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This is a list of academic journals in the field of disability studies. These journals publish scholarly articles, research, and reviews that contribute to the understanding and knowledge of disability studies. [1] Disability & Society; Disability Studies Quarterly; Disability and Rehabilitation; Disability and Rehabilitation: Assistive Technology
Research and Practice for Persons with Severe Disabilities is a quarterly peer-reviewed academic journal that covers the fields of education and special education. It is published by SAGE Publications on behalf of TASH and the editor-in-chief is Craig Kennedy (University of Connecticut). The journal was established in 1976 as the AAESPH Review.
Disability studies in education (DSE) is a field of academic study concerned with education research and practice related to disability.DSE scholars promote an understanding of disability from a social model of disability perspective to "challenge social, medical, and psychological models of disability as they relate to education". [1]
Journal of Learning Disabilities; Journal of Research in Special Educational Needs; Journal of Special Education and Rehabilitation; Learning Disability Quarterly; Remedial and Special Education; Research and Practice for Persons with Severe Disabilities; Teacher Education and Special Education; Teaching Exceptional Children; Young Exceptional ...
This premise applies to students with disabilities including those with ID. [8] Students that attend a PSE program are more likely to find employment than those who only complete high school. [8] Using the American Community Survey (ACS) [9] researchers compared findings on people with disabilities, with cognitive disabilities and no ...
Disability studies is an academic discipline that examines the meaning, nature, and consequences of disability.Initially, the field focused on the division between "impairment" and "disability", where impairment was an impairment of an individual's mind or body, while disability was considered a social construct. [1]
Third grade students with disabilities scored 24%,, fifth grade students with disabilities were 23% proficient, ninth graders with disabilities were 28% proficient compared to 74% of students ...
[citation needed] Students with double deficits are most likely to have some sort of severe reading impairment. Distinguishing among these deficits has important implications for instructional intervention. If students with double deficits receive instruction only in phonological processing, they are only receiving part of what they need. [29]