Evidenced-Based Strategies in Special Education
to be considered for publication in Academic Exchange Quarterly print edition:
Spring,   Summer,   Fall,   or   Winter
See Submission & Publication Timeline.   ( early, regular, short )
Note, early submission includes consideration for co-publication in AEQ Open-Access- outlets (see bottom of this page).
Please observe Six simple submission steps
Steve Pec   Editor of Academic Exchange Quarterly
With mandates such as the No Child Left Behind Act (NCLB) and the provisions of the Individuals with Disabilities Education Act (IDEA), there has been greater focus on studentsí access to the general curriculum, scientifically-validated instructional practices, and a general call for more accountability in education. As a result of these policies, school districts are required to re-examine their current instructional practices and have now been mandated to provide scientifically-validated, evidence-based instructional strategies to students in the general education curriculum who may be at-risk for academic failure. For this feature issue on Special Education, we are seeking studies that explicitly examine the efficacy of evidence-based instructional strategies for students with disabilities in inclusive classroom settings. Any studies of a theoretical or empirical nature (including case studies, exploratory, or experimental work), are all welcome.
Who May Submit:
Faculty, administrators, librarians and graduate students.   Please identify your submission with keyword: SPECIAL -5