Learning Disability Quarterly (LDQ)
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ISSN: 07319487 (print)
Learning Disability Quarterly publishes high-quality research and scholarship concerning
children, youth, and adults with learning disabilities (LD). The journal seeks
to provide articles with the potential to affect and improve educational
outcomes, opportunities, and services..
Original research with an applied focus on identification, assessment, intervention, or programming that have been applied with populations with LD and that have application in special or general education settings
Interpretive reviews of the literature related directly to individuals with LD that are integrative, critical, and systematic
Conceptual, policy, or position papers that specify developing conceptual theories or models related to learner, method, programming, or material variables relevant to populations with LD, as well as policy and position papers that delineate major issues or trends in the field
Research-based practices in personnel preparation that detail or present investigations of models for preservice and in-service education of professionals and paraprofessionals in the LD field
Special series containing manuscripts related to a topic of major interest to the field.
- and (a) critical reviews of child/student, professional, and teacher preparation materials; (b) articles oriented toward the practical needs of the LD practitioner; and (c) information pertaining to state and federal laws, legislation, policies, rules, and regulations, so long as their implications for practice are addressed
Aims & Scope
should offer high-quality research and scholarship concerning children, youth,
and adults with learning disabilities, especially material that may help improve
educational outcomes, opportunities, and services. The main emphasis of a
submitted manuscript should be on learning disabilities rather than on topics
or studies that incidentally include participants with LD or only indirectly
relate to the field of learning disabilities. Manuscripts that address
populations “at risk” for LD or identified as having other related conditions
will be considered when a clear statement of pertinence to LD is included.
Learning Disability Quarterly
is the official journal of the Council for Learning