Rural Special Education Quarterly
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Rural Special Education Quarterly

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

Editor
Ginevra R. Courtade University of Louisville, USA


eISSN: 21688605 | ISSN: 87568705 | Current volume: 36 | Current issue: 2 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.

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 promising practices 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;
  • Promising practices: 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
Robert Pennington, Topical Issues University of Louisville, USA
Susan Schultz, Author Mentoring and Support St. John Fisher College, New York, USA
Donald M. Stenhoff, Technical Editor ACCEL, Arizona, USA
Belva Collins, Technical Editor University of North Carolina, Charlotte, USA
Tina M. Hudson, Managing Editor East Tennessee State University, USA
Editorial Board
Melina J. Alexander Weber State University, USA
Melinda Ault University of Kentucky, USA
Brenda L. Barrio Washington State University, Vancouver, USA
Terry R. Berkeley Towson University, USA
Ann B. Berry Plymouth State University
Janna Brendle Texas Tech University, USA
William Calderhead Montana State University - Billings, USA
June Canty Washington State University, Vancouver, USA
Keri DeSutter Minnesota State University, Moorhead, USA
Rosemarie Dugi Montana State University, Billings, USA
Mary Susan E. Fishbaugh Montana State University, Billings, USA
Kim Floyd West Virginia University, USA
Jennifer Grisham-Brown University of Kentucky, USA
Kathryn Haring University of Oklahoma, USA
Candice Hollingsead Andrews University
Channon Horn Asbury University, USA
Brittany L. Hott Texas A&M University, USA
J M. Jameson University of Utah, USA
Alexandria Kappel Indiana University of Pennyslvania, USA
Terese L. Kashi Kenai Peninsula Borough School District, USA
Cathy G. Keramidas East Tennessee State University, USA
Jason S. Kight California University of Pennsylvania
Victoria Knight Vanderbilt University, USA
Kalie Kossar California University of Pennsylvania
Barbara Ludlow West Virginia University, USA
Kristin J. Lyon  Illinois State University
Cleborne D. Maddux University of Nevada, Reno, USA
Kathleen Magiera State University of New York, Fredonia
Michael Mayton West Virginia University, USA
Bethany R. McKissick Mississippi State University, USA
Darcy Miller Washington State University, USA
Kevin J. Miller Buffalo State University, USA
Pamela Mims East Tennessee State University, USA
Jane Pemberton Texas Women's University, USA
Melisa Reed  
Harvey Rude University of Northern Colorado, USA
Susan Ryan University of Vermont, USA
Heather H. Smith Trinity University, USA
Todd H. Sundeen University of Northern Colorado, USA
Jennifer Suppo Seton Hill University, USA
Jennifer Urbach University of Northern Colorado, USA
Eleazar Vasquez University of Central Florida, USA
Wanda Wade University of West Florida, USA
Rachael Waller Montana State University, Billings, USA
Patti J. Whetstone CTB McGraw Hill, USA
Wilfred D. Wienke University of Central Florida, USA
  • EBSCOhost
  • ERIC (Education Resources Information Center)
  • OCLC
  • ProQuest
  • 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
    University of Louisville
    College of Education and Human Development, Room 158A
    Louisville, KY 40292
    g.courtade@lousisville.edu 
    502-852-2144

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

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