Consulta las condiciones de publicación y los listados de títulos de los diferentes Acuerdos vigentes en la UBU para publicar en Acceso abierto.
Learning disabilities research & practice
Aims and Scope
Because learning disabilities is a multidisciplinary field of study, Learning Disabilities Research & Practice (LDRP) publishes articles addressing the nature and characteristics of children and adults with learning disabilities, program development, assessment practices, and instruction. In so doing, LDRP provides valuable information to professionals involved in a variety of different disciplines including special education, school psychology, counseling, reading, and medicine. Two separate sections--research and practice--are distinguished with respect to content and manuscript style.
Readership
Researchers, practitioners, and professionals involved in any discipline influencing the development of children with learning disabilities.
British journal of special education
This well-established and respected journal covers the whole range of learning difficulties relating to children in mainstream and special schools. It is widely read by nasen members as well as other practitioners, administrators advisers, teacher educators and researchers in the UK and overseas.
The British Journal of Special Education is concerned with a wide range of special educational needs, and covers all levels of education pre-school, school, and post-school.
The journal places particular emphasis on:
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Innovative practice in special educational needs and inclusion
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Disseminating information on practitioner enquiry and research into best practice
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International, national and local policy and practice
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The impact of legislation on special and inclusive practice in the UK and elsewhere
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Reports on items from UK parliamentary debates
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Reviews of books, software and other resources
Journal of research in special educational needs : JORSEN
Journal of Research in Special Educational Needs (JORSEN) is an established online forum for the dissemination of international research on special educational needs. JORSEN aims to:
Publish original research, literature reviews and theoretical papers on meeting special educational needs
Create an international forum for researchers to reflect on, and share ideas regarding, issues of particular importance to them such as methodology, research design and ethical issues
Reach a wide multi-disciplinary national and international audience through online publication
Authors are invited to submit reports of original research, reviews of research and scholarly papers on methodology, research design and ethical issues.
Journal of Research in Special Educational Needs will provide essential reading for those working in the special educational needs field wherever that work takes place around the world. It will be of particular interest to those working in:
- Research
- Teaching and learning support
- Policymaking
- Administration and supervision
- Educational psychology
- Advocacy
Mind, brain and education : the official journal of the International Mind, Brain, and Education Society
Mind, Brain, and Education (MBE) provides a forum for the scholarly communication of basic and applied research on learning and development, including analyses from biology, neuroscience, cognitive science, and education.
The journal is part of the effort of the International Mind, Brain, and Education Society to be a scholarly source for the accurate translation of the science of biology, brain, and behavior into applications that will impact education efforts internationally and across ages and contexts. The journal also has a goal of stimulating collaboration across disciplines and between researchers and practitioners with different perspectives informing each other to advance the science of mind, brain and education. Thus, the journal has a goal of supporting the development of a framework for new ideas to advance research efforts at the intersection of biology, brain, cognition, and education, and the practical innovations these research efforts inform. The broad target audience is researchers who wish to report basic, high quality research as well as practice-based evaluation relevant to education.
Aims and Scope
Mind, Brain, and Education (MBE) publishes peer-reviewed articles addressing biological, brain, cognitive and behavioral questions that are relevant to the broad field of education. The journal operates through an open submission process. In addition, researchers are encouraged to contact the editorial board with ideas for reviews, commentaries and special issues. Short and full-length empirical reports, reviews and commentaries on specific topics broadly relevant to MBE readership, including to practitioners, will be considered.
MBE has an editorial board of internationally recognized scholars and practitioners from a variety of disciplines. MBE provides a forum for highest quality presentation of basic and applied research on learning and development across the ages, in typically developing and special needs populations, including analyses of biology, neuroscience, cognitive and social-emotional sciences, and education. Research in mind, brain, and education emphasizes the reciprocal relationship in which education informs biological and behavioral and cognitive research as much as these inform educational research and practice. MBE original research articles report novel discoveries from laboratory-based experiments or research in the settings of practice. MBE articles also may consider the biological, cultural and intergenerational factors that influence life-long learning and plasticity.
MBE strives to be a highly respected resource for reporting basic and translational data that provide a framework for developing a critical understanding of advancing educational practices and curricula. The journal is thus a venue for scientifically reliable, educationally relevant research that connects mind, brain and education, catalyzing the kinds of research across disciplines that are essential to promote research-based practices in education.
Journal of autism and developmental disorders
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. Studies of diagnostic reliability and validity, psychotherapeutic and psychopharmacological treatment efficacy, and mental health services effectiveness are encouraged. JADD also seeks to promote the well-being of children and families by publishing scholarly papers on such subjects as health policy, legislation, advocacy, culture and society, and service provision as they pertain to the mental health of children and families. Review articles are solicited in targeted areas of special interest; book and media reviews provide targeted updates on important new materials; and the Ask the Editor column serves as a forum for addressing timely questions of relevance to JADD’s broad readership.
- Covers severe psychopathologies in childhood, including autism and the early onset of childhood schizophrenia
- Original articles discuss experimental studies on the biochemical, neurological, and genetic aspects of a disorder
- Features research and case studies involving the entire spectrum of interventions, including behavioral, biological, educational, and community aspects
- 95% of authors who answered a survey reported that they would definitely publish or probably publish in the journal again
Journal of developmental and physical disabilities
The Journal of Developmental and Physical Disabilities is an interdisciplinary forum for the publication of original research and clinical reports from a variety of fields serving persons with developmental and physical disabilities. Submissions from researchers, clinicians, and related professionals in the fields of psychology, rehabilitation, special education, kinesiology, counseling, social work, psychiatry, nursing, and rehabilitation medicine are considered. Investigations utilizing group comparisons as well as single-case experimental designs are of primary interest. In addition, case studies that are of particular clinical relevance or that describe innovative evaluation and intervention techniques are welcome. All research and clinical reports should contain sufficient procedural detail so that readers can clearly understand what was done, how it was done, and why the strategy was selected. Rigorously conducted replication studies utilizing group and single-case designs are welcome irrespective of results obtained. In addition, systematic reviews, meta-analyses, and theoretical discussions that contribute substantially to understanding the problems and strengths of persons with developmental and physical disabilities are considered for publication. Authors are encouraged to preregister empirical studies, replications, systematic reviews, and meta-analyses in a relevant public database and to include such information with their submission to the journal. Authors are also encouraged, where possible and applicable, to deposit data that support the findings of their research in a public repository (see detailed “Research Data Policy” module in the journal’s Instructions for Authors). In response to the need for increased clinical and research endeavors with persons with developmental and physical disabilities, the journal is cross-categorical and unbiased methodologically.
- Offers original research that contributes to the field’s understanding of the problems and strengths of persons with developmental and physical disabilities
- Includes case studies and clinical reports that describe innovative evaluation and intervention techniques with persons with developmental and physical disabilities
- Publishes literature reviews and theoretical discussions that summarize evidence-based practice, challenge the field, and posit new avenues for research and practice with persons with developmental and physical disabilities
- Is a unified outlet for dissemination of information on work with persons with developmental and physical disabilities
Review journal of autism and developmental disorders
Review Journal of Autism and Developmental Disorders provides critical reviews of topics spanning the broad range of research disciplines exploring autism spectrum and developmental disorders. Coverage extends to genetics, neuroscience, diagnosis, applied behavior analysis, psychopharmacology, incidence, prevalence, etiology, differential diagnosis, treatment, measurement of treatment effects, education, perception and cognition, across the life span. Given the high rates of comorbid conditions, the Journal incorporates research at the interface of sleep disorders, feeding problems, motor difficulties, ADHD, anxiety, depression and other disorders.
Guided by an editorial board of comprised of internationally renowned experts, Review Journal of Autism and Developmental Disorders will gather and disseminate news of work by researchers around the world, serving a far-flung audience of researchers, clinicians, educators and advocates.
- Examines and analyzes important research trends across multidisciplinary fields of study of autism spectrum disorders (ASD) and related developmental disabilities
- Organizes and reports on the massive and rapidly expanding body of information on ASD and related disabilities
- Funnels a critical mass of basic and applied research into highly informative review articles