What Do 30 Years of Practitioner Publications Provide? An Analysis of Prominent Special Education Journals

• In Event: Poster Session 6
  In Poster Session: Special Education Research SIG: Research in Special Education

Abstract

Prominent practitioner journals (Beyond Behavior, Intervention in School and Clinic, Teaching Exceptional Children, Teaching Exceptional Children- Plus, and the practice section of Learning Disabilities Research and Practice) were reviewed to determine how much intervention research is translated in a practitioner friendly format for educators serving students with mild disabilities. Preliminary findings from the 30 year review indicate that less than half of articles describe interventions for students with mild disabilities. Only a small percentage of articles focused on core academic areas (reading, mathematics, writing, content areas). Other publications included classroom practices, laws/policies, and original research. However, in recent years, there has been a steady increase in articles translating intervention research to practice Implications for practice and future research are discussed.

Authors

• Sheri Berkeley, George Mason University

• Brittany Lynn Hott, Texas A&M University - Commerce

• Donna Sacco, George Mason University