Publications and Partnerships
The publications described below are products of the Division for Research or of collaborations in which the Division is involved.
Publications and Partnerships
Students with disabilities need to be taught using the most effective instructional practices to meet their potentials. In April 2009, articles in a special issue of Exceptional Children applied recently developed standards for evidence-based practices developed specifically for special education, by special education researchers, to four different instructional techniques.
Efforts are currently underway to determine evidence-based practices in the field of special education. Evidence-based practices are instructional procedures that are supported by research that meet rigorous standards related to methodological quality, research design, and effect size. In November 2008, a special issue of Intervention in School and Clinic was devoted to explaining how different research designs are used to determine evidence-based practices and how evidence-based practices will be used in special education in an accessible, non-technical format.
DR hosted a Showcase Session at the 2007 CEC Convention entitled "Researchers' Perspectives on Defining, Identifying, and Disseminating Evidence-Based Practices in Special Education. " Evidence-based practices (EBPs), instructional techniques shown by research to be effective, are a significant focus of recent educational scholarship and legislation. Despite their appeal, a variety of issues exist regarding defining, identifying and disseminating EBPs. A panel of researchers involved in applying EBPs presented their experiences and perspectives at this DR Showcase. See more on these presentations.
In 2004 DR identified and published Quality Indicators for Research Methodology and Evidence Based Practices, to provide guidelines for using research as evidence for effective practices in Special Education. See more on this publication.
Focus on Research is the DR newsletter, containing member opinion articles, debates on research issues, descriptions and dates of specific projects, notices of funded program priorities in special education, the availability of research dollars, and the discussion of emerging issues that may affect research in special education. Published three times a year, the newsletter is included as an insert in Journal of Special Education issues that are mailed to DR members as a DR member benefit.
The Journal of Special Education (JSE), published quarterly by the Hammill Institute on Disabilities and Sage, is the official journal of the CEC Division for Research. JSE is a multidisciplinary publication presenting primary research and scholarly reviews related to the education of individuals with disabilities. It features articles important to rehabilitation counseling practitioners in counseling, education, or research settings. Each issue includes original empirical research, theoretical essays, comprehensive literature reviews, intensive case studies, research critiques, and media reviews. A subscription to JSE is complementary to members of the Division for Research.
See the following instructions, which changed in January 2017, for accessing or creating a member account that provides access to JSE:
** Instructions for DR members who have previously activated an account for online access to JSE
** Instructions for DR members who have not previously activated an account for online access to JSE