Abstract
As the 50th volume of TEACHING Exceptional Children comes to a close, we celebrate the many accomplishments of 2017 and highlight key content shared with readers in the last volume. In honor of TEC turning 50, the volume included some special features, such as a retrospective of TEC content (Vol. 50, No. 1), a collection of articles related to the delivery of high-leverage practices (Vol. 50, No. 4), and a special issue on applied behavior analysis (Vol. 50, No. 6). The quality of content submitted to TEC continued to increase, as did the outstanding work of TEC’s editorial review board.
Teacher educators and professional development providers can find a wealth of excellent content within Volume 50. First, Yell and Bateman’s (2017) overview of the Endrew F. case and its implications for the delivery of free and appropriate public education is a must-read for all special educators. Next, Riccomini, Morano, and Hughes (2017) untangled a web of foundational concepts associated with the delivery of special education services—specially designed instruction, high-leverage practices, explicit instruction, and intensive intervention. For direct, how-to content, readers can find guidance on behavioral supports (Coy & Kostewicz, 2018; Perle, 2018; Wood, Kisinger, Brosh, Fisher, & Muharib, 2018), reading instruction and intervention (Bundock, O’Keefe, Stokes, & Kladis, 2018; Filderman & Toste, 2018; Swanson, Vaughn, & Wexler, 2017), facilitation of student independence (Morgan, Kupferman, Jex, Preece, & Williams, 2017; Shepley, 2017), and the mentoring and support of teachers (DiGennaro Reed, Blackman, Erath, Brand, & Novak, 2018; Grisham-Brown, Değirmenci, Snyder, & Luiselli, 2018; Hager, 2018). Finally, prospective authors and reviewers can also check out updated guides on how to write and review for TEC (Sayeski, 2018; Weiss, 2018).
The quality of content submitted to TEC is reflected in 2017’s performance metrics. Circulation increased from 2016 to 2017, as did the number of full-text downloads. In 2017, TEC had 147,904 full-text downloads—up from 115,133 in 2016. Although there was a slight drop in the number of submissions (138 in 2017, down from 144 in 2016), prospective authors experienced a more rigorous acceptance rate (14% acceptance rate in 2017 compared with a 32% acceptance rate in 2016). The average time to first decision in 2017 was 37 days. These numbers reflect the editorial team’s commitment to a timely, high-quality review and the facilitation of a high-utility final product.
The work of the journal could not be completed without the outstanding contributions of the Editorial Board. At the Council for Exceptional Children conference in February, the 2017 Reviewer of the Year designation was awarded to three editorial board members: Shannon Budin (Buffalo State University), Juliet Hart Barnett (Arizona State University), and Robert Morgan (Utah State University). These reviewers were selected based upon the outstanding quality of their reviews, tremendous contribution in terms of number of reviews completed, and the timeliness of their reviews. A strong peer-review process enhances the quality of a journal, improves author experience, and shapes the content and focus of TEC; these reviewers are to be commended for their efforts on behalf of TEC.
Looking ahead, as evidenced by the varied content of this issue, Volume 51 will offer something for everyone who is engaged in supporting students with exceptionalities. In addition to peer-reviewed articles, TEC will also continue to publish “CEC Connection” pieces. These brief updates from CEC connect readers to news and information related to organizational endeavors. As you enjoy this issue of TEC, remember that sharing is caring; social media is a great place to share the content that speaks to you with your community.