Remedial and Special Education

短名Remedial. Spec. Educ.
Journal Impact2.40
国际分区EDUCATION, SPECIAL(Q1)
期刊索引SCI Q2中科院 3 区
ISSN0741-9325, 1538-4756
h-index80
国内分区教育学(3区)教育学特殊教育学(3区)

Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.

期刊主页
涉及主题心理学数学社会学数学教育政治学教育学法学医学计算机科学哲学特殊教育经济精神科医学教育发展心理学生物语言学物理经济增长社会心理学统计护理部地质学
出版信息出版商: SAGE Publications Inc.出版周期: 期刊类型: journal
基本数据创刊年份: 1984原创研究文献占比71.43%自引率:13.00%Gold OA占比: 7.07%

期刊引文格式

这些示例是对学术期刊文章的引用,以及它们应该如何出现在您的参考文献中。

并非所有期刊都按卷和期组织其已发表的文章,因此这些字段是可选的。有些电子期刊不提供页面范围,而是列出文章标识符。在这种情况下,使用文章标识符而不是页面范围是安全的。

只有1位作者的期刊

有2位作者的期刊

有3位作者的期刊

有5位以上作者的期刊

书籍引用格式

以下是创作和编辑的书籍的参考文献的示例。

学位论文引用格式

网页引用格式

这些示例是对网页的引用,以及它们应该如何出现在您的参考文献中。

专利引用格式

最新文章

Participation in Social and Leisure Activities After High School for Autistic Young Adults

2024-9-13

Interests, Plans, and Hopes for Life After High School From Autistic Young Adults’ Perspectives

2024-9-8

Effectively Teaching Reading Comprehension to Students With Special Educational Needs in Inclusive, Intermediate and Special Classroom Settings: A Scoping Review

2024-8-30

Service Delivery Models and Outcomes for Students With Disabilities

2024-8-28

Examining the Supply of New Special Educators: Variations by Institutional Characteristics and For-Profit Status

2024-8-27

Measuring Elementary Student Reading Gain in the Context of School-Implemented Multitiered Systems of Support

2024-8-27

A Systematic Review of Mathematics Vocabulary Interventions for Students With or At-Risk for Mathematics Difficulty

2024-8-13

The Elusive Meaning of Inclusive Education in Five Countries—and the United States

2024-8-12

Inclusive Special Education: What Do We Mean and What Do We Want?

2024-8-12

Leveraging Large Administrative Data for Special Education Policy Analysis: Recent Contributions and Future Directions

2024-8-7

A Comparison of Measurement of Stability and Predictors of Special Education Burnout and Work Engagement

2024-7-31

Exploring Differences in Spanish- and English-Speaking Parents’ Experiences With Individualized Education Program Meetings

2024-7-31

Leveraging Administrative Data to Study the Special Education Teacher Workforce

2024-7-31

Understanding Appropriate and Applicable Sex Education Instruction for People With Intellectual Disability

2024-7-31

The Barriers Encountered and Facilitators Desired: A Systematic Review of What Latino/x Families Experience Within Special Education

2024-7-27

Perceived Stress, Executive Function, and Stress Regulation: Implications for Middle Schoolers’ Emotional and Behavioral Well-being

2024-7-26

Invoking the Divine on the Path to Inclusive Education: India’s Contextual Realities

2024-7-26

School Choice and Students With Disabilities: Evidence From Administrative Data

2024-7-26

Inclusive Education for Students With Special Education Needs in Norway

2024-7-26

A Fourth Generation of Inclusive Education: A Commentary

2024-6-24

Family–School Relationships and Exclusionary Discipline of Students With and Without Disabilities

2024-5-30

Same as It Ever Was: An Updated Review of Replication Studies in Special Education Journals

2024-5-14

Intensification of a Reading Comprehension Intervention Using Student Data: A Pilot Study

2024-5-14

Managing Student Behavior in Middle School Special Education Classrooms: A Single-Subject Study of CW-FIT

2024-4-25

Exploring the Relationship Between Self-Determination and Economic Hardship Constructs Among Adolescents With and Without Disabilities

2024-4-25

Does Special Education Work? A Systematic Literature Review of Evidence From Administrative Data

2024-4-13

The Dynamic Relationship Between Students’ Talk About Their Learning and Teachers’ Reading Instruction

2024-4-11

Inclusive Education in South Korea

2024-4-8

The Educational Journey of Students With Disabilities in Saudi Arabia: From Isolation to Inclusive Education

2024-4-5

Current Issues and Future Directions of Inclusive Education in Japan

2024-4-5

Outcome-Reporting Bias in Special Education Intervention Research Using Experimental and Quasi-Experimental Group Designs: A Conceptual Replication

2024-4-3

Special Education Researchers’ Knowledge, Attitudes, and Reported Use of Open Practices

2024-3-28

Integrating Community Cultural Wealth Into Postsecondary Transition for Students With Disabilities Receiving English Learner Services

2024-3-25

Principals’ Conceptions of Their Roles Supporting Self-Contained Programs for Students With Emotional/Behavioral Disorders

2024-3-25

Understanding the Perceptions of School Engagement of Parents of Students With Autism

2024-3-18

The Effects of Paraeducator-Implemented Interventions on Student Literacy Skill Acquisition: A Review

2024-3-5

Comparison of Using Modified and Nonmodified Books on Comprehension of Students With Extensive Support Needs

2024-3-5

Classroom Placements of Students With Disabilities in Public Day Schools in a Large School District

2024-1-30

Narrating Access and Agency: Students With Intellectual Disability Share Their Experiences With Higher Education

2024-1-30

Expanding Science Learning for Students With Complex Support Needs: A Case Study

2024-1-28

Training Preservice Teachers to Make Data-Based Decisions: A Comparison of Two Interventions

2024-1-28

“Not Sure How to Approach Them the Right Way”: Nondisabled Students’ Perspectives on Friendship With Peers With I/DD

2024-1-11

Perceptions of Local Special Education Administrators on Facilitating Career Development Services in Rural Districts

2024-1-7

Family Involvement in Elementary Reading Intervention: Compensatory Relations to Dosage and Tutor-Level Heterogeneity

2024-1-2

An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School

2023-12-28

Pre-Service Teachers’ Perceptions of Websites That Feature Research-Based Practices

2023-12-28

Exploring Individual Changes in Disability Status and Their Relations to Reading Comprehension Development

2023-12-28

Teaching Rational Number Concepts to Fifth-Grade Students Who Struggle With Mathematics

2023-12-28

Examining the Cost-Effectiveness of Intensive Interventions: Implementation Costs From the Teacher and Student Perspective

2023-12-7

Parent-Implemented Reading Intervention for Children With Intellectual and Developmental Disability

2023-11-21

帮你贴心管理全部的文献

研飞ivySCI,高效的论文管理

投稿经验分享

分享我的经验,帮你走得更远

Built withby Ivy Science
Copyright © 2020-2024
版权所有:南京青藤格致信息科技有限公司