Editorial Staff and Guidelines

THE EDITORIAL MISSION

The primary goal of the Journal of Special Education Leadership is to provide both practicing administrators and researchers of special education administration and policy with relevant tools and sources of information based on recent advances in administrative theory, research, and practice.  Journal of Special Education Leadership is a journal dedicated to issues in special education administration, leadership, and policy issues.  Journal of Special Education Leadership is a refereed journal that directly supports CASE’s main objectives, which are to foster research, learning, teaching, and practice in the field of special education administration and to encourage the extension of special education administration knowledge to other fields.  Articles for the Journal of Special Education Leadership should enhance knowledge about the process of managing special education service delivery systems, as well as reflect on techniques, trends, and issues growing out of research on special education administration and leadership that is significant.  Preference will be given to articles that have a broad appeal, wide applicability, and immediate usefulness to administrators, other practitioners, and researchers.

INFORMATION ABOUT THE EDITOR/STRUCTURE AND NAMES OF THE EDITORIAL BOARDS AND/OR INTERNATIONAL ADVISORY BOARD MEMBERS

Dr. Mary Lynn Boscardin is Editor of the Journal of Special Education Leadership, a journal of the Council of Administrators of Special Education (CASE), a division of the Council for Exceptional Children (CEC) Division of the Council of Administrators of Special Education (CASE). Dr. Boscardin is a former President of CASE and continues to serve on the Executive Committee; she is currently the President of the Council for Exceptional Children (CEC). Dr. Boscardin is an ad hoc reviewer for the Journal of School Leadership and the Journal of Leadership and Policy in the Schools and has served as a reviewer for the Journal of School Finance.

THE JOURNAL OF SPECIAL EDUCATION LEADERSHIP EDITORIAL BOARD

Editor:  Mary Lynn Boscardin, Ph.D. University of Massachusetts Amherst.

Assistant to the Editor:  Zachary Santana, M.Ed. University of Massachusetts Amherst.

Board of Associate Editors:  Dr. Jean Crockett, University of Florida, FL; Dr. Michael Harvey, Pennsylvania State University; Dr. Mary Kealy, George Mason University; Dr. John A. Provost, Northampton, MA Public Schools

Review Board:  Dr. Pamela Baker, George Mason University, VA; Dr. Manuel Barrera, Metropolitan State University, MN; Dr. David Bateman, Shippensburg

University of Pennsylvania, PA; Dr. Tom Bellamy, University of Washington at Bothell, WA; Dr. Bonnie Billingsley, Virginia Tech University, VA; Dr. William Bogdan, Cincinnati, OH; Dr. Rachel Brown-Chidsey, University of Southern Maine, ME; Dr. Leonard C. Burrello, University of Florida, FL; Dr. Joyce Butler, Consultant, Great Barrington, MA; Dr. Christy Chambers, Beyond the Box, LLC; Dr. David DeMatthews, University of Texas-Austin, TX; Dr. William East, NASDSE; Dr. Susan Faircloth, Colorado State University (CSU), CO; Dr. Jenifer Harr-Robins, American Institute for Research; Dr. James Heiden, Cudahy Wisconsin Public Schools, WI; Dr. Dawn L. Hunter, Chapman University, CA; Dr. William C. Hunter, University of Memphis, TN; Dr. Lauren Katzman, Arizona State University, AZ; Dr. Tammy Kolbe, University of Vermont, VT; Dr. Elizabeth Kozleski, University of Kansas, KS; Dr. Adam Leckie, Florence Unified School District, AZ; Dr. Jennifer Lesh, Lynn University, FL; Dr. Constance F. Lyttle, JD, Drexel University, PA; Dr. Suzanne Martin, University of Central Florida, FL; Dr. Joseph Madaus, University of Connecticut, CT; Dr. Shirley R. McBride, McBride Management, Ltd., B. C. Canada; Dr. Jonathan McIntire, Consultant, Flagstaff, AZ; Dr. Margaret J. McLaughlin, University of Maryland, MD; Dr. James McLeskey, University of Florida, FL; Dr. Julie F. Mead, University of Wisconsin-Madiso, WI; Dr. Faith Miller, University of Minnesota, MN; Dr. Barbara Pazey, University of North Texas, TX; Dr. Yvette Pennington, University of Cincinnati, OH; Dr. Sharon Raimondi, State University of New York, NY; Dr. Matthew Ramsey, McDaniel College & Target Community and Educational Services, Inc., MD; Dr. Gina R. Scala, East Stroudsburg University, PA;  Dr. Kenneth E. Schneider RAISE: Recognizing Abilities and Inclusion of Special Employees, FL;  Dr. Robert Schulze, Northern Vermont University Johnson/Johnson State College, VT; Dr. Katherine Shepherd, University of Vermont, VT; Dr. James Shriner, University of Illinois, IL; Dr. Thomas M. Skrtic, University of Kansas, KS; Dr. Deborah Telfer, University of Dayton, OH; Dr. George Theoharis, Syracuse University, NY; Dr. Martha Thurlow, National Center on Educational Outcomes, University of Minnesota, MN; Dr. Anne Louise Thompson, WestEd Regional Lab; Dr. Patrick Tudryn, East Windsor Public Schools, CT; Dr. Christine Walther-Thomas, Virginia Commonwealth University, VA; Dr. Kerry Weir, State University of New York Old Westbury, NY; Dr. Martha von Mering, Westfield Public Schools, MA; Dr. Jim Yates, University of Texas at Austin, TX; Dr. Mitchell Yell, University of South Carolina, SC; Dr. Perry Zirkel, Lehigh University, PA; Dr. Pakethia Harris, American Institutes for Research, Washington, D.C.; Dr. Chelsea Tracy-Bronson, Stockton University, NJ; Dr. Alexis Morgan, Cambridge Public Schools, MA; Dr. Kevin P. Brady, University of Arkansas-Fayetteville, AK; Dr. Ritu V. Chopra, University of Colorado, Denver, CO; Dr. Linda Griffin, University of Massachusetts, Amherst, MA; Dr. Julie F. Mead, University of Wisconsin, Madison, WI; Dr. Tammy Kolbe, University of Vermont, VT. 

GUIDELINES EXPLAINING THE MANUSCRIPT SUBMISSION PROCESS AND CRITERIA

Journal of Special Education Leadership, published by the Council for Administrators of Special Education, seeks articles that capture an administrator's attention by providing useful information that stimulates new ways of thinking about managing and leading. Only articles that have been validated and accompanied by accepted theory, research, or practice are sought.

Journal of Special Education Leadership's goals are:

• To provide fresh ideas and perspectives grounded in recent advances in administrative theory and research, on contemporary issues that administrators must face.

• To become a primary source of useful ideas for those who seek to educate present and future administrators of special education programs.

• To become a forum through which practicing administrators of special education programs can challenge the meaningfulness of translations of administrative theory and research.

Contributors for each issue will include practicing administrators, researchers, policymakers, or others interested in special education administration. The purpose of this arrangement is to encourage interaction among individuals within those roles in developing articles. Interactions may include any of the following: a jointly authored manuscript, an interview preceded or followed by a commentary written by the interviewer and a follow-up article that is specifically linked to the theory and/or research article that provides examples from the eld and implications for administrators in similar situations.

A typical article might begin with either a brief case illustrating the primary theme, or posing certain questions and issues that special education administrators need to address. A typical article will also satisfy the academic reader who seeks more than just opinions and wants to see a serious effort at connecting ideas to accepted theory and research.

With respect to style and format, manuscripts should:

• Be accompanied by a letter signed by the author(s),

• Have a separate title page that identifies the authors (the names(s) of the author(s) should not appear anywhere on the manuscript, except on the title page),

• Be written in clear, straightforward language, avoiding jargon and technical terms,

• Conform to APA format (see APA Publication Manual, 7th edition, 2020), particularly:

• Entire manuscript is double-spaced, with margins.

• All pages are numbered in sequence, starting with the title page.

• All references in text are listed and in complete agreement with text citations.

• All author identification information, including professional title and affiliation, address, and phone number, and CEC membership # for at least one author is on the title page only.

• Cover letter states the manuscript is original, not previously published, and not under consideration elsewhere.

• Include at the beginning an Executive Overview of in lieu of an abstract consisting of 3-5 bulleted major points made in the article, as well as keywords that represent the content of your manuscript and are specific to your manuscript.

• Use subheadings but not the traditional ones such as "Introduction"; use, instead creative and relevant titles (e.g., “The Future Challenge” or “Do Seamless Delivery Systems have a Future?”)

• For the purpose of documentation, cite notes in the body of the paper using superscript note numbers.

• Include a biographical sketch of each author that includes name, title, place of employment address, and email address.

• Be double-spaced and no more than 20-25 pages in length (8000 words), including figures but excluding the reference section. When questions arise regarding issues of grammar or style, authors should refer to the Publication Manual of the American Psychological Association, 7th edition, 2020.

Authors are encouraged to get feedback from colleagues and practitioners on early drafts. A paper can be improved dramatically when knowledgeable reviewers are asked for reactions in advance of submission.

Journal of Special Education Leadership is published two times per year. The issues vary with some being thematic. Each issue includes 4-5 articles and 1-2 administrative commentaries.

AUTHOR CHECKLIST

Before sending a manuscript for review, please complete the Author Checklist below. This will help ensure that your manuscript is not screened out or returned before review.

• Manuscript is consistent with the purpose of the journal.

• Manuscript is no longer than 20-25 pages total or 8000 words including references, tables, and figures.

• Manuscript conforms to APA format (see APA Publication Manual, 7th edition, 2020).

• Cover letter states that the manuscript is original and not previously published, all authors have given consent to submit the manuscript to the Journal of Special Education Leadership, and the manuscript is not under consideration elsewhere

• The cover letter also indicates if the data from this manuscript are part of a larger study or if any part of the data has been included in another manuscript. The cover letter must provide a full explanation if either of these situations exist.

If all of these items are met, submit a cover letter with your manuscript via email to jsel@umass.edu. No hard copies will be accepted.

Acknowledgment of receipt of your manuscript will be sent to you within 2 weeks. Review of your manuscript will occur within 8 weeks.

AUTHOR RESPONSIBILITIES FOLLOWING PUBLICATION ACCEPTANCE

• After a manuscript is accepted for publication in Journal of Special Education Leadership, the author is responsible for completing, the following:

• Obtaining publication clearance, if needed, for a manuscript presented at a professional meeting, acknowledging the funding agency for supported research.

• Providing author's membership CEC number and author's CASE member to the Editor via the email [email protected].  The information about the membership can be found here: https://www.casecec.org/membership . Including the following information for each author:

•  Name

• Terminal/last Degree

• Position/Title

• Institution

• Full Mailing Address

• Email Address

• CEC Membership # for at least one author

• Verifying the authenticity of all quoted material and citations and for obtaining permission from the original source for quotes in excess of 150 words or for tables or figures reproduced from published works.

• Preparing camera-ready copies of all figures included in the article.

• Assigning literary rights to CASE by signing a Copyright transfer Agreement.

• Emailing a revised/edited manuscript in Word to Journal of Special Education Leadership's Editorial Office.  No hard copies will be accepted.

REVIEW PROCESS

The selection of manuscripts for publication is based on a blind peer-review process. However, all manuscripts are screened first by the editor. Those manuscripts that do not meet the manuscript requirements, or that are not consistent with the purpose of the journal, are not forwarded for peer review.

The author is either notified that the manuscript is not acceptable for Journal of Special Education Leadership or is requested to make changes in the manuscript so that it meets requirements. Copies of the manuscript are not returned to the author in either case.

Manuscripts that are consistent with the purpose of the journal are sent out electronically for peer review. Reviewers will not know the identity of the author.

Based on the blind reviews, the Journal of Special Education Leadership editor will communicate the results of that review to the author. The decision that is communicated to the author will be one of the following:

• Acceptance of manuscript, with routine editing by publisher

• Acceptance of manuscript, with revisions indicated by editor

• Acceptance of manuscript, pending major revisions and a further round of peer reviews unacceptable/unsuitable

When a decision is made that a manuscript is unacceptable/unsuitable for Journal of Special Education Leadership, it may be recommended that it be sent to another journal. This recommendation does not mean that the manuscript would be automatically accepted by that journal; the manuscript would have to go through the review process again.

PUBLISHING ETHICS GUIDELINES

The Journal of Special Education Leadership adheres to the ethical guidelines for peer-reviewed publications offered by the Committee on Publication Ethics (COPE; https://publicationethics.org/guidance/Guidelines). Authors, Peer Reviewers, and Editors are required to follow the COPE guidelines through the following methods:

Authors will support ethical submission of manuscripts through (https://publicationethics.org/guidance/Guidelines):

• Submitting manuscripts which accurately present the work performed and the results, along with an objective analysis of the significance of the work.

• Refraining from submitting fraudulent or knowingly inaccurate statements within their manuscripts.

• Solely submitting their own original works and will effectively credit the works of others whenever needed.

• Recognizing all individuals who have (i) made significant contributions to the conception, design, execution, data acquisition, or analysis/interpretation of the study; and (ii) drafted the manuscript or revised it critically for important intellectual content; and (iii) have seen and approved the final version of the paper and agreed to its submission for publication. Individuals who do not meet these criteria will not be listed as authors.

• Disclosing all conflicts of interest at the time of submitting their manuscript for publication consideration.

Peer reviewers will support ethical review of submitted manuscripts through (https://publicationethics.org/resources/guidelines/cope-ethical-guidelines-peer-reviewers):

• Completing a thorough double-blind review of submitted manuscripts within a reasonable and pre-established timeline. 

• Disclosing competing interests when requested to review a manuscript and will decline to review a manuscript if competing interests are present.

• Maintaining the confidentiality of ideas and data within submitting manuscripts.

• Reporting suspected issues of plagiarism or ethical violations to the editorial team.

• Submitting appropriate, professional, and useful feedback for authors to improve their manuscripts.

Editors will support ethical review of submitted manuscripts through (https://publicationethics.org/resources/guidelines/editorial-board-participation):

• Modeling the expectations for authors, reviewers, and contributors, throughout the peer-review process.

• Addressing plagiarism of any kind, and assuring plagiarized materials are not published.

• Maintaining transparency in the peer-review process through sharing expectations for all parties in advance, sharing manuscript status with all parties upon request, and through providing unedited comments from reviewers to authors.

The Journal of Special Education Leadership follows guidelines suggested within the Belmont Report regarding ethical guidelines for human subject research (https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html). Through adhering to the Belmont Report, the Journal of Special Education Leadership requires that all manuscript submissions which utilize human subjects must be approved by an Institutional Review Board.

Authors who submit their manuscript to the Journal of Special Education Leadership should follow the ethics guidelines offered by the Committee on Publication Ethics (COPE) (taken and revised from https://publicationethics.org/guidance/Flowcharts) 

A LIST OF ACTIONS THE EDITOR OR EDITORIAL BOARD WILL TAKE IF ANY MALPRACTICE IS SUSPECTED

While dealing with possible author's misconduct Journal of Special Education Leadership and its Publisher follows the following Code of Conduct and Best Practice Guidelines for Journal Editors (taken and revised from https://publicationethics.org/guidance/Flowcharts:

• Editors and reviewers have a duty to act if they suspect misconduct or if an allegation of misconduct is brought to them. This duty extends to both published and unpublished papers.

• Editors and reviewers are not simply rejecting papers that raise concerns about possible misconduct. They are ethically obliged to pursue alleged cases.

• Editors and reviewers will first seek a response from those suspected of misconduct. If they are not satisfied with the response, they will ask the relevant employers, or institution, or some appropriate body (perhaps a regulatory body or national research integrity organization) to investigate.

• Editors and reviewers will make all reasonable efforts to ensure that a proper investigation into alleged misconduct is conducted; if this does not happen, editors and reviewers will make all reasonable attempts to persist in obtaining a resolution to the problem.

INFORMATION ABOUT HOW POTENTIAL READERS CAN GET ACCESS TO THE FULL-TEXT ARTICLES PUBLISHED IN THE JOURNAL

Access to the Journal of Special Education Leadership is available through CASE membership or through individual or institutional subscription by contacting the CASE Office (see below).

The Journal of Special Education Leadership is published by the Council of Administrators of Special Education (http://www.casecec.org). The Council of Administrators of Special Education retains literary property rights on copyrighted articles. Copy requests should be made to CASE, 1675 E. Seminole, Suite L1, Springfield, MO 65804, Ph. 417-427-7720, Fax 417-427-6520,[email protected]. Single copies may be purchased for $25/issue or for an annual subscription rate of $40/year. Institutional or library subscriptions may be purchased for $60/year. Orders in multiples of 10 per issue can be purchased at a reduced rate (please contact the CASE Office for pricing). Members receive a copy of the Journal of Special Education Leadership as part of their membership fee. See the back cover of the Journal for the subscription form or email [email protected].

Access to the full-text articles published in the Journal can be obtained by contacting the Editor, j[email protected], or the CASE Office (see above).

The Journal of Special Education Leadership is also indexed by ERIC (https://eric.ed.gov), EBCOHost (https://www.ebsco.com), and SCOPUS (https://www.scopus.com).

Journal of Special Education Leadership’s pISSN: 1525-1810. 

JOURNAL PUBLISHER AND PRINTER INFORMATION

The Journal of Special Education Leadership, a journal for professionals in the field of special education administration, is published by the Council of Administrators of Special Education and printed by Allen Press for the purpose of fostering the advancement of research, learning, teaching, and practice in the field of special education administration. CASE is an international professional educational organization, which is affiliated with the Council for Exceptional Children, whose members are dedicated to the enhancement of the worth, dignity, potential, and uniqueness of each individual in society. The mission of the Council of Administrators of Special Education, Inc. is to provide leadership and support to members by shaping policies and practices which impact the quality of education.

While CASE holds the copyright and publishing privileges, Allen Press, Inc., has been retained by CASE as the official printer of the Journal of Special Education Leadership, https://www.allenpress.com/, was awarded first place in the Printing Services category and third place in the Advertising/Marketing Services category of the annual Best of Lawrence, KS competition. Allen Press, Inc. offers full-service printing with the most innovative equipment and new technology, we can efficiently produce a wide variety of print products.