Remedial and Special Education (RASE)

Editor: Michael L. Wehmeyer, PhD

Published: 6 times/year
• free sample issue

Remedial and Special Education (RASE) offers quality interdisciplinary scholarship that bridges the gap between theory and practice involving the education of individuals for whom typical instruction is not effective. Articles include topical reviews, syntheses of research, field evaluation studies, and recommendations for the practice of remedial and special education. The emphasis is on interpretation of research literature and recommendations for practice.

Topics include

• definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults
• related services
• family involvement
• service delivery systems
• legislation and litigation
• professional standards and training

Two of the six issues are topical, presenting important contemporary problems or underdeveloped areas of research. Recent special issues include progress toward social justice for students with disabilities since Brown v. Board of Education and the role of paraeducators.

RASE is rated in the top 10 most frequently cited journals in the Special Education category of the 2004 JCR Social Science Edition of the Institute for Scientific Information.

Aims & Scope

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 the interpretation of research literature and recommendations 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. Each year the journal publishes four nontopical issues and two special topical issues, inviting specific manuscripts as needed. Manuscripts should have clear and explicit implications for educational practice.