Exceptional Children is an academic journal dedicated to the field of special education, dedicated to publishing high-quality research to support the practice and policy-making of special education. It covers a wide range of topics, including learning disabilities, emotional and behavioral disorders, early intervention, gifted and gifted education, autism spectrum disorder, attention deficit hyperactivity disorder, language and hearing impairment, physical and health disorders, multiple disabilities, and more. The readership of this magazine mainly includes special education teachers, school psychologists, school psychologists, special education researchers, university professors, and graduate students. By publishing the latest research findings, providing practical guidance and policy recommendations, this journal has made significant contributions to the development of the field of special education.
特殊儿童(Exceptional Children)是一本由SAGE出版的一本Multiple学术刊物,主要报道Multiple相关领域研究成果与实践。本刊已入选、社会科学引文索引(SCIE)来源期刊,该刊创刊于1934年,出版周期4 issues/year。2021-2022年最新版WOS分区等级:Q1,2023年发布的影响因子为2.2,CiteScore指数5.9,SJR指数1.369。本刊非开放获取期刊。 《Exceptional Children》是一本专注于特殊教育领域的学术期刊,致力于发布高质量的研究,以支持特殊教育的实践和政策制定。它涵盖了广泛的主题,包括学习障碍、情绪和行为障碍、早期干预、天才教育和资优教育、自闭症谱系障碍、注意力缺陷多动障碍、语言和听力障碍、身体和健康障碍、多重障碍等。该杂志的读者群主要是特殊教育教师、学校心理咨询师、学校心理学家、特殊教育研究人员、大学教授和研究生等。通过发表最新的研究成果,提供实践指导和政策建议,该杂志为特殊教育领域的发展做出了重要贡献。
Are Students with Disabilities Accessing the Curriculum? A Meta-Analysis of the Reading Achievement Gap between Students with and without Disabilities.
来源期刊:Exceptional ChildrenDOI:10.25384/SAGE.C.4233650.V1
Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-Analysis
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918817504
An Investigation of SRSD to Teach Fractions to Students With Disabilities
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918813980
Racing Against the Vocabulary Gap: Matthew Effects in Early Vocabulary Instruction and Intervention
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918789162
Aptitude-by-Treatment Interactions in Research on Educational Interventions
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918802803
Exploring the Relationship Between Initial Mathematics Skill and a Kindergarten Mathematics Intervention
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918799503
How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918782618
Defining Summer Gain Among Elementary Students With or at Risk for Reading Disabilities
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918819426
Peer Interactions in Preschool Inclusive Classrooms: The Roles of Pragmatic Language and Self-Regulation
来源期刊:Exceptional ChildrenDOI:10.1177/0014402919828364
Effects of Tactile Prompting and Self-Monitoring on Teachers’ Use of Behavior-Specific Praise
来源期刊:Exceptional ChildrenDOI:10.1177/0014402919846500
On the Importance of Moderator Analysis in Intervention Research: An Introduction to the Special Issue
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918811924
Special Educators’ Working Conditions in Self-Contained Settings for Students With Emotional or Behavioral Disorders: A Descriptive Analysis
来源期刊:Exceptional ChildrenDOI:10.1177/0014402919868946
Filling an Information Gap in Preschool MTSS and RTI Decision Making
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918812473
Does the Severity of Students’ Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918782628
Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918802801
Skill Moderators of the Effects of a Reading Comprehension Intervention
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918787339
Descriptive Analysis and Meta Analysis of Studies Investigating the Effectiveness of Simultaneous Prompting Procedure
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918795702
Preregistration in Single-Case Design Research
来源期刊:Exceptional ChildrenDOI:10.1177/0014402919868529
IDEA’s Double Bind: A Synthesis of Disproportionality Policy Interpretations
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918818047
Effect of SWPBIS on Disciplinary Exclusions for Students With and Without Disabilities
来源期刊:Exceptional ChildrenDOI:10.1177/0014402919854196
Involvement of Students With Severe Disabilities in Specialized Health Care Procedures
来源期刊:Exceptional ChildrenDOI:10.1177/0014402919865148
Double Jeopardy? Disproportionality in First Juvenile Court Involvement by Disability Status
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918819101
Are Students With Disabilities Accessing the Curriculum? A Meta-Analysis of the Reading Achievement Gap Between Students With and Without Disabilities
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918795830
Are U.S. Schools Discriminating When Suspending Students With Disabilities? A Best-Evidence Synthesis
来源期刊:Exceptional ChildrenDOI:10.1177/0014402919868528
Examining the Role of Pre-Instruction Academic Performance Within A Text-based Approach to Improving Student Content Knowledge and Understanding
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918783187
Efficacy of a First-Grade Mathematics Intervention on Measurement and Data Analysis
来源期刊:Exceptional ChildrenDOI:10.1177/0014402919857993
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来源期刊:Exceptional ChildrenDOI:10.1177/0014402919851459
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来源期刊:Exceptional ChildrenDOI:10.1177/0014402918811447
The Relationship Between Study Quality and the Effects of Supplemental Reading Interventions: A Meta-Analysis
来源期刊:Exceptional ChildrenDOI:10.1177/0014402918796164
Implementing Comprehensive Literacy Instruction for Students With Severe Disabilities in General Education Classrooms
来源期刊:Exceptional ChildrenDOI:10.1177/0014402919880156
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来源期刊:Exceptional ChildrenDOI:10.1177/0014402919830597