EDS 568: Advanced Instruction Methods in Special Education

AERA Open is a peer-reviewed, open access journal published by the American Educational Research Association (AERA). AERA Open aims to advance knowledge related to education and learning through rigorous empirical and theoretical study, conducted in a wide range of academic disciplines. AERA Open publishes studies of education and learning in various contexts, such as early childhood, after-school, primary and secondary, and post-secondary education.

The American Annals of the Deaf is a professional journal dedicated to quality in education and related services for deaf or hard of hearing children and adults.

American Journal on Intellectual and Developmental Disabilities (AJIDD) is a scientific, scholarly, and archival multidisciplinary journal for reporting original contributions of the highest quality to knowledge of intellectual disability, its causes, treatment, and prevention.

Annals of Dyslexia is dedicated to the scientific study of dyslexia, its co-morbid conditions, and other language-learning disorders, especially those affecting literacy acquisition.

The aim of CIE is to expand theory, research, knowledge and practice of effective education and developmental support for children and young people with chronic or life threatening illnesses, including both physical and mental health issues. The goal is therefore contributing through education to reaching the highest level of mental health, well-being and overall functioning for all people affected by adversity.

Deafness & Education International is a peer-reviewed journal published quarterly, which provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people.

Disability & Society is an international disability studies journal providing a focus for debate about such issues as human rights, discrimination, definitions, policy and practices. It appears against a background of constant change in the ways in which disability is viewed and responded t

Disability Studies Quarterly (DSQ) is the journal of the Society for Disability Studies (SDS). It is a multidisciplinary and international journal of interest to social scientists, scholars in the humanities and arts, disability rights advocates, and others concerned with the issues of people with disabilities.

Dyslexia provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: Dyslexia is a forum in which a knowledge of these developments can be shared by readers in all parts of the world.

This peer-review journal publishes research, research reviews, methodological reviews of literature, data-based position papers and policy analyses, and registered reports on the education and development of children and youth with exceptionalities.

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.

Inclusion is a peer-reviewed journal that provides a multidisciplinary forum for the presentation and discussion of evidence-based interventions and strategies that promote the full inclusion of people with intellectual and developmental disabilities in society.

Intellectual and Developmental Disabilities (IDD) is a peer reviewed multidisciplinary journal of policy, practices, and perspectives. Since 1963, IDD has provided a forum for the dissemination of rigorously reviewed, actionable information that is relevant to emerging policies, innovative practices, and transformative concepts.

IJDDE is a multi-disciplinary peer-reviewed journal with an international focus. It provides a single source of information on the education and development of persons with disabilities.

JARID is an international, peer-reviewed journal which draws together findings derived from original applied research in intellectual disabilities. Topics covered include community living, quality of life, challenging behavior, communication, sexuality, medication, ageing, supported employment, family issues, mental health, physical health, autism, economic issues, social networks, staff stress, staff training, epidemiology, and service provision.

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 Deaf Studies and Deaf Education is a peer-reviewed scholarly journal integrating and coordinating basic and applied research relating to individuals who are deaf, including cultural, developmental, linguistic, and educational topics.

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 reports, scholarly reviews, policy analyses, research methods, and conceptual papers.

The Journal of Intellectual Disability Research is devoted exclusively to the scientific study of intellectual disability and publishes papers reporting original observations in this field.

Provides specials series (in-depth coverage of topics in the field, such as mathematics, sciences and the learning disabilities field as discursive practice), feature articles (extensive literature reviews, theoretical papers, and position papers), research articles (reports of qualitative and quantitative empirical research), and intervention articles (overviews of successful interventions).

The Journal of Special Education (JSE) provides research articles and scholarly reviews on special education for individuals with mild to severe disabilities. The journal publishes traditional, ethnographic, and single-subject research; intervention studies, integrative reviews on timely issues, and critical commentaries; and special thematic issues.

JSER is a multidisciplinary peer reviewed international journal. The aim of the journal is to share and disseminate knowledge between all disciplines that work in the field of special education and rehabilitation.

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. Published bi-annually, 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.

JSET is a referred 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.

The Journal on Developmental Disabilities is an internationally distributed peer-reviewed journal highlighting new research in the area of developmental disabilities.

LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population.

Learning Disabilities: A Contemporary Journal (LDCJ) is a peer-reviewed scientific periodical in the field of learning disabilities (LD) and related disorders. It provides research papers that contain well-grounded information on diagnosis, assessment, interventions, policy, and other relevant issues related to academic failure.

Learning Disabilities Research & Practice (LDRP) publishes articles addressing the nature and characteristics of children and adults with, or with potential for, learning disabilities (specific learning disability; specific learning disorder) and/or attention decificts as they relate to practice, program development, assessment, and instruction-- not limited to academic subjects.

earning 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.

Psychology in the Schools is a peer-reviewed journal devoted to research, opinion, and practice. The journal, published ten times per year, focuses on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations.

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 (RPSD), published in association with TASH, is a critically acclaimed and widely read scientific journal in the field of disabilities. RPSD publishes breakthrough articles on such topics as inclusion, augmentative and alternative communication, supported living, supported employment, early childhood issues, self-advocacy, positive behavioral supports, disability rights and issues of concern to families.

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 autistic individuals and their families, as well as carers, educators and clinicians.

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.

Support for Learning (SfL) examines the practical and theoretical issues surrounding the education of pupils with special educational needs in mainstream schools, and aims to act as a bridge between academics and practitioners.

Teacher Education and Special Education (TESE) creates a research forum dedicated to the preparation and professional development of teachers, scholars, leaders, and other support personnel who serve children, youth, and adults with disabilities and their families.

TEACHING Exceptional Children (TEC) features research-to-practice information and materials for classroom use, as well as current issues in special education teaching and learning.TEC also brings its readers the latest data on instructional technologies, strategies, procedures, and techniques with applications to students with exceptionalities. The focus of its practical content is on immediate application.

Tizard Learning Disability Review (TLDR) is an accessible, readable and challenging high-quality source of information and intelligence for those researching and working in the field of learning/intellectual disabilities.