TEACHING Exceptional Children

TEACHING Exceptional Children

Published in Association with Council for Exceptional Children

Kristin Sayeski University of Georgia

eISSN: 21635684 | ISSN: 00400599 | Current volume: 48 | Current issue: 6 Frequency: Bi-monthly
TEACHING Exceptional Children (TEC) features research-to-practice information and materials for classroom use, as well as current issues in special education teaching and learning.

Published six times per year, TEC also brings its readers the latest data on instructional technologies, strategies, procedures, and techniques with applications to students with exceptionalities. The focus of its practical content is on immediate application.

TEACHING Exceptional Children (TEC) is a journal designed specifically for teachers, administrators, paraprofessionals, and other practitioners who work with children and youth with disabilities or who are gifted.

The purpose of TEC is to advance the professional development of practitioners and to provide useful information, resources, and tools for improving education and services for exceptional learners. Consistent with this purpose, we publish articles that share innovative and successful methods and materials based on current evidence-based practice for use in a wide variety of educational programs and settings.

CEC President
Editorial Assistant
Man Fung Lam State University of New York at New Paltz
Associate Editors
Margaret Weiss George Mason University
Editorial Board (Field of Reviewers)
Tammy V. Abernathy University of Nevada, Reno
Jennifer Alexander Comprehensive Behavior Change
Shirin D. Antia University of Arizona
Devender Banda Texas Tech University, USA
Sally Barton-Arwood Belmont University
David Bateman Shippensburg University
Kristen Beach University of North Carolina at Charlotte, USA
Virginia W. Berninger University of Washington
Miriam C. Boesch University of North Texas
Regina Brandon San Diego State University, USA
Monica Brown University of Nevada, Las Vegas
Allison Bruhn University of Iowa
Deborah Bruns Southern Illinois University
Shannon Budin Buffalo State University
Paul Caldarella Brigham Young University
David Chihak The University of Tennessee, USA
Barbara Chorzempa State University of New York, New Paltz
Stephen P. Ciullo Texas State University, USA
Ben Clarke University of Oregon, USA
Elias Clinton Black Hills State University, USA
Mari Beth Coleman University of Tennessee
Bryan Cook University of Hawaii at Manoa
Kathleen Cook Augustana University
Lysandra Cook University of Hawaii at Manoa
Sara Cook University of Hawaii at Manoa, USA
Karena Cooper-Duffy Western Carolina University
Susan Courey San Francisco State University
Michael Coyne University of Connecticut
Jean Crockett University of Florida, USA
Christopher B. Denning University of Massachusetts-Boston
Lindsay Diamond University of Nevada, Las Vegas, USA
Christian Doabler The University of Texas at Austin, USA
Nicole Dobbins North Carolina A&T State University, USA
Melissa Driver Kennesaw State University, USA
Charles Dukes Florida Atlantic University
David Ediburn University of Central Florida, USA
Anne Foegen Iowa State University, USA
Douglas Fuchs Vanderbilt University
Peggy Gallagher Georgia State University
Cindy Gevarter Manhattenville College, USA
Amy Gillespie Rouse Southern Methodist University
Marya Grande Canisius College
Katy Green University of West Georgia, USA
Bethany Hamilton-Jones University of Georgia
Juliet Hart Arizona State University
Lynn Hayes Vanderbilt University
John L. Hosp University of Iowa, USA
David Houchins Georgia State University
Yun-Ju Hsiao Washington State University, USA
Roxanne Hudson University of Washington, USA
Elizabeth Hughes Clemson University
Andrea D. Jasper Central Michigan University
Jennifer L. Jolly University of New South Wales, Australia
Vita Jones California State University, Fullerton, USA
Michael Kennedy University of Virginia
Todd Kettler University of North Texas
Timothy Landrum University of Louisville
Holly Lane University of Florida
Justin Lane University of Kentucky
Mark Larson Humboldt State University
Melinda Leko University of Kansas, USA
Jennifer Lindstrom University of Georgia
John W. Lloyd University of Virginia
Allison Lombardi University of Connecticut, USA
John Luckner University of Northern Colorado
Joseph Madaus University of Connecticut, USA
Daniel Maggin University of Illinois at Chicago, USA
Larry Maheady State University of New York, Fredonia
Lawrence Maheady Buffalo State University, USA
Ida Malian Arizona State University West
Sharon Maroney Western Illinois University
Teri Marx American Institutes for Research, USA
Valerie Mazzotti University of Oregon
Tessa McCarthy North Carolina Central University
James McLeskey University of Florida
Lisa Monda-Amaya University of Illinois at Urbana-Champaign, USA
Tanya Moorehead Eastern Connecticut State University
Joseph Morgan University of Nevada, Las Vegas
Robert L. Morgan Utah State University
Nancy Nelson University of Oregon, USA
Cecily Ornelles University of Hawaii at Manoa
Angela Pang Bloomsburg University of Pennsylvania
Lindsey Peaster Morgan County Public Schools, GA
Apryl Poch University of Missouri, USA
Sarah Powell University of Texas, Austin
Lisa Pufpaff Ball State University
Paige Pullen University of Virginia, USA
Lauren Reed University of Hawaii at Manoa - USA
Paul J. Riccomini The Pennsylvania State University, University Park, PA
Anne Rinn University of North Texas
Carly Roberts University of Wisconsin-Madison, USA
Marcia Rock The University of North Carolina - Greensboro, USA
Diane Rodriguez Fordham University
Christina Santamaria-Graff Central Washington University
Peggy J. Schaefer Whitby University of Arkansas
Barbara Schirmer University of Detroit
Sally Shepley University of Kentucky, USA
Jane Sileo State University of New York, New Paltz
Robert Simpson Auburn University
Leslie Soodak Pace University
Candice Southall Piedmont College, GA
Louise Spear-Swerling Southern Connecticut State University, USA
Pamela Stecker Clemson University, USA
Robert Stodden University of Hawaii at Manoa
Jonte' C. Taylor Pennsylvania State University
Bill Therrien University of Virginia
Cathy Thomas University of Missouri, USA
Jason Travers University of Kansas
Elizabeth Tuckwiller George Washington University
Naomi Tyler Vanderbilt University
Kimberly Vannest Texas A&M University
Jeanne Wanzek Florida State University, USA
Sharon Ware University of Connecticut
Sarah Watt Miami University, USA
Margaret Weiss George Mason University
Jade Wexler University of Maryland, College Park, USA
Andrew Wilely Kent State University
Brad Witzel Winthrop University, USA
Mitchell Yell University of South Carolina, USA
Rebecca Zumeta American Institutes for Research
CEC Staff
Alexander T. Graham Executive Director
Lorraine Sobson Editor and Manager, Professional Publications
Leah Supulski Program Specialist
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  • TEACHING Exceptional Children

    TEACHING Exceptional Children (TEC) is a peer-reviewed scholarly journal designed specifically for teachers, administrators, paraprofessionals, and other practitioners who work with children and youth with disabilities or those who are gifted. As the largest print journal for practitioners involved in special education, TEC has a circulation of about 31,000 including all members of the Council for Exceptional Children as well as other individuals, organizations, and libraries around the world.

    Before submitting your manuscript, please read the information on this page about the aim and scope of TEC to ensure that your manuscript adheres to the recommended guidelines for content, format, and style. When you are ready to submit a manuscript to the journal, please click here: http://mc.manuscriptcentral.com/tec

    The following information is designed to assist authors in preparing material to submit to TEC. This document replaces all earlier versions.

    Is TEC the appropriate journal for publishing my work?

    The purpose of TEC is to advance the professional development of practitioners in the field and to provide useful information, resources, and tools for improving education and services for children and youth with disabilities or who are gifted at the preschool, elementary, secondary, and post-secondary school levels.

    Consistent with this purpose, we publish articles that share innovative and successful methods and materials for use in a wide variety of educational programs and settings. TEC has an open submissions policy; we accept manuscripts from the field throughout the calendar year on ­topics and issues related to professional practice and relevant to special education teachers, general education teachers, related services specialists, and administrators in support of their work with students with exceptionalities. We encourage submissions from individuals and group authors who represent the diversity of professional roles within the field.

    TEC publishes original scholarly work that provides (a) specific instructional and management interventions; (b) discussions that help readers understand and be responsive to underrepresented points of view (including those of children, youth, and families) concerning exceptionality and schooling; (c) strategies for reforming service delivery, curriculum components, and professional roles; (d) ways to foster and/or improve the professional development of practitioners; (e) information pertaining to state and federal legislation, rules, and regulations with implications for practice; and (f) current and emerging issues related to the effectiveness of programs or specific practices.

    Authors are encouraged to be mindful that the purpose of a professional journal is not to publish all manuscripts that have merit but to select those that represent the most timely and important information according to the aims and scope of the journal within the limitations of available space.

    What should I know about TEC before I prepare my manuscript?

    Prospective authors are encouraged to review previous issues of this journal to gain a sense of the content and style of articles that have been published and use one or more of these articles as an exemplar in preparing their own work. A recent article published in TEC offers additional guidance on manuscript preparation: How to Write for TEC.

    Sample articles can be found here: Issue 47(1), September/October

    Authors who have questions about the suitability of their work for TEC should contact the Editor for advice. Authors should also consider the following guidelines regarding type of submission, style, format, length, and person-first language in preparing material for submission.

    What types of manuscripts can be submitted?

    Authors may submit either of the following for consideration in TEC:

    • Feature Article for TEC Print: These manuscripts address topics or issues related to current evidence-based practice in the education of students with exceptionalities at the preschool, elementary, secondary, or post-secondary levels with specific implementation suggestions, for publication in the print version of TEC.
    • Media Presentation for TEC+: These manuscripts address similar topics or issues, and offer suggestions for implementation, but present information incorporating non-print media such as narrated presentation slides, video or audio segments, or downloadable forms. Media presentations are published in an interactive digital format online; a one-page overview will be included in the print issue.

    What is the preferred style?

    The hallmark of manuscripts accepted for publication in TEC is their focus on the practical application of knowledge to improve programs or services for students with disabilities or those who are gifted. We encourage authors to write in an easy-to-read conversational style that engages our practitioner audience and avoids academic prose and jargon. As suggested by the literature on improving practice with research, TEC’s focus is impacting how teachers think about their work and providing teachers with tools for improving their practice. Manuscripts should be well organized and concise, and provide an explicit connection to the current professional literature on evidence-based practice in the field. We encourage authors to include scenarios or examples (not formal case studies) illustrating how suggested practices might be implemented with one or more individuals or in different contexts. We look for manuscripts that have a simple message with immediate application to practice and which provide specific and detailed guidelines that enable practitioners to immediately and easily implement the suggested practices in their own settings.”

    Authors should use “person-first” language: We focus on the person even as we acknowledge the exceptionality, both figuratively and literally. This standard will result in terms such as “people with disabilities” rather than “the disabled” or “students who are gifted” instead of “gifted students.”

    TEC articles generally incorporate tables, figures, sidebars, and supplementary multimedia content (i.e., video or audio files) that provide valuable supplementary information (e.g., web sites, frameworks, guidelines, sample activities or materials, readings for further study, quotes or viewpoints of individuals who have been engaged in the suggested practice). The editorial staff views these design elements as essential for three reasons:

    1. Sidebars and supplemental materials enhance reader understanding of the topic and allow authors to highlight quotes, viewpoints, or profiles of individuals from groups that traditionally have been underrepresented in the literature. We are particularly interested in increasing the number of voices in TEC to reflect the diversity of the children and youth we serve as well as the diversity of professional roles that provide services.
    2. Research on adoption of innovation indicates that practitioners are at different levels in their interest and understanding. As a result, we encourage authors to recognize this continuum of knowledge and skill and use tables, figures, and sidebars to provide information and resources that will enable self-directed readers to advance their knowledge and skill about the topic, whether they are novices or fairly well informed about the topic.
    3. Graphic elements (in print, tables and figures; for online publication, videos and downloadable resources) are essential in preparing visually interesting layouts that allow information to be easily understood and readily applied by readers.

    What types of manuscripts are not appropriate for TEC?

    TEC does not publish manuscripts that present descriptive, experimental, or applied research projects, general over­views, literature reviews, annotated bibliographies, book or media reviews, unsolicited editorials, position papers, program or product descriptions, term papers, theses or dissertations, personal experiences or stories, media portrayals, or poetry. We also do not publish manuscripts that present a topic or issue that does not address special education or individuals with exceptionalities at the preschool, elementary, secondary, or post-secondary level. CEC cannot publish manuscripts that contain content that has previously been published elsewhere or that is primarily designed to advertise a commercially available product.

    What is the preferred format?

    Documents should be submitted in a ­current version of Microsoft Word; have 1-inch margins; be double-spaced, including quotations and references; and use a standard 12-point font such as Times New Roman. Figures, tables, and images must be embedded in the main manuscript file and not submitted as additional files or reviewers will be unable to see them. Authors will be expected to optimize image files for the web during the submission and review process and also should be prepared to submit hi-res, ­camera-ready copy of graphic files (e.g., Excel-generated figures, photographs, illustrations). Authors who wish to use material for which they do not own the copyright must obtain written permission from the copyright holder.

    Authors should indicate the preferred position of tables, figures, and other graphic elements in the manuscript and reference each as a “call-out” in the narrative. TEC does not use appendices and these should be renumbered as figures or tables. TEC does not use footnotes in articles. Any information that appears in a footnote should be reworked into the text of the article.

    Media files cannot be uploaded to the review system; authors should arrange to host these segments on a separate server and embed links in the manuscript to provide access to the media.

    For rules governing general format, headings, citations and references, and other style components, authors should consult the Publication Manual of the American Psychological Association (APA) (6th ed., The American Psychological Association, 2010). This style guide also includes a detailed Checklist for Manu­script Submission.

    What is the preferred length?

    Manuscripts published in TEC generally are at least 12 pages and do not exceed 18 double-spaced pages, including the cover page, abstract, figures, and references. Supplemental materials that are published in an interactive format may exceed this page limit or may be submitted in formats (such as audio or video files) that cannot be measured in pages.

    References should be limited to a maximum of two manuscript pages and should be focused on establishing the evidence base for the suggested practices rather than providing general background. All references should be listed in complete agreement with text citations. Supply the DOI number from crossref.org if one has been assigned. CEC requests authors to include references that are no more than 10 years old, with the exception of seminal information.

    What should I know about copyright before submitting my manuscript to TEC?

    Manuscripts will be accepted for review provided that:

    • The cover letter indicates that the manuscript has not been published in whole or substantial part by another publisher and that the manuscript is not being considered concurrently in whole or substantial part by another publisher.
    • TEC has the exclusive option on possible publication for a period of 6 months following receipt of the ­manuscript.
    • The author assumes responsibility for publication clearance in the event the manuscript was presented at a professional meeting or is the direct product of a project financed by a funding agency.
    • The author is prepared to grant the exclusive license to publish to CEC for the purpose of publication.

    In addition, authors should note that:

    • Authors are responsible for the authenticity and permission to use all quoted material and bibliographic citations from the original source for lengthy quotes and for tables or figures reproduced or adapted from published works. Authors should contact the copyright holder for the publisher’s specific policies and procedures and to request permission for use.
    • Viewpoints expressed in TEC articles are those of the author alone; CEC and the Editors assume no responsibility for statements or opinions expressed by TEC contributors.

    A list of frequently asked questions about the contributor agreement, copyright, and permissions can be found here: http://www.sagepub.com/journalgateway/pubPolicies.htm#

    How can authors check the manuscript before submission?

    Prior to submitting your manuscript to TEC, review the following checklist. Have you:

    • Prepared a cover letter? Authors must guarantee that the manuscript is an original work that has not been previously published and that the manuscript is not being considered concurrently in whole or substantial part by another publisher. Include the name, address, phone number, fax number, and e-mail address (if available) of each author.
    • Included an abstract? The first page of the manuscript should repeat the title of the manuscript and include an abstract of no more than 150 words. (The abstract is not printed with the published article but is used for descriptions and marketing.) The name(s) of the author(s) should not appear on this or any subsequent page of text.
    • Provided a reasonable list of keywords? Keywords are used by search engines to identify articles that address specific topics. Authors are encouraged to be prudent in identifying keywords. Carefully consider the terms that would likely be used by a reader seeking an article on a topic of interest. For example, an article on teaching reading skills to adolescent students with autism might use the keywords “autism,” “reading,” and “adolescent,” but would not be helped by terms such as “disabilities,” “secondary,” or “language arts.”

    What happens to a manuscript once it is received by CEC?

    When a manuscript is received in the TEC system, the Editor reviews it and decides whether to forward the manuscript for peer review. The Editor might not accept a manuscript that:

    • Is on a topic not directly related to the focus of or audience for the journal.
    • Fails to follow the manuscript guidelines concerning length, format, and style.
    • Covers a topic addressed in TEC within the past 2 years or slated for publication in the near future.

    Authors will be promptly notified when manuscripts are not accepted for peer review so that they can seek other avenues for publication. After a manuscript has been accepted for peer review, the status of the manuscript can be tracked by logging on to TEC's SAGE track website (http://mc.manuscriptcentral.com/tec). Authors are encouraged to contact the editor any time during the review process if they have questions about the status of their manuscript.

    What should I know about the peer review process?

    Manuscripts submitted to TEC go through a blind review process; that is, the author’s identity is unknown to the reader. Typically, at least three reviewers with expertise in the areas addressed by the submission evaluate it on the basis of the importance of the topic, originality, clarity, accuracy and validity of the content, value of the contribution to the professional literature, implications for special education practitioners, and quality of the writing. Typically, this process takes about 6 to 8 weeks.

    The peer reviewers send their recommendations to the Editor. After reviewing these recommendations, the Editor may decline to publish the material, request a revision with a stipulation for further peer review, request a revision subject to additional review by TEC editorial staff, or accept the submission as is. Almost all manuscripts submitted to TEC will involve some level of additional revision prior to publication. The editorial decision and rationale will be communicated in an e-mail to the first author, who will also be able to access copies of the peer reviews. Decisions to accept or decline a manuscript are informed by the reviewers’ comments, content analysis of previously published materials, and previous commitments to publish materials.

    What is the acceptance rate for material submitted to TEC?

    Data from the last several years indicate that about 20% of manuscripts submitted to TEC are accepted for publication.

    Can authors appeal a decision?

    Authors who believe that their manuscript was not reviewed in a careful or timely manner and in accordance with CEC’s procedures should bring the matter to the attention of the Director of Publications.

    What happens after material is accepted for publication?

    A submission that receives favorable comments from reviewers and concurrence from the Editor is given tentative approval for publication. This approval is condi­tional upon any specific suggested revisions or submission of supporting materials. Publi­ca­tion in TEC typically occurs several months after initial acceptance. The final decision to publish material is made after satisfactory completion of revisions outlined by the Editors or submission of supporting materials. When a manuscript is accepted for publication, the author will need to provide a final-version electronic copy that includes final versions of tables, figures, references, web links, and graphics. CEC may request camera-ready copies of tables and figures prior to publication.

    What happens during production?

    After acceptance, manuscripts are placed in a publication queue. Themes for issues and date of acceptance determine the order in which articles appear. About 4 to 6 weeks after the manuscript is scheduled for publication, CEC publications staff will contact the author (or lead author) to finalize the process.

    The author is notified and asked to sign an Exclusive License to Publish Agreement. Questions regarding rights and permissions for the use of CEC-copyrighted materials should be directed to the Publications Section of the Professional Development Unit at CEC. Information about how to request permission for material published in TEC is available here: http://www.sagepub.com/journalsProdDesc.nav?prodId=Journal202279#tabview=permissions. Authors who wish to use material, such as figures or tables, for which they do not own the copyright, must obtain written permission from the copyright holder (usually the publisher) and submit permission forms to CEC with their manuscripts. CEC also requires signed releases from all individuals appearing in photos in manuscripts submitted for publication. Photo guidelines and release forms are available from the Associate Editors and from the Senior Journals Production Editor.

    At this point, the manuscript is given to a copy editor for review. The editorial staff of TEC reserves the right to make editorial changes that do not materially affect the meaning of the text. Usually, this will be limited to minor changes in wording or placement of figures, tables, photos, and sidebars. The author may receive queries from the publisher during this process.

    The article is then converted into a publishing software format, and the Production Editor will send galley proofs to the author. TEC editors read proofs for errors in typesetting and other defects. Upon publication of an article in TEC, the lead author will receive an electronic copy of the article.

    Who’s Who (and Where) at TEC

    TEC/TECP Editor
    Kristin L. Sayeski, PhD
    University of Georgia
    Phone: 706-542-5810



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