processes and gives particular attention to issues relevant to child developmental psychology."
• Education 3-13: International Journal of Primary, Elementary and Early Years Education This official publication of the Association for the Study of Primary Education (ASPE) publishes peer reviewed articles related to the education of children between the ages of 3-13.
• Educational Administration Quarterly This peer reviewed journal from the University Council for Educational Administration (UCEA) offers conceptual and theoretical articles, research analyses, and reviews of books in educational administration."
• Educational and Psychological Measurement "scholarly work from all academic disciplines interested in the study of measurement theory, problems, and issues."
• Educational Evaluation and Policy Analysis EEPA "publishes scholarly articles of theoretical, methodological, or policy interest to those engaged in educational policy analysis, evaluation, and decision making." Blind peer reviewed journal from the American Educational Research Association.
• Educational Measurement: Issues and Practice Sponsored by the National Council on Measurement in Education, this journal promotes "a better understanding of and reasoned debate on assessment, evaluation, testing, and related issues."
• Educational Policy "focuses on the practical consequences of educational policy decisions and alternatives"
• Educational Researcher "Educational Researcher publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas of education research and related disciplines." A peer reviewed journal from the American Educational Research Association.
• Educational Research Quarterly ERQ "publishes evaluative, integrative, theoretical and methodological manuscripts reporting the results of research; current issues in education; synthetic review articles which result in new syntheses or research directions; book reviews; theoretical, empirical or applied research in psychometrics, edumetrics, evaluation, research methodology or statistics" and more. Uses blind peer review.
• Educational Research Review Publishes review articles "in education and instruction at any level," including research reviews, theoretical reviews, methodological reviews, thematic reviews, theory papers, and research critiques. From the European Association for Research on Learning and Instruction (EARLI).
• Educational Studies "publishes fully refereed papers which cover applied and theoretical approaches to the study of education"
• Education and Culture This peer reviewed journal from Purdue University Press "takes an integrated view of philosophical, historical, and sociological issues in education" with a special focus on Dewey.
• FIRE: Forum of International Research in Education This open access, peer reviewed journal promotes "interdisciplinary scholarship on the use of internationally comparative data for evidence-based and innovative change in educational systems, schools, and classrooms worldwide."
• Frontline Learning Research An official journal of EARLI, European Association for Research on Learning and Instruction. Open Access.
• Future of Children Articles on policy topics relevant to children and youth. An open access journal from the Woodrow Wilson School of Public and International Affairs at Princeton University and the Brookings Institution.
• Harvard Educational Review "a scholarly journal of opinion and research in education. It provides an interdisciplinary forum for discussion and debate about the field's most vital issues."
• High School Journal "The High School Journal publishes research, scholarship, essays, and reviews that critically examine the broad and complex field of secondary education."
• IDEA Papers A national forum for the publication of peer-reviewed articles pertaining to the general areas of teaching and learning, faculty evaluation, curriculum design, assessment, and administration in higher education.
• Impact: A Journal of Community and Cultural Inquiry in Education A peer-reviewed, open-access journal devoted to the examination and analysis of education in a variety of local, regional, national, and transnational contexts.
• Instructional Science "Instructional Science promotes a deeper understanding of the nature, theory, and practice of the instructional process and resultant learning. Published papers represent a variety of perspectives from the learning sciences and cover learning by people of all ages, in all areas of the curriculum, and in informal and formal learning contexts." Peer reviewed.
• Interdisciplinary Journal of Problem-based Learning - IJPBL This open access, peer reviewed journal "publishes relevant, interesting, and challenging articles of research, analysis, or promising practice related to all aspects of implementing problem-based learning (PBL) in K–12 and post-secondary classrooms."
• International Journal of Computer-Supported Collaborative Learning An Official Publication of the International Society of the Learning Sciences
• International Journal of Educational Leadership Preparation - IJELP An open access journal from the National Council of Professors of Educational Administration. Articles undergo a double-blind peer review process.
• Internet and Higher Education Publishes peer reviewed articles "devoted to addressing contemporary issues and future developments related to online learning, teaching, and administration on the Internet in post-secondary settings."
• Journal for Research in Mathematics Education An official journal of the National Council of Teachers of Mathematics (NCTM), JRME publishes peer reviewed research articles and literature reviews, as well as commentaries and book reviews. Concerned with mathematics education at both the K-12 and college level.
• Journal of Applied Research on Children - JARC Published by the CHILDREN AT RISK Institute, this open access. peer reviewed journal publishes "interdisciplinary research that is linked to practical, evidenced-based policy solutions for children’s issues."
• Journal of Computer Assisted Learning JCAL "is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange."
• Journal of Education A scholarly peer-reviewed journal focusing on K-12 education. This long-standing journal is sponsored by the Boston University School of Education.
• Journal of Educational Psychology This blind peer reviewed journal from the American Psychological Association publishes "original, primary psychological research pertaining to education across all ages and educational levels," as well as "exceptionally important theoretical and review articles that are pertinent to educational psychology."
• Journal of Educational Research "publishes manuscripts that describe or synthesize research of direct relevance to educational practice in elementary and secondary schools, pre-K–12."
• Journal of Interactive Media in Education - JIME This long-standing peer reviewed open access journal publishes research on the theories, practices and experiences in the field of educational technology.
• Journal of Research in Science Teaching - JRST This blind peer reviewed journal is the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, which "publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy."
• Journal of Teacher Education The flagship journal of the American Association of Colleges for Teacher Education (AACTE) publishes peer reviewed articles on teacher education and continued support for teachers.
• Journal of the Learning Sciences "JLS provides a multidisciplinary forum for research on education and learning as theoretical and design sciences." This official journal of the International Society of the Learning Sciences uses a double blind review process.
• Journal of Vocational Behavior "The Journal of Vocational Behavior publishes empirical and theoretical articles that expand knowledge of vocational behavior and career development across the life span. " Peer reviewed.
• Learning and Instruction This peer reviewed journal from the European Association for Research on Learning and Instruction (EARLI) publishes "advanced scientific research in the areas of learning, development, instruction and teaching."
• Mentoring & Tutoring: Partnership in Learning - National Council of Professors of Educational Administration (NCPEA) Publishes "papers on all aspects of mentoring, tutoring and partnership in education, other academic disciplines and the professions."
• Merrill-Palmer Quarterly Publishes "empirical and theoretical papers on child development and family-child relationships."
• Michigan Journal of Community Service Learning MJCSL is an open-access journal focusing on research, theory, pedagogy, and other matters related to academic service-learning, campus-community partnerships, and engaged/public scholarship in higher education. Published by the University of Michigan. All articles are free online --don't worry about the "Buy a copy" messages.
• Michigan Reading Journal Open access journal from the Michigan Reading Association.
• NACADA Journal - National Academic Advising Association "The NACADA Journal is the biannual refereed journal of the National Academic Advising Association. It exists to advance scholarly discourse about the research, theory and practice of academic advising in higher education."
• Numeracy Published by the National Numeracy Network, this open access and peer reviewed journal "supports education at all levels that integrates quantitative skills across disciplines."
• Policy and Society A highly ranked open access journal that publishes peer-reviewed research on critical issues in policy theory and practice at the local, national and international levels. Includes articles on Education policy.
• Reading Research Quarterly RRQ publishes peer reviewed scholarship on literacy, including original research, theoretical and methodological essays, review articles, scholarly analysis of trends and issues, as well as reports and viewpoints. Published by the International Literacy Association.
• Review of Educational Research RER "publishes critical, integrative reviews of research literature bearing on education." A blind peer reviewed journal from the American Educational Research Association.
• Review of Higher Education Published by the Association for the Study of Higher Education this journal provides peer-reviewed research studies, scholarly essays, and theoretically-driven reviews on higher education issues.
• Review of Research in Education RRE "provides an annual overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays."
• Science Education "Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice."
• Scientific Studies of Reading The official Journal of the Society for the Scientific Study of Reading "publishes original empirical investigations dealing with all aspects of reading and its related areas, and occasionally, scholarly reviews of the literature and papers focused on theory development. " Uses blind peer review.
• Sociology of Education "SOE publishes research that examines how social institutions and individuals' experiences within these institutions affect educational processes and social development." A blind peer reviewed journal from the American Sociological Association.
• Studies in Science Education This blind peer reviewed journal publishes review articles that offer "analytical syntheses of research into key topics and issues in science education."
• Teachers College Record "The Teachers College Record is a journal of research, analysis, and commentary in the field of education. It has been published continuously since 1900 by Teachers College, Columbia University."
• Theory into Practice "TIP publishes articles covering all levels and areas of education, including learning and teaching; assessment; educational psychology; teacher education and professional development; classroom management; counseling; administration and supervision; curriculum; policy; and technology." Peer reviewed.
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• Last Updated: May 7, 2024 2:53 PM
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Special Education

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• Ulrich's Periodicals Directory (Ulrichsweb.com) Search for journals by subject and other factors, including peer review status.
• Online Journals
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• Early Childhood
• The Analysis of Verbal Behavior (Online) The Analysis of Verbal Behavior is an official publication of the Association for Behavior Analysis International and is primarily for the original publication of experimental or theoretical papers relevant to a behavioral analysis of verbal behavior. The mission of the journal is to support the dissemination of innovative empirical research, theoretical conceptualizations, and real-world applications of the behavioral science of language.
• Behavioral Disorders: Journal of the Council for Children with Behavioral Disorders (Online) Behavioral Disorders (BD) addresses compelling issues related to individuals with behavioral challenges. Regular features include research-based articles, which discuss evidence-based practices for use with challenging behaviors.
• Behavioral Interventions (Online) Behavioral Interventions aims to report research and practice involving the utilization of applied behavior analytic techniques in the treatment, education, assessment and training of students, clients or patients, as well as training techniques used with staff. Behavioral Interventions publishes: (1) research articles, (2) brief reports (a short report of an innovative technique or intervention that may be less methodologically rigorous than a research report), (3) topical literature reviews and discussion articles, and (4) book reviews.
• Behavior Analysis in Practice (Online) This transnational journal provides science-based, best-practice information relevant to service delivery in behavior analysis. The range of contents includes empirical reports describing the application and evaluation of behavior-analytic procedures and programs; discussion papers on professional and practice issues; technical articles on methods, data analysis, or instrumentation in the practice of behavior analysis; tutorials on terms, procedures, and theories relevant to best practices in behavior analysis; and critical reviews of books and products that are aimed at practitioners or consumers of behavior analysis. Behavior Analysis in Practice is an official journal of the Association for Behavior Analysis International. more... less... Previously known as " target="_self">The Behavior Analyst Today
• Behavior Modification (Online) Behavior Modification (BMO) presents insightful research, reports, and reviews on applied behavior modification. Each issue offers successful assessment and modification techniques applicable to problems in psychiatric, clinical, educational, and rehabilitative settings, as well as treatment manuals and program descriptions. Practical features help you follow the process of clinical psychological research and to apply it to behavior modification interventions.
• Education and Training in Autism and Developmental Disabilities (Online) Education and Training in Autism and Developmental Disabilities focuses on the education and welfare of persons autism spectrum disorder, intellectual disability, and developmental disabilities.ETADD invites research and expository manuscripts and critical review of the literature. Major emphasis is on identification and assessment, educational programming, characteristics, training of instructional personnel, rehabilitation, prevention, community understanding and provisions, and legislation.
• Exceptional Children (Online) Insightful and pioneering research, topical issues and broad perspectives by leaders in the field for more than 75 years have made Exceptional Children (EC) the most respected scholarly journal in special education. This peer-reviewed journal publishes research, research reviews, methodological reviews of literature, data-based position papers, and policy analyses on the education and development of children and youth with exceptionalities. EC, published quarterly, is an official journal of the Council for Exceptional Children.
• Focus on Autism and other Developmental Disabilities (Online) Focus on Autism and Other Developmental Disabilities (FOCUS) offers practical educational and treatment suggestions for teachers, trainers, and parents of persons with autism or other pervasive developmental disabilities. FOCUS offers original research reports, position papers reflecting diverse philosophical and theoretical positions, effective intervention procedures, descriptions of successful programs, and media reviews.
• Gifted Child Quarterly (Online) Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society.
• Intellectual and Developmental Disabilities (Online) IDD is a bimonthly peer reviewed multidisciplinary journal of policy, practices, and perspectives. As a journal with an applied focus, IDD provides a forum for the dissemination of rigorously reviewed, actionable information that is relevant to emerging policies, innovative practices, and transformative concepts.
• International Journal of Inclusive Education (Online) The International Journal of Inclusive Education provides a strategic forum for international and multi-disciplinary dialogue on inclusive education for all educators and educational policy-makers concerned with the form and nature of schools, universities and technical colleges. Papers published are original, refereed, multi-disciplinary research into pedagogies, curricula, organizational structures, policy-making, administration and cultures to include all students in education. *NOTE: Only open access articles available
• International Journal of Special Education (Online) The International Journal of Special Education publishes original articles concerning special education. Experimental, as well as, theoretical articles are sought from all over the world. Authors are encouraged to submit reviews of research, historical and philosophical reviews in addition to evidence based data of the effectiveness of innovative approaches.
• Intervention in School and Clinic (Online) Publishes multi-disciplinary research on inclusive education, pedagogies, curricula, organizational structures, policy-making, administration and cultures. intervention in School and Clinic (ISC) equips teachers and clinicians with hands-on tips, techniques, methods, and ideas for improving assessment, instruction, and management for individuals with learning disabilities or behavior disorders. Articles focus on curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques that have a direct application to the classroom settings.
• Journal of Applied Behavior Analysis (Online) Journal of Applied Behavior Analysis (JABA) is a psychology journal that publishes research about applications of the experimental analysis of behavior to problems of social importance.
• Journal of Autism and Developmental Disorders (Online) The Journal of Autism and Developmental Disorders is the leading peer-reviewed, scholarly periodical focusing on all aspects of autism spectrum disorders and related developmental disabilities. Published monthly, JADD is committed to advancing the understanding of autism, including potential causes and prevalence (e.g., genetic, immunological, environmental); diagnosis advancements; and effective clinical care, education, and treatment for all individuals.
• Journal of Behavioral Education (Online) The Journal of Behavioral Education is an international forum dedicated to publishing original research papers on the application of behavioral principles and technology to education. Education is defined broadly and the journal places no restriction on the types of participants involved in the reported studies--including by age, ability, or setting. Each quarterly issue presents empirical research investigating best-practices and innovative methods to address a wide range of educational targets and issues pertaining to the needs of diverse learners and to implementation.
• Journal of Early Intervention (Online) The Journal of Early Intervention (JEI) offers articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is broadly defined as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. Key features include research, reviews, policy analyses, and conceptual papers.
• Journal of Emotional and Behavioral Disorders (Online) Journal of Emotional and Behavioral Disorders (JEBD) offers interdisciplinary research, practice, and commentary related to individuals with emotional and behavioral disabilities. Each issue explores critical and diverse topics such as youth violence, functional assessment, school-wide discipline, mental health services, positive behavior supports, and educational strategies.
• Journal of International Special Needs Education (Online) The purpose of the Journal of International Special Needs Education is to provide DISES members and members of the international scientific community with information that reflects the field of special education around the world. It is a multi-disciplinary journal for reporting original and theoretical contributions concerning disability and the delivery of special education programs and services to individuals with disabilities throughout the world.
• Journal of Positive Behavior Interventions (Online) Journal of Positive Behavior Interventions (JPBI) offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.
• Journal of Special Education (Online) Journal of Special Education (JSE) is a peer-reviewed academic journal that publishes papers in the field of Education. JSE publishes reports of research and scholarly reviews on improving education and services for individuals with disabilities.
• Journal of Special Education Technology (Online) Journal of Special Education Technology (JSET) is a refereed professional journal that presents up-to-date information and opinions about issues, research, policy, and practice related to the use of technology in the field of special education. JSET supports the publication of research and development activities, provides technological information and resources, and presents important information and discussion concerning important issues in the field of special education technology to scholars, teacher educators, and practitioners.
• Journal of the Experimental Analysis of Behavior (Online) Journal of the Experimental Analysis of Behavior (JEAB) is primarily for the original publication of experiments relevant to the behavior of individual organisms.
• The Journal of the International Association of Special Education (Online) The Journal of the International Association of Special Education (JIASE) is a peer-reviewed journal that publishes research and PRAXIS articles pertaining to the education of exceptional children from around the world. The PRAXIS section of the journal is intended for the dissemination of practical strategies that readers can immediately implement in their classrooms/schools. These methods/strategies may be new and unique ideas or they can be effective methods/strategies that some teachers have been using and believe that by their publication many more teachers could effectively implement them in their classrooms.
• Learning Disability Quarterly (Online) Learning Disability Quarterly (LDQ) publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services. This journal is a member of the Committee on Publication Ethics (COPE).
• Multiple Voices for Ethnically Diverse Exceptional Learners: A Publication of the Division for Culturally and Linguistically Diverse Exceptional Learners (Online) Multiple Voices for Ethnically Diverse Exceptional Learners (MV) is the official, peer-reviewed journal of the Division for Ethnically Diverse Exceptional Learners (DDEL) of the Council for Exceptional Children (CEC). The journal publishes original research; conceptual and theoretical articles; critical analyses, reviews and syntheses of literature; and material, test, and book reviews.
• Perspectives on Behavior Science: An Official Journal of the Association for Behavior Analysis International (Online) Perspectives on Behavior Science is an official quarterly publication of the Association for Behavior Analysis International. It publishes reviews of theoretical, experimental, and applied topics in behavior analysis as well as allied behavior sciences.
• The Psychological Record (Online) The Psychological Record publishes empirical and conceptual articles related to the field of behavior analysis, behavior science, and behavior theory. The journal welcomes empirical studies of basic behavioral processes, as well as translational studies that bridge experimental and applied analyses of behavior. Conceptual articles pertinent to the theory and philosophy of behaviorism are also welcome. The journal is an official publication of the Association for Behavior Analysis International.
• Remedial and Special Education (Online) Remedial and Special Education (RASE) offers interdisciplinary articles that bridge the gap between theory and practice involving the education of individuals for whom typical instruction is not effective. Articles include topical reviews, syntheses of research, field evaluation studies, and recommendations for practice of remedial and special education.
• Research and Practice for Persons with Severe Disabilities (Online) Research and Practice for Persons with Severe Disabilities (RPSD), published in association with TASH, is a critically acclaimed and widely-read journal in the field of disabilities. RPSD publishes breakthrough articles on such topics as inclusion, augmentative and alternative communication, supported living and employment, early childhood issues, self-advocacy, positive behavioral supports, disability rights and issues of concern to families.
• Research in Autism Spectrum Disorders (Online) Research in Autism Spectrum Disorders (RASD) publishes high quality empirical articles and reviews that contribute to a better understanding of Autism Spectrum Disorders (ASD) at all levels of description; genetic, neurobiological, cognitive, and behavioral. The primary focus of the journal is to bridge the gap between basic research at these levels, and the practical questions and difficulties that are faced by individuals with ASD and their families, as well as careers, educators and clinicians.
• Research in Developmental Disabilities (Online) Research In Developmental Disabilities is an international journal aimed at publishing original research of an interdisciplinary nature that has a direct bearing on the understanding or remediation of problems associated with developmental disabilities. Articles will be primarily empirical studies, although an occasional position paper or review will be accepted. The aim of the journal will be to publish articles on all aspects of developmental difficulties using rigorous research methods.
• Teaching Exceptional Children (Online) Feature articles dealing with practical methods and materials for classroom use aimed at teachers of children with disabilities and children who are gifted; an official journal of the Council for Exceptional Children.
• American Journal on Intellectual and Developmental Disabilities (Print) AJIDD is a bimonthly scientific, scholarly, and archival multidisciplinary journal for reporting original research contributions of the highest quality on intellectual disability, its causes, treatment, and prevention.
• Exceptional Children: Journal of the International Council for Exceptional Children (Print) Insightful and pioneering research, topical issues and broad perspectives by leaders in the field for more than 75 years have made Exceptional Children (EC) the most respected scholarly journal in special education. This peer-reviewed journal publishes research, research reviews, methodological reviews of literature, data-based position papers, and policy analyses on the education and development of children and youth with exceptionalities. EC, published quarterly, is an official journal of the Council for Exceptional Children.
• Journal of Applied Behavior Analysis (Print) Journal of Applied Behavior Analysis (JABA) is a psychology journal that publishes research about applications of the experimental analysis of behavior to problems of social importance.
• Journal of Autism and Developmental Disorders (Print) The Journal of Autism and Developmental Disorders is the leading peer-reviewed, scholarly periodical focusing on all aspects of autism spectrum disorders and related developmental disabilities. Published monthly, JADD is committed to advancing the understanding of autism, including potential causes and prevalence (e.g., genetic, immunological, environmental); diagnosis advancements; and effective clinical care, education, and treatment for all individuals.
• Journal of Special Education (Print) Journal of Special Education (JSE) is a peer-reviewed academic journal that publishes papers in the field of Education. JSE publishes reports of research and scholarly reviews on improving education and services for individuals with disabilities.
• Journal of the Experimental Analysis of Behavior (Print) Journal of the Experimental Analysis of Behavior (JEAB) is primarily for the original publication of experiments relevant to the behavior of individual organisms.
• Learning Disability Quarterly: Journal of the Division for Children with Learning Disabilities (Print) Learning Disability Quarterly (LDQ) publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services. This journal is a member of the Committee on Publication Ethics (COPE).
• The Psychological Record (Print) The Psychological Record publishes empirical and conceptual articles related to the field of behavior analysis, behavior science, and behavior theory. The journal welcomes empirical studies of basic behavioral processes, as well as translational studies that bridge experimental and applied analyses of behavior. Conceptual articles pertinent to the theory and philosophy of behaviorism are also welcome. The journal is an official publication of the Association for Behavior Analysis International.
• Remedial and Special Education: RASE (Print) Remedial and Special Education (RASE) offers interdisciplinary articles that bridge the gap between theory and practice involving the education of individuals for whom typical instruction is not effective. Articles include topical reviews, syntheses of research, field evaluation studies, and recommendations for practice of remedial and special education.
• Research in Developmental Disabilities (Print) Research In Developmental Disabilities is an international journal aimed at publishing original research of an interdisciplinary nature that has a direct bearing on the understanding or remediation of problems associated with developmental disabilities. Articles will be primarily empirical studies, although an occasional position paper or review will be accepted. The aim of the journal will be to publish articles on all aspects of developmental difficulties using rigorous research methods.
• International Journal of Early Childhood Special Education (Online) nternational Journal of Early Childhood Special Education (INT-JECSE) is an online, open-access, scholarly, peer-reviewed journal offering scholarly articles on various issues of young children with special needs (0-8 age) and their families. The INT-JECSE publishes empirical research, literature reviews, theoretical articles, and book reviews in all aspects of Early Intervention (EI)/Early Childhood Special Education (ECSE). Studies from diverse methodologies, including experimental studies using group or single-subject designs, descriptive studies using observational or survey methodologies, case studies, and qualitative studies, are welcome. High technical quality in the design, implementation, and description, as well as importance to the field is required to be reviewed and published in the INT-JECSE.
• Topics in Early Childhood Special Education (Online) Topics in Early Childhood Special Education (TECSE) focuses on information that will improve the lives of young children with special needs and their families. The practical nature of this journal helps professionals improve service delivery systems for preschool children with special needs. Each issue features reports of original research, literature reviews, conceptual statements, position papers, and program descriptions.
• Young Exceptional Children (Online) Young Exceptional Children (YEC) is written for teachers, early care and education personnel, educational administrators, therapists, families and others who work with or on behalf of children from birth through 8 years of age who have identified disabilities, developmental delays, are gifted/talented, or are at risk for future developmental problems. It offers useful, friendly articles that help readers implement research-based strategies and interventions across many settings.
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• Last Updated: May 24, 2024 4:06 PM
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Special Education Journals

Special Education is a branch of education concerned with the practice of educating students with special needs. The field of Special Education involves the study of addressing students’ unique learning needs.

• Adapted Physical Activity Quarterly
• American Journal on Intellectual and Developmental Disabilities
• Australasian Journal of Special Education
• British Journal of Special Education
• Deafness & Education International
• Education and Training in Autism and Developmental Disabilities Journal
• European Journal of Special Needs Education   Social Sciences Citation Index
• European Journal of Special Education Research  Open Access
• Exceptional Children   Social Sciences Citation Index
• Focus on Autism and Other Developmental Disabilities   Social Sciences Citation Index
• Gifted Child Quarterly   Social Sciences Citation Index
• Intellectual and Developmental Disabilities
• International Journal of Disability, Development and Education   Social Sciences Citation Index
• International Journal of Inclusive Education   Social Sciences Citation Index
• Journal of Deaf Studies and Deaf Education   Social Sciences Citation Index
• Journal of Early Intervention   Social Sciences Citation Index
• Journal of Learning Disabilities   Social Sciences Citation Index
• Journal of Positive Behavior Interventions   Social Sciences Citation Index
• Journal of Research in Special Educational Needs
• Journal of Special Education Technology
• Language, Speech, and Hearing Services in Schools   Social Sciences Citation Index
• Learning Disability Quarterly   Social Sciences Citation Index
• Learning Disabilities Research & Practice   Social Sciences Citation Index
• Reading & Writing Quarterly: Overcoming Learning Difficulties   Social Sciences Citation Index
• Remedial and Special Education   Social Sciences Citation Index
• Research and Practice for Persons with Severe Disabilities   Social Sciences Citation Index
• Research in Developmental Disabilities
• Rural Special Education Quarterly
• Teacher Education and Special Education   Social Sciences Citation Index
• TEACHING Exceptional Children
• The Journal of Special Education   Social Sciences Citation Index
• Topics in Early Childhood Special Education   Social Sciences Citation Index
• Support for Learning
• Young Exceptional Children

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Special Education

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Database Searching for Peer-Reviewed Articles

Articles from peer-reviewed journals are included in many library databases, including ERIC and Education Source.

You can limit your search results to articles from only peer-reviewed journals  by selecting the "Peer-reviewed Journals" option in the "Refine Your Results" column on the left of the page. 

Peer Review in 3 Minutes

How to Determine if an Article is Peer-Reviewed?

There are two basic ways to find out if a journal contains articles that are peer reviewed:

1) Google the name of the journal to get to the publisher's webpage. Look for a section on the page "about this journal". If it is a peer-reviewed publication, it will proudly advertise itself as such. 

2) There is also a library database that supplies this information called "Ulrich's." Click below to get there. Alternatively, you can access it on the library's website by navigating to "Databases" on the homepage > A-Z Database List > "U" tab and then scroll down to find "ulrichsweb.com (Ulrich's Periodicals Directory)."

• ulrichsweb.com (Ulrich's Periodicals Directory) This link opens in a new window Contains information on more than 300,000 periodicals and serials of all types, from academic journals to popular magazines and more. Includes the Ulrich's database and reviews from Magazines for Libraries and Library Journal.

Something to think about:  A journal can be peer-reviewed and still contain individual articles that are NOT peer-reviewed. For example, editorials and book reviews are pieces that are not peer-reviewed.

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Modeling, Prompting, and Reinforcement: Fostering Social and Communication Skills in Children with Autism Spectrum Disorder

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Including Disability in Early Childhood Curricula: Evaluating and Using Children’s Books

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Addressing Sensory Differences: Creating a More Emotionally Safe and Socially Inclusive Preschool Classroom

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(E-Book) The Essentials: Supporting Young Children with Disabilities in the Classroom *All Sales are Final

تطبيق نهج التعلم القائم على المشاريع في فصول الدمج: المحاولة الأولى لإحدى المعلمات لاستخدام التعلم القائم على المشاريع Implementing the Project Approach in an Inclusive Classroom: A Teacher’s First Attempt With Project-Based Learning (Voices)

Impact of Missed Special Ed. Evaluations Could Echo for Years

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The rocky onset of remote learning during the COVID-19 pandemic halted special education evaluations in most schools. Four years later, a new study hints at the massive scale of the impact.

In Washington state, about 8,000 elementary school-aged students missed identification for special education services between March 2020 and March 2022, according to a new study from researchers affiliated with the Center for Analysis of Longitudinal Data in Education Research at the American Institutes for Research. That’s about a 20 percent drop over what would be expected given previous years’ trends, researchers found.

The practical consequences for individual students are significant: students with undiagnosed dyslexia lacked needed supports during the crucial years of early literacy instruction, while students with unrecognized emotional disability went without interventions to help them constructively respond to challenges. And while schools are working to provide compensatory education for gaps in special education services for students who had been identified before the pandemic, their obligations to those who missed identification altogether are far less clear.

The estimate, which builds on similar research from other states, echoes the concerns of advocates who’ve sounded alarms about the pandemic’s effects on students with disabilities. Such students, they say, missed precious opportunities for earlier interventions because of stalled evaluations.

“Given prior evidence on the substantial negative impacts of previous restrictions to special education access on student outcomes, these students—who otherwise may have been identified for specialized services—may face negative, long-term outcomes or increase the demand on school districts for identification and assessment in the future,” the CALDER researchers wrote.

Were special education evaluations delayed or denied?

Researchers may never be able to fully account for students who would have received more timely special education evaluations in the absence of a pandemic, said Roddy Theobold, the deputy director of CALDER and co-author of the study.

It will take a few years to see if there are spikes in evaluations, which could suggest schools have cleared backlogs, he said. But factors like declining public school enrollment will complicate efforts to fully account for the pandemic’s effects on students seeking special education services.

“You could imagine that perhaps the state is catching up on identification, in which case, those students have missed a couple years of special education services they probably should have gotten,” Theobold said. “Or maybe there are students who just aren’t being identified at all who historically would have. If that’s the case, we just don’t know that.”

Previous research suggests backlogs are a problem around the country. A May 2023 working paper on Michigan schools published by the National Bureau of Economic Research documented a steep drop in special education identification rates in 2019–20 , followed by lower-than-typical rates in 2020-21 and a return to pre-pandemic levels by the 2021–22 school year.

CALDER researchers expanded on that study’s methodology by analyzing month-by-month Washington state data going back to 2010 to identify trends in K-5 special education determinations, and using it to more accurately model how those trends were disrupted when schools abruptly closed in March 2020.

Washington schools enrolled 1.15 million students in the 2019-20 school year, about 506,000 of them in kindergarten through fifth grade. About 90 percent of the state’s special education identifications occur during elementary school, CALDER researchers found.

The data show that 2019-20 special education identification rates stayed close to previous year’s trends until March, when they fell dramatically. Rates improved slightly in 2020-2021, when many schools remained closed for in-person learning. By 2021-22, rates returned to pre-pandemic levels, but it would take rates of identification above pre-pandemic levels to suggest schools had fully addressed any delays.

Schools faced challenges with special education during the pandemic

Schools faced unprecedented challenges in delivering special education services at the onset of the pandemic. Support staff like physical therapists couldn’t meet with students in person, educators were stretched thin trying to adapt in-person learning materials for a remote environment, and some students lacked internet access.

On top of those practical challenges, teachers missed chances to notice patterns in children’s in-person behavior and classroom discussions that might suggest an undiagnosed disability, school leaders told Education Week at the time.

In response to those challenges, some groups like AASA, the School Superintendents Association, pressed then-U.S. Secretary of Education Betsy DeVos to waive some requirements of the Individuals with Disabilities Education Act, the nation’s primary special education law.

But DeVos and her successor, Education Secretary Miguel Cardona, instead repeatedly emphasized that schools must meet requirements in IDEA and in Section 504 of the Rehabilitation Act of 1973 to provide all students a free appropriate public education, or FAPE, regardless of disability status. The laws include an array of specific requirements for identifying, supporting, and equitably educating children with disabilities.

Even as schools reopened to a “new normal,” they lacked adequate support staff like psychologists and social workers, who are often involved in the identification process. The existing support staff reported challenges keeping up with students’ emotional and behavioral needs.

Federal officials have insisted schools work urgently to address gaps in services and lags in evaluations.The Los Angeles Unified School District, the nation’s second largest, agreed to a list of changes after a 2022 investigation by the U.S. Department of Education’s office of civil rights found it failed to provide services required by students’ individualized education programs during remote learning, failed to adequately track special education services, and provided inadequate compensatory services to repair those gaps.

That agreement served as a wake-up call for other districts. But most discussions have focused on compensatory services for students who had been previously identified for special education, rather than those who who missed evaluations altogether.

Educators and policymakers have reason to be concerned about those missed opportunities for intervention, the CALDER study said.

It cites a 2021 study published in the American Economic Journal: Economic Policy that explored the effects of a 2005 Texas policy that impermissibly denied many students access to special education services. Those denied services, the research found, were about 50 percent less likely to graduate from high school.

“There’s really good evidence that each additional year of special education services you receive has positive impacts on student outcomes,” Theobold said. “This shows really profound downstream negative consequences on outcomes for kids who probably should have been receiving services.”

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Election latest: Starmer's 6pm finishes on Fridays to spend time with his kids attacked by minister who says she works '20-hour days'

Rishi Sunak says he has never finished before 6pm, and health minister Maria Caulfield has told Sky News she works 20-hour days, in an attack on Sir Keir Starmer after he said he'd continuing finishing at 6pm on Fridays to spend time with his kids if Labour won the election.

Tuesday 2 July 2024 09:58, UK

• General Election 2024

Election week

• Post Office minister 'urgently' investigating delays to postal ballots
• Starmer's 6pm finishes on Fridays to spend time with his kids attacked by minister who says she works '20-hour days'
• Sunak in 5am Ocado trip with press pack as polling day looms
• Explained:  Why 'supermajority' warnings don't add up
• Sky News Daily:  Five things main parties aren't talking about
• Live reporting by Faith Ridler

Expert analysis

• Rob Powell:  PM's talking like Labour's already won
• Ed Conway:  The science and security of the exit poll
• Matthew Thompson:  What's a good result for the Lib Dems?

Election essentials

• Manifesto pledges:  Conservatives | Greens | Labour | Lib Dems | Plaid | Reform | SNP
• Trackers:  Who's leading polls? | Is PM keeping promises?
• Follow Sky's politics podcasts:  Electoral Dysfunction | Politics At Jack And Sam's
• Read more:  Who is standing down? | Key seats to watch | What counts as voter ID? | Check if your constituency is changing | Guide to election lingo
• How to watch election on Sky News

Voters have responded very well to Liberal Democrat stunts, Sir Ed Davey has said.

Speaking to the media after knocking down blue dominos with a yellow "Lib Dem domino", the party leader was asked if people had started to get bored of his antics. 

He's bungee jumped, taken part in Zumba classes and rode a roller coaster in recent days. 

He said people seemed to enjoy them, adding he feels the party have conveyed a series of "serious" policies while having "a bit of fun". 

He said he hoped that people will vote Lib Dem in constituencies which are contested between them and the Tories.

"Don't vote Green, Labour or Reform [in those constituencies], because we'll let the Tories in the back door," he said. 

"I'm really concerned," he said of the reports that some postal votes have not yet arrived at the homes of voters. 

"It is a genuine worry."

Stephen Flynn, the SNP's Westminster leader, has today criticised the "complete and utter shambles" of delays to postal vote deliveries in the UK.

Health minister Maria Caulfield today told Sky News that the government is "urgently" investigating delays to postal ballots being delivered.

It comes after postal affairs minister Kevin Hollinrake criticised Royal Mail for apparently failing to deliver some votes in time for the general election, which is due to take place on Thursday.

Asked about this, Mr Flynn says: "For vast parts of Scotland the school holidays have already started up.

"But a huge number of families are away on holiday.

"We warned the Tories when they were floating the idea of the election being at this time  that  it's going to be in the school holidays of Scotland.

"The answer to that was 'get people on postal votes'.

"We've tried everything we possibly can to get our supporters - and indeed everybody end - on to postal votes as well so they can take part in the democratic process.

"And they have not had those postal votes delivered.

"It is outrageous."

Sir Ed Davey continued his campaigning in Taunton today.

In his latest stunt, the Lib Dem leader knocked down a number of blue dominos with a yellow "Lib Dem domino". 

He invited a young campaigner up to knock them down after doing so himself. 

He spoke with a hoarse voice, which he put down to hard campaigning. 

"Thank you for everything you're doing," he told those who attended. 

"I think this is a once in a century election," he said. 

"If we knock down that blue wall, I think the Conservatives could fall like dominos." 

He stressed the need for a clean water bill to be passed quickly as the new parliament is formed. 

"People want clean water... people want to swim, I've been doing a bit of that," he joked, referencing his paddle boarding stunt at the beginning of his campaigning. 

Rishi Sunak has insisted that predictions of a Tory defeat on Thursday are "not going to stop me" from campaigning "till the last moment".

It was put to the prime minister that polling expert Sir John Curtice said there is more chance of lightning striking twice in the same place and a bit more than Mr Sunak remaining as prime minister.

Speaking to BBC Breakfast, he said: "That's his view. 

"That's not going to stop me from working as hard as I can over these final few days to talk to as many people as possible about the choice.

"And I was up at 4 this morning talking to workers at a distribution facility. I'm here talking to you. I'll be out till the last moment of this campaign because I think it's a really important choice for the country.

He added: "I will continue as I've said fighting for every vote till the last moment of the campaign."

Mr Sunak also denied that his switch from talking about his plans to warnings about a Labour landslide was the language of defeat.

"No, I'm very much still talking to people about our plan," he said.

Disabled people have the right to vote independently and in secret - and local authorities have a legal duty to make sure they can do this.

There are minimum access requirements that must be in place at polling stations, and people who may have difficulties voting are also entitled to ask for help from staff.

Here's what you need to know about voting as a disabled person, drawn from an advocate with lived experience, charities campaigning on accessible voting and  Electoral Commission  guidelines.

You also can find  easy read  guides to voting on the My Voice My Vote website.

Our live poll tracker collates the results of opinion surveys carried out by all the main polling organisations - and allows you to see how the political parties are performing in the run-up to the general election.

With under a week to go, the Tories and Labour have taken a drop, while support for Reform UK and the Liberal Democrats is on the rise.

Read more about the tracker  here .

Wes Streeting, the shadow health secretary, has accused the Conservatives of a "desperate attack" over their criticism of Sir Keir Starmer's potential working hours.

Today, health minister Maria Caulfield said "it is slightly concerning" that the Labour leader has suggested he would not work past 6pm on Fridays.

The father-of-two said he would continue to have "protected time for the kids" at the end of the week if he were to take over the top job on 5 July.

Asked about the latest Tory attack, Mr Streeting said: "What we've seen this morning is just the latest, desperate attack from the Conservative Party. 

"The party that brought you the biggest lockdown party in Downing Street now talking about other people's work ethic.

"The stench of their lies and hypocrisy is even more overwhelming than the vomit they left for Downing Street cleaners to clean up."

The Labour frontbencher adds: "If we're given the chance on Thursday, Labour will clean up the Tories' mess too.

"As far as I'm concerned, this is the latest example of why the circus needs to be brought to an end."

This is day 41 of the campaign. Sky News' deputy political editor Sam Coates and Politico's Jack Blanchard look at Labour’s preparation for government, the Conservative's preparing for the election fallout, and the problem with some postal votes.

Email Jack and Sam: [email protected]

👉 Tap here to follow Politics at Jack and Sam's wherever you get your podcasts 👈

The government is "urgently" investigating delays to postal ballots being delivered, health minister Maria Caulfield has said.

Ms Caulfield told Sky News: "Kevin is taking this very seriously. He's in direct contact with the Royal Mail.

"It doesn't seem to be an issue in my constituency, but I know a number of colleagues where people haven't received their postal votes and are worried about that.

"Kevin is investigating this urgently. I know there's extra resources going into this to try and do a sweep of all the sorting offices and make sure they're out there.

"If people have only just received their postal vote, they can take it to their polling station on election day and it will still be counted."

Postal votes must arrive at counts before polls close at 10pm to be counted, but can arrive by hand if delays to their arrival make this impossible.

It has been reported that voters across 90 constituencies have voiced concerns over delays, which have been blamed on a short turnaround time for processing applications, problems with printers and issues with Royal Mail deliveries.

But Downing Street played down the issue on Monday, claiming that Number 10 is "aware of some concerns", but it will not have an impact on results.

Health minister Maria Caulfield has admitted "your family does suffer" when you work in politics after Sir Keir Starmer suggested he would not work beyond 6pm on Fridays as prime minister.

He told Virgin Radio that he would "not do a work-related thing after 6pm pretty well come what may", adding that these protected Friday evenings would continue in Number 10.

The Conservatives were quick to condemn this idea, with Rishi Sunak saying: "I haven't finished at 6pm ever."

Asked about this, Ms Caulfield said "it is slightly concerning" that the Labour leader would take this approach.

She sought to claim that Sir Keir would want to work a "four-day week" as prime minister.

The Labour leader has never said this.

The minister said: "He has indicated that he wants to kind of have a more flexible working life approach. That's just not possible.

"I'm just a junior minister and I work seven days a week, often close to 20-hour days at times. So, it is slightly concerning that that's the approach he's taken."

She added: "When you're running the country, you do have to put the country before your party and a lot of other things as well.

"Your family does suffer - there's no doubt about it."

Ms Caulfield added that, to be successful in politics, you have to "put in the hours".

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