Learning Disabilities Research & Practice

Scope & Guideline

Innovating practices for learning success.

Introduction

Delve into the academic richness of Learning Disabilities Research & Practice with our guidelines, detailing its aims and scope. Our resource identifies emerging and trending topics paving the way for new academic progress. We also provide insights into declining or waning topics, helping you stay informed about changing research landscapes. Evaluate highly cited topics and recent publications within these guidelines to align your work with influential scholarly trends.
LanguageEnglish
ISSN0938-8982
PublisherSAGE PUBLICATIONS INC
Support Open AccessNo
CountryUnited States
TypeJournal
Converge2008, from 2012 to 2024
AbbreviationLEARN DISABIL RES PR / Learn. Disabil. Res. Pract.
Frequency4 issues/year
Time To First Decision-
Time To Acceptance-
Acceptance Rate-
Home Page-
Address2455 TELLER RD, THOUSAND OAKS, CA 91320

Aims and Scopes

The journal 'Learning Disabilities Research & Practice' is dedicated to advancing the understanding and effective intervention of learning disabilities. It publishes research that contributes to the theoretical and practical aspects of education for individuals with learning disabilities, ensuring a comprehensive approach that includes various methodologies and perspectives.
  1. Intervention Strategies and Effectiveness:
    The journal focuses on evidence-based interventions for students with learning disabilities, evaluating their efficacy and applicability in educational settings.
  2. Assessment and Identification:
    Research on methods for assessing and identifying learning disabilities, including response-to-intervention models and screening tools, is a significant area of focus.
  3. Teacher Training and Professional Development:
    Exploration of strategies for training educators to effectively support students with learning disabilities, including instructional practices and self-efficacy.
  4. Social-Emotional Aspects:
    The journal examines the social and emotional dimensions of learning disabilities, including the impact of these challenges on student well-being and relationships.
  5. Multilingual and Diverse Learners:
    Research on the intersection of learning disabilities and language acquisition, particularly in multilingual contexts, is a vital area of investigation.
Recent publications in 'Learning Disabilities Research & Practice' highlight emerging themes that reflect the evolving priorities and methodologies in learning disabilities research. These trends not only address contemporary challenges but also enhance our understanding of effective practices.
  1. Technology-Enhanced Learning:
    There is a growing emphasis on the use of technology in educational interventions for students with learning disabilities, including online learning platforms and digital tools.
  2. Interdisciplinary Approaches in STEM Education:
    Research promoting interdisciplinary STEM education is on the rise, showcasing innovative methods to engage students with learning disabilities in science, technology, engineering, and mathematics.
  3. Mental Health and Learning Disabilities:
    The intersection of mental health and learning disabilities is increasingly recognized, with studies exploring how mental well-being impacts educational outcomes and support strategies.
  4. Data-Based Decision Making:
    Research focusing on the use of data to inform instructional practices and interventions is trending, reflecting a broader movement towards evidence-based education.
  5. Inclusive Practices and Culturally Sustaining Pedagogy:
    Emerging research highlights the importance of culturally sustaining practices in instruction for students with learning disabilities, ensuring education is relevant and effective for diverse populations.

Declining or Waning

As the landscape of learning disabilities research evolves, certain themes have shown a decline in prominence within the journal. These waning scopes reflect shifts in research focus and the growing importance of emerging areas.
  1. Traditional Learning Disability Models:
    There is a noticeable decrease in studies focusing solely on traditional models of learning disabilities, as the field moves towards more dynamic and integrated approaches.
  2. Generalized Interventions without Specificity:
    Research that presents generalized interventions without tailoring to specific learning disabilities is less frequent, indicating a shift towards more customized and targeted strategies.
  3. Historical Perspectives on Learning Disabilities:
    Studies that explore historical perspectives or foundational theories of learning disabilities have become less prevalent, as current research prioritizes contemporary issues and practical applications.
  4. Single-Case Research Designs:
    While still present, the frequency of single-case studies has diminished, potentially due to a shift towards larger-scale studies that offer broader applicability.
  5. Focus on Non-Academic Outcomes:
    There has been a waning interest in exploring non-academic outcomes of learning disabilities, such as behavioral or social outcomes, as the emphasis shifts to academic interventions and support.

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