Training and Supporting Educators for Transformative Practice in Special Education
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".
Deadline for manuscript submissions: 29 May 2026 | Viewed by 38
Special Issue Editor
Interests: free appropriate public education (FAPE); special educator effectiveness; special educator retention; special educator burnout; mentoring and induction; school working conditions; evidence-based practice; collaboration; data-based decision making
Special Issue Information
Dear Colleagues,
Educators are responsible for improving the school and life outcomes for children with disabilities. To achieve this goal, research has documented the necessity of access to highly qualified special educators and related service providers who work in conditions that promote student and educator success and wellbeing. The aim of this Special Issue is to provide an overview of research-based practices and considerations for the preparation, retention, and effectiveness of special educators and related service providers who work with children with moderate and severe disabilities. Themes include, but are not limited to, the following:
- Free appropriate public education (FAPE);
- Pre-service educator preparation;
- In-service educator training and support;
- School working conditions;
- Educator retention and burnout;
- Evidence-based practice/research-based practice;
- Characteristics of effective instruction and their measurement;
- Culturally responsive practice in special education and related service provision;
- Anti-racist teaching in special education and related service provision;
- International perspectives on special educator and related service provider preparation, training, and support.
Dr. John William McKenna
Guest Editor
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- free appropriate public education
- special education
- teacher training
- teacher support
- students with disabilities
- inclusion
- evidence-based practice
- transition preparation
- specialized instruction
- collaboration
- school working conditions
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