Example of TEACHING Exceptional Children format
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Example of TEACHING Exceptional Children format Example of TEACHING Exceptional Children format Example of TEACHING Exceptional Children format Example of TEACHING Exceptional Children format Example of TEACHING Exceptional Children format Example of TEACHING Exceptional Children format Example of TEACHING Exceptional Children format Example of TEACHING Exceptional Children format Example of TEACHING Exceptional Children format Example of TEACHING Exceptional Children format Example of TEACHING Exceptional Children format
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Example of TEACHING Exceptional Children format Example of TEACHING Exceptional Children format Example of TEACHING Exceptional Children format Example of TEACHING Exceptional Children format Example of TEACHING Exceptional Children format Example of TEACHING Exceptional Children format Example of TEACHING Exceptional Children format Example of TEACHING Exceptional Children format Example of TEACHING Exceptional Children format Example of TEACHING Exceptional Children format Example of TEACHING Exceptional Children format
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This content is only for preview purposes. The original open access content can be found here.
open access Open Access

TEACHING Exceptional Children — Template for authors

Publisher: SAGE
Categories Rank Trend in last 3 yrs
Education #833 of 1319 down down by None rank
Developmental and Educational Psychology #252 of 332 down down by None rank
journal-quality-icon Journal quality:
Medium
calendar-icon Last 4 years overview: 84 Published Papers | 77 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 12/06/2020
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open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 1.3
SJR: 0.351
SNIP: 0.767

Journal Performance & Insights

CiteRatio

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

A measure of average citations received per peer-reviewed paper published in the journal.

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

0.9

125% from 2019

CiteRatio for TEACHING Exceptional Children from 2016 - 2020
Year Value
2020 0.9
2019 0.4
graph view Graph view
table view Table view

0.539

103% from 2019

SJR for TEACHING Exceptional Children from 2019 - 2020
Year Value
2020 0.539
2019 0.266
graph view Graph view
table view Table view

0.964

177% from 2019

SNIP for TEACHING Exceptional Children from 2019 - 2020
Year Value
2020 0.964
2019 0.348
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has increased by 125% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has increased by 103% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 177% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

TEACHING Exceptional Children

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SAGE

TEACHING Exceptional Children

Approved by publishing and review experts on SciSpace, this template is built as per for TEACHING Exceptional Children formatting guidelines as mentioned in SAGE author instructions. The current version was created on 12 Jun 2020 and has been used by 877 authors to write and format their manuscripts to this journal.

i
Last updated on
12 Jun 2020
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ISSN
0040-0599
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Open Access
No
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Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
SageV
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Citation Type
Numbered (Superscripted)
25
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Bibliography Example
Blonder GE, Tinkham M and Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys. Rev. B 1982; 25(7): 4515–4532. URL 10.1103/PhysRevB.25.4515.

Top papers written in this journal

Journal Article DOI: 10.1177/004005990703900310
Addressing Diversity in Schools: Culturally Responsive Pedagogy:

Abstract:

©2006NCCREST Why do We need to Address diversity? As more and more students from diverse backgrounds populate 21st century

Topics:

Cultural pluralism (56%)56% related to the paper, Diversity (politics) (55%)55% related to the paper, Interpersonal relationship (51%)51% related to the paper, Critical thinking (50%)50% related to the paper
View PDF
364 Citations
Journal Article DOI: 10.1177/004005990703900503
A Model for Implementing Responsiveness to Intervention

Abstract:

identifying children with learning disabilities (LD) has involved documenting a discrepancy between a student’s IQ and achievement. With this approach, however, identification typically occurs at fifth grade, so children must “wait-tofail” before intervention can occur. For this reason, along with technical difficulties assoc... identifying children with learning disabilities (LD) has involved documenting a discrepancy between a student’s IQ and achievement. With this approach, however, identification typically occurs at fifth grade, so children must “wait-tofail” before intervention can occur. For this reason, along with technical difficulties associated with the IQ-achievement discrepancy (see Vaughn & Fuchs, 2003 for a summary), the 2004 reauthorization of the Individuals With Disabilities Education Improvement Act (P.L. 108-446) permits states to discontinue use of IQ-achievement discrepancy in favor of Response to Intervention (RTI) for LD identification. Advantages of RTI include earlier identification, a stronger focus on prevention, and assessment with clearer implications for academic programming (Vaughn & Fuchs). The premise behind RTI is that students are identified as LD when their response to validated intervention is dramatically inferior to that of peers. The inference is that these children who respond poorly to generally effective interventions have a disability that requires specialized treatment to produce successful learning outcomes. In this way, a central assumption is that RTI can differentiate between two explanations for low achievement: inadequate instruction versus disability. If the child responds poorly to instruction that benefits most students, then the assessment eliminates instructional quality as a viable explanation for poor academic growth and instead provides evidence of disability. Also, because most children respond nicely to validated intervention, RTI serves an important prevention function. read more read less

Topics:

Intervention (counseling) (58%)58% related to the paper
304 Citations
Journal Article DOI: 10.1177/004005999202400310
Curriculum-Based Oral Reading Fluency Norms for Students in Grades 2 through 5.

Abstract:

Theteachercol/ects a I-minute timedsampling ofa student's oral reading. Three th ird-grade students are seated across a table from their tea cher, ready to read aloud. Lizzey goes fir st, reading the first paragraph of the story slowly, deliberately, and accurately. Isaac reads the next two paragraphs rapidly but makes severa... Theteachercol/ects a I-minute timedsampling ofa student's oral reading. Three th ird-grade students are seated across a table from their tea cher, ready to read aloud. Lizzey goes fir st, reading the first paragraph of the story slowly, deliberately, and accurately. Isaac reads the next two paragraphs rapidly but makes several errors, which the teacher corrects. Leah reads the rest of the page smoothly and quickly. She makes one error but immediately corrects herself. As the students read, the teacher monitors their performance. Among the things sh e watch es for is the accuracy with which the children read, as well as their rate. Thi s combination of accuracy and rate is kn own as oral reading fluency (ORF). It is expressed as \"words correct per minute.\" Fluency is an important skill to measure because it is considered a mark of a skilled reader. In general, less fluent readers have poorer comprehension (Carn ine, Silbert, & Kameenui, 1990). Teachers know that it is important to observe both accuracy and rate. When rate alone is considered, a student reading 100words per minute with no errors appears to have the same proficiency as a student reading 100 words per minute with many errors. When only accuracy is considered, two students, both making five errors on a passage, may appear to have the sa1J1e skill level, whereas one may have taken more than 3 minutes to complete the pa ssage while the other read it in less than 1 minute. ORF is superior to both rate and accuracy alone, because it differentiates both kinds of students. Assessments of oral read ing fluency are used by teachers and specialists to make important classroom decisions includ ing the following: • Screening and determining eligibility of studen ts for special programs (Marston, Mirkin, & Deno, 1984). • Setting instructional goals and objectives (Deno, 1986; Deno & Fuchs, 1987). • Plac ing students into instructional group s (Wes son , Vierthaler, & Haubr ich, 1989). • Monitoring academic progress toward achievement of goals and objectives (Fuchs & Fuchs, 1986). • Making ne cessary adjustments to or changes in instruct ion (Fuchs, Deno, & Mirkin, 1984). Placement and monitoring decisions require individually referenced information in which a studen t's performance of a skill is measured over time and the results of prior efforts are compared to current performance (Tindal & Marston, 1990). Other decisions such as screening, determining program eligibility, and setting instructional goals and objectives requ ire peer-referenced in formation involving comparisons with comparable peers (Dena, 1985). In these cases, performance standards are necessary so that teachers will know what is an \"average\" or \"typical\" performance to guide their decision making. read more read less

Topics:

Fluency (58%)58% related to the paper, Curriculum (55%)55% related to the paper, Reading (process) (55%)55% related to the paper, Primary education (54%)54% related to the paper
250 Citations
Journal Article DOI: 10.1177/004005990203500201
Providing New Access to the General Curriculum: Universal Design for Learning

Abstract:

students to have access to the general curriculum—especially those who have formerly been limited to special education curriculums? How can students effectively participate and make progress in the general curriculum? What new tools, methods, and approaches are needed—and are being implemented? In our view, the answers to the... students to have access to the general curriculum—especially those who have formerly been limited to special education curriculums? How can students effectively participate and make progress in the general curriculum? What new tools, methods, and approaches are needed—and are being implemented? In our view, the answers to these questions depend on changes that we must make in the general curriculum to provide such access and participation. In so doing, we will create a curriculum that is better not just for students with disabilities but for all students. This article examines what we mean by access, participation, and progress in the general education curriculum and suggests a new framework for curriculum reform that holds promise for students with disabilities, in particular, and raises countless possibilities for all students. The article presents the Universal Design for Learning (UDL) as a framework for curriculum reform that takes advantage of new media and new technologies for learning (Hitchcock, Meyer, Rose & Jackson, 2002; Rose & Meyer, 2002; see box, “UDL Curriculum in a Nutshell”). read more read less

Topics:

Curriculum (62%)62% related to the paper, Universal design for instruction (61%)61% related to the paper, Universal Design for Learning (58%)58% related to the paper, Special education (54%)54% related to the paper, Education (53%)53% related to the paper
241 Citations
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Frequently asked questions

1. Can I write TEACHING Exceptional Children in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the TEACHING Exceptional Children guidelines and auto format it.

2. Do you follow the TEACHING Exceptional Children guidelines?

Yes, the template is compliant with the TEACHING Exceptional Children guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in TEACHING Exceptional Children?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the TEACHING Exceptional Children citation style.

4. Can I use the TEACHING Exceptional Children templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for TEACHING Exceptional Children.

5. Can I use a manuscript in TEACHING Exceptional Children that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper TEACHING Exceptional Children that you can download at the end.

6. How long does it usually take you to format my papers in TEACHING Exceptional Children?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in TEACHING Exceptional Children.

7. Where can I find the template for the TEACHING Exceptional Children?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per TEACHING Exceptional Children's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the TEACHING Exceptional Children's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. TEACHING Exceptional Children an online tool or is there a desktop version?

SciSpace's TEACHING Exceptional Children is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like TEACHING Exceptional Children?

Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like TEACHING Exceptional Children?”

11. What is the output that I would get after using TEACHING Exceptional Children?

After writing your paper autoformatting in TEACHING Exceptional Children, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is TEACHING Exceptional Children's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for TEACHING Exceptional Children?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for TEACHING Exceptional Children. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In TEACHING Exceptional Children?

The 5 most common citation types in order of usage for TEACHING Exceptional Children are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the TEACHING Exceptional Children?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per TEACHING Exceptional Children's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download TEACHING Exceptional Children in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in TEACHING Exceptional Children Endnote style according to Elsevier guidelines.

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