Career Development and Transition for Exceptional Individuals
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Career Development and Transition for Exceptional Individuals


Editors
Bob Algozzine University of North Carolina at Charlotte, USA
David Test University of North Carolina - Charlotte, USA


eISSN: 21651442 | ISSN: 21651434 | Current volume: 40 | Current issue: 2 Frequency: Quarterly
Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.

 

Career Development and Transition for Exceptional Individuals (CDTEI) specializes in the fields of secondary edu­cation, transition, and career development of persons with documented disabilities and/or special needs.

Managing Editor
Moira Konrad The Ohio State University, USA
Associate Editor
Valerie Mazzotti University of Oregon, USA
Consulting Editors
Charlotte Y. Alverson University of Oregon, USA
Selete Avoke U.S. Department of Education, USA
Robert Baer Kent State University, USA
Audrey Bartholomew University of New England, Australia
Wendi Beamish Griffith University, Australia
Rhonda Black University of Hawaii, Manoa, USA
Renee Cameto SRI International, USA
Erik Carter Vanderbilt University, USA
Lana Collet-Klingenberg University of Wisconsin–Whitewater, USA
Jennifer Cullen Ball State University, USA
Sharon deFur College of William and Mary, USA
Lymon L. Dukes, III University of South Florida - St. Petersburg
Laura Eisenman University of Delaware, USA
Sharon Field Wayne State University, USA
Chauncey Goff The University of Oklahoma, USA
Gary Greene California State University, Long Beach, USA
Meg Grigal University of Massachusetts Boston, USA
Teresa Grossi Indiana University, USA
Michael Harvey Ball State University, USA
Tyler Hicks University of Kansas, USA
Margo Izzo Ohio State University, USA
Alison R. Jones University of North Carolina, Wilmington, USA
Song Ju University of Cincinnati, USA
Arun Karper Cornell University, USA
Ryan O. Kellems Brigham Young University, USA
Kyeong-Hwa Kim Konkuk University, South Korea
Jennifer Kowitt University of Connecticut, USA
Leena Jo Landmark Ohio University, USA
Lauren Lindstrom University of Oregon, USA
Allison Lombardi University of Connecticut, USA
Joseph Madaus University of Connecticut, USA
James Martin University of Oklahoma, USA
Zach McCall University of Missouri, Kansas City, USA
Amber McConnell University of Oklahoma, USA
Craig Michaels Queens College, City University of New York, USA
Mary E. Morningstar University of Kansas, USA
Jason M. Naranjo University of Washington Bothell, USA
Lynn A. Newman SRI International, USA
Cindi Nixon Francis Marion University, USA
David Parker Childrens' Resource Group
Lori Y. Peterson University of Northern Colorado, USA
Yen K. Pham University of New Mexico, USA
Anthony J. Plotner University of South Carolina, USA
Tiana Povenmire-Kirk  
Karen Rabren Auburn University, USA
Jane Razeghi George Mason University, Australia
Sharon Richter Coastal Carolina University, USA
Dawn A. Rowe University of Oregon, USA
John Schaefer Cleveland State University, USA
Janice Seabrooks-Blackmore University of North Texas, USA
Stan Shaw University of Connecticut, USA
Karrie A. Shogren Kansas University, USA
Thomas Simmons University of Louisville, USA
Keith Storey Ed Support Services
Ronald Tamura University of Southern Connecticut, USA
Colleen Thoma Virginia Commonwealth University, USA
Audrey A. Trainor New York University, USA
Donna Wandry West Chester University of Pennsylvania, USA
Gwen Williams West Texas A&M University, USA
Jane Williams Arizona State University, USA
Dan Dalun Zhang Texas A&M University, USA
  • Clarivate Analytics: Emerging Sources Citation Index (ESCI)
  • Contents Pages in Education (T&F)
  • ERIC (Education Resources Information Center)
  • Educational Research Abstracts Online (T&F)
  • NISC
  • PsycINFO
  • Scopus
  • Before submitting your manuscript, please read and adhere to the author submission guidelines. To submit an article to the journal, please click here: http://mc.manuscriptcentral.com/cdtei.

    Editorial Office Contact Information

    David Test, Co-Editor, CDTEI
    Special Education Program
    University of North Carolina at Charlotte
    9201 University City Blvd.
    Charlotte, NC 28223-0001

    David Test, Co-Editor, Special Education Program University of North Carolina at Charlotte 9201 University City Blvd.Charlotte, NC 28223-0001

    Questions regarding the publication or editorial process should be directed to either:

    David Test (704/687-8853; dwtest@email.uncc.edu); or
    Bob Algozzine (704/687-8859; rfalgozz@email.uncc.edu)

    Questions regarding Transition to Practice manuscripts should be directed to Valerie L. Mazzotti (541/346-3218; vmazzott@uoregon.edu)

    Managing Editor
    Moira Konrad
    konrad.14@osu.edu

    SAGE Choice and Open Access

    If you or your funder wish your article to be freely available online to nonsubscribers immediately upon publication (gold open access), you can opt for it to be included in SAGE Choice, subject to payment of a publication fee. The manuscript submission and peer review procedure is unchanged. On acceptance of your article, you will be asked to let SAGE know directly if you are choosing SAGE Choice. To check journal eligibility and the publication fee, please visit SAGE Choice. For more information on open access options and compliance at SAGE, including self author archiving deposits (green open access) visit SAGE Publishing Policies on our Journal Author Gateway.

    For more information, please refer to the SAGE Manuscript Submission Guidelines.

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