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Rural Special Education Quarterly

Rural Special Education Quarterly

and SAGE in association with the American Council on Rural Special Education

eISSN: 21688605 | ISSN: 87568705 | Current volume: 39 | Current issue: 1 Frequency: Quarterly
The Rural Special Education Quarterly (RSEQ) is the only national scholarly publication devoted to topics and issues in service delivery or personnel preparation in rural special education and disability services. The purpose of RSEQ is to provide a forum for presentation of new research findings, description of innovative program models or current best practices, analysis of local, state, and national policies, and discussion of issues and trends for special education and related services personnel working in rural communities. RSEQ is the official journal of the American Council on Rural Special Education (ACRES). Published by the Hammill Institute on Disabilities and SAGE in association with the American Council on Rural Special Education.

Submit to RSEQ

Published quarterly since 1981, RSEQ is the only national scholarly publication focused entirely on:

  • presentation of experimental or applied research that examines variables affecting rural programs or personnel;
  • analysis of policy developments at the state and federal levels that have important implications for rural areas;
  • description of program models or practice in action appropriate for rural schools or community agencies serving individuals with special needs; and
  • thought-provoking discussion of regional or national issues and trends in rural service delivery or personnel preparation.

Articles with a distinctly rural focus are accepted for publication in five (5) categories:

  • Research reports: empirical or applied research that use appropriate methods, report significant findings, and offer implications for policy, practice or research;
  • Program descriptions: innovations in service delivery or personnel preparation, with detailed descriptions of procedures and objective evaluation of outcomes;
  • Position papers: discussions of current issues and trends, with literature review and recommendations for policy, practice or research;
  • Practice in Action: helpful ideas and examples for direct implementation by practitioners, with sufficient detail for immediate application; and
  • Viewpoints: opinions supported by a clear rationale and convincing evidence about hot topics or controversial issues to share perspectives and stimulate discussion.
Executive Editor
Ginevra R. Courtade University of Louisville, USA
Associate Editors
Melinda Ault, Peer Review University of Kentucky, USA
J. Matt Jameson, Peer Review University of Utah, USA
Donald M. Stenhoff, Peer Review Arizona State University, USA
Robert C. Pennington, Topical Issues University of North Carolina - Charlotte, USA
Brittany L. Hott, Author Mentoring & Support University of Oklahoma, USA
Managing Editor
Tina Hudson Marshall University, USA
Consulting Editors
Kera B. Ackerman University of Kentucky, USA
Melina J. Alexander Weber State University, USA
Melinda Jones Ault University of Kentucky, USA
Brenda L. Barrio University of North Texas, USA
Ann Bassett Berry Plymouth State University
Janna Brendle Texas Tech University, USA
Keri DeSutter Minnesota State University - Moorhead, USA
Kim Floyd West Virginia University, USA
Cathy L. Galyon East Tennessee State University, USA
Justin D. Garwood University of Vermont, USA
Jennifer Grisham-Brown University of Kentucky, USA
Jessica K. Hardy University of Illinois – Urbana-Champaign, USA
Channon K. Horn University of Kentucky, USA
Brittany L. Hott, Author Mentoring & Support University of Oklahoma, USA
Bree Jimenez University of Sydney, Australia
Alexandria Kappel Indiana University of Pennyslvania, USA
Terese L. Kashi Consulting Psychologist
Jason S. Kight California University of Pennsylvania
Victoria F. Knight University of British Columbia, Canada
Kalie R. Kossar California University - Pennsylvania, USA
Marla Lohmann Colrado Christian University, USA
Cleborne D. Maddux University of Nevada - Reno, USA
Kathleen Magiera State University of New York - Fredonia, USA
Lee Mason Cook Children’s Health Care System, USA
Bethany R. McKissick East Carolina University, USA
Darcy Miller Washington State University, USA
Kevin J. Miller Buffalo State College - SUNY, USA
Pamela J. Mims East Tennessee State University, USA
Corey D. Pierce University of Northern Colorado, USA
Melisa A. Reed Marshall University, USA
Christopher J. Rivera East Carolina University, USA
Harvey Rude University of Northern Colorado, USA
Susan M. Schultz St. John Fisher College, USA
Heather Haynes Smith Trinity University, USA
Todd Sundeen University of Northern Colorado, USA
Jennifer Suppo University of Pittsburgh, USA
Jennifer Urbach University of Northern Colorado, USA
Eleazar Vasquez III University of Central Florida, USA
Rachael Waller Montana State University - Billings, USA
Todd Whitney University of Louisville, USA
Wilfred D. Wienke University of Central Florida, USA
  • Clarivate Analytics: Emerging Sources Citation Index (ESCI)
  • EBSCOhost
  • ERIC (Education Resources Information Center)
  • OCLC
  • ProQuest
  • Scopus
  • Before submitting your manuscript, please read and adhere to the author submission guidelines. To submit an article to the journal, please click here: https://mc.manuscriptcentral.com/rseq.

     

    Any questions should be directed to the editorial office:
    Ginevra R. Courtade, PhD 
    Executive Editor, RSEQ
    Department of Special Education, Early Childhood, & Prevention Science
    University of Louisville
    College of Education and Human Development, Room 158A
    Louisville, KY 40292
    g.courtade@louisville.edu 
    502-852-2144

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