Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on research, systematic reviews, and discussion papers that have compelling implications for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training. Manuscripts should have clear and explicit implications for educational practice.
补习和特殊教育(Remedial And Special Education)是一本由SAGE出版的一本EDUCATION, SPECIAL学术刊物，主要报道EDUCATION, SPECIAL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1984年，出版周期6 issues/year。2021-2022年最新版WOS分区等级：Q1，2023年发布的影响因子为2.3，CiteScore指数5.7，SJR指数1.203。本刊非开放获取期刊。补救和特殊教育（RASE）致力于讨论涉及对典型教学无效的人的教育的问题。的重点是研究、系统的回顾和讨论论文，这些论文对补救和特殊教育的实践有令人信服的影响。适当的主题包括，但不限于，对成绩不佳和特殊的儿童、青年和成人的定义、识别、评估、特征、管理和指导；相关服务；家庭参与；服务提供系统；立法；诉讼；以及专业标准和培训。手稿应该对教育实践有明确和明确的影响。
An Updated Evidence-Based Practice Review on Teaching Mathematics to Students With Moderate and Severe Developmental Disabilities
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517751055
A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517751054
A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517749940
Teacher Racial/Ethnic Diversity: Distribution of Special and General Educators of Color Across Schools
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517733047
A Review and Critical Examination of the System of Least Prompts
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517751213
Special Educators’ Experiences of Roles and Responsibilities in Self-Contained Classes for Students With Emotional/Behavioral Disorders
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518762470
Supporting Special Education Teacher Induction Through High-Leverage Practices
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518816826
Strategies for Recruiting and Retaining Black Male Special Education Teachers
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517732636
Three-Level Meta-Analysis of Single-Case Data Regarding the Effects of Peer Tutoring on Academic and Social-Behavioral Outcomes for At-Risk Students and Students With Disabilities:
来源期刊：Remedial and Special EducationDOI：10.25384/SAGE.C.4575998.V1
Self-Advocacy Instruction to Teach High School Seniors With Mild Disabilities to Access Accommodations in College
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517752059
Special Education Preservice Teachers, Intersectional Diversity, and the Privileging of Emerging Professional Identities
来源期刊：Remedial and Special EducationDOI：10.1177/0741932519838621
Using the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518786787
A Continuum of Pedagogies for Preparing Teachers to Use High-Leverage Practices
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518824990
Teacher Race and Racial Disparities in Special Education
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518810434
Tracking Special Education Teacher Candidates’ Reflective Practices Over Time
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518762573
Factor Validation of a Fidelity of Implementation Measure for Social Behavior Systems
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517736515
A Systematic Review of Instructional Comparisons in Single-Case Research:
来源期刊：Remedial and Special EducationDOI：10.1177/0741932519855059
What Are High-Leverage Practices for Special Education Teachers and Why Are They Important?
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518773477
Sequential Multiple-Assignment Randomized Trials: Developing and Evaluating Adaptive Interventions in Special Education
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518759422
Examining the Relative Utility of PBIS Implementation Fidelity Scores in Relation to Student Outcomes
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518805192
Writing for My Future: Transition-Focused Self-Advocacy of Secondary Students With Emotional/Behavioral Disorders
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517751212
Disfluent Font Can Hinder Sight-Word Acquisition in Students With Intellectual Disability
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518771749
Perceptions of School Climate Among Students Self-Identifying as Lesbian, Gay, or Bisexual
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518800795
Examining Dimensions of Treatment Intensity and Treatment Fidelity in Mathematics Intervention Research for Students at Risk
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518774801
Same-Race Student–Teacher: Comparing Outcomes for Kindergartners With and Without Disabilities
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518810870
Validation of a Measure of Sustainability of School-Wide Behavior Interventions and Supports
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517753821
Problem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties
来源期刊：Remedial and Special EducationDOI：10.1177/0741932519865263
School–University Partnerships: One Institution’s Efforts to Integrate and Support Teacher Use of High-Leverage Practices
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518812689
Validation of the PBIS-ACT Full: An Updated Measure of Staff Commitment to Implement SWPBIS
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518775735
Advances in Measurement in School-Wide Positive Behavioral Interventions and Supports
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518800388
Sharing a Vision, Sharing Practices: How Communities of Educators Improve Teaching
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518810796
Introduction to the Special Issue—A Necessary Step in Pursuit of Equity: Developing a Racially/Ethnically Diverse Special Education Teaching Force
来源期刊：Remedial and Special EducationDOI：10.1177/0741932519843176
Self-Questioning Strategy for Struggling Readers: A Synthesis:
来源期刊：Remedial and Special EducationDOI：10.1177/0741932519880338
Factor Validation of the Staff Perceptions of Behavior and Discipline (SPBD) Survey
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518775741
Peer Preference, Perceived Popularity, and the Teacher–Child Relationship in Special Education:
来源期刊：Remedial and Special EducationDOI：10.1177/0741932519887506
Transition Trends Associated with Topic Focus Since 1990: A Literature Review
来源期刊：Remedial and Special EducationDOI：10.1177/0741932519835926
A Meta-Analysis of Non-Repetitive Reading Fluency Interventions for Students With Reading Difficulties:
来源期刊：Remedial and Special EducationDOI：10.1177/0741932519855058
Constructing Simple Sentences: Effects of a Writing Fluency Intervention for Middle School Students With Disabilities:
来源期刊：Remedial and Special EducationDOI：10.1177/0741932519876694
Diversity Issues and the Special Education Teaching Force: Advancing the Discussion
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518792664
Issues and Improvements in the Visual Analysis of A-B Single-Case Graphs by Pre-Service Professionals:
来源期刊：Remedial and Special EducationDOI：10.1177/0741932519873120
An Investigation of Concurrent Validity of Fidelity of Implementation Measures at Initial Years of Implementation
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518795639
The Influence of Measurement Error Associated With Oral Reading Progress Monitoring Measures on the Consistency and Accuracy of Nonparametric Single-Case Design Effect Size Outcomes
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517749941
