Call for Submissions for a Special Series for RiSE

on March 3, 2025

Open Science Practices and the Early Career Researcher: A Push to Advance Special Education Research

Research in Special Education (RiSE) is a Diamond Open Access journal promoting rigorous and high-quality scholarship that enhances the educational opportunities for individuals with disabilities. We aim to address the challenges of traditional journals by embracing open science principles, including data sharing, open access, and open peer review. RiSE covers diverse topics in special education and is inclusive of all research methods. All articles undergo a rigorous double-blind peer review process. As a Diamond Open Access journal, all articles are freely accessible worldwide, and our continuous publishing model ensures prompt dissemination of impactful research. We actively promote our publications to maximize visibility and reach.

Special Series on Using Open Practices to Advance Special Education Research


In recent years, members of the special education research community have increasingly embraced the open science (OS) movement, which seeks to enhance the credibility of research by promoting openness, transparency, and reproducibility (Cook et al., 2018; Nosek et al., 2015). Researchers can incorporate OS at various stages of their work through practices such as pre-registration, registered reports, data sharing, material sharing, and open-access publishing (Cook et al., 2022). In the field of special education, widespread adoption of OS practices in research can directly impact policy and legislation concerning the education of students with disabilities.

While many special education researchers recognize the importance of OS, there is a need for more knowledge about how to adopt these practices across the diverse research methods used in the field (Fleming et al., 2024). Compounding this issue, research highlights a scarcity of publications in special education that reflect OS practices (Cook et al., 2023; Kittelman et al., 2018; Lemons et al., 2016; Therrien et al., 2018). While special education studies regularly include conflicts of interest statements (66%) and funding support (64%), special education studies rarely include other OS practices including explicit replication (4%), preregistration (2%), and open data (1%; Cook et al., 2023). Kittelman et al. (2018) found that submission of null results is not widely encouraged in special education journals, and the publication of null results is relatively uncommon, with only 0.4% of studies reporting solely null findings. Similarly, Lemons et al. (2016) found that only 0.5% of articles in special education journals were replication studies. Special education researchers, including early career researchers (ECRs), view OS favorably, yet, though there remains a dearth of research and guidance on ECRs’ experiences with OS practices (Fleming et al., 2024).

The literature shows that ECRs generally hold positive attitudes toward OS, sometimes more favorable than those of senior colleagues and mentors (Abele-Brehm et al., 2019; Houtkoop et al., 2018; Soderberg et al., 2020; Toribio-Florez et al., 2021). For example, Abele-Brehm and colleagues (2019) found that ECRs in psychology expressed more favorable views of OS than senior researchers. Similarly, Soderberg et al. (2020) surveyed 3,759 researchers across disciplines and found that graduate students and postdoctoral researchers were the most supportive of preprints, while full professors were the least supportive. In special education, Fleming et al. (2024) reported that ECRs are more likely than tenured faculty to engage in OS practices. Collectively, these findings suggest that ECRs are often enthusiastic advocates for greater openness and transparency in research (Franham et al., 2017; Pownall et al., 2021).

OS practices offer numerous benefits for ECRs (Cook et al., 2022). For instance, preregistering studies encourages ECRs to critically assess their study design, analysis, and expected outcomes before conducting the research (Fleming et al., 2023). Moreover, adopting OS signals a commitment to transparency, which can help set ECRs apart from their peers. Open-access articles tend to receive more citations and downloads (Fu & Hughey, 2019; Piwowar et al., 2018), and many journals feature OS badges on manuscripts for open data, open materials, and preregistration (Kidwell et al., 2016). Engaging in OS practices can also facilitate collaborations with other researchers. For example, sharing data from one’s study may prompt follow-up studies or new research questions, leading to future partnerships.

Despite these advantages, many ECRs, as well as more established researchers, in special education do not fully engage in OS practices (Cook et al., 2023; Fleming et al., 2024). This gap between attitudes and practice highlights an area for growth, but also underscores the existence of barriers to adoption. OS practices can be time-consuming and often require additional training or expertise (Cook et al., 2022). Researchers also worry that the extra effort invested in these practices may not be fully recognized by promotion and tenure committees, which might not value diverse, open outputs (Pontika et al., 2022). These concerns are particularly relevant for pre-tenure researchers navigating a publish-or-perish culture.

Given these challenges, this special series aims to achieve two goals: first, to identify specific barriers to OS adoption among ECRs and document their experiences in implementing these practices; and second, to develop and disseminate resources that help overcome these barriers and increase the uptake of OS practices. ECRs include individuals currently engaged in doctoral studies, or who received a doctoral degree no earlier than April 1, 2017. These resources could include (a) guides for incorporating OS practices into dissertations and other research projects, (b) strategies for integrating OS into PhD training programs, (c) postdoctoral training programs focused on OS, (d) resources and support for mentors and advisors, and (e) exemplar ECR led research studies using OS practices.

In this special series, we seek submissions that speak to how scholars are engaging in concrete ways to contribute to OS literature in special education and support ECRs in adopting OS practices. Submissions that promote and/or model OS practices are encouraged.

Overall, this special series aims to explore key questions such as: How has OS been used in special education research and practice? How can increased familiarity with OS drive the field forward, especially considering ECRs as a resource? How can OS practices enhance the quality, relevance, and longevity of special education research? How can OS practices be leveraged by ECRs when conducting research during and beyond their doctoral program?

We encourage a variety of submissions, including:

  1. Guidance and resources that establish quality indicators for OS research, especially for supporting doctoral students and ECRs in pursuing OS.
  2. Conceptual papers and calls to action that address organizational changes (e.g., tenure and promotion guidelines incentivizing OS use) or advocate for integrating OS into funding mechanisms like graduate and postdoctoral training grants.
  3. Empirical studies that use OS practices (e.g., registered reports, preregistration, open data, shared materials) and focus on OS practices or ECRs in special education, even if the study design itself does not incorporate OS. Examples include:
    a. Research exploring how scholars have learned about and integrated OS into their work (e.g., interviews, surveys);
    b. Reviews of OS or ECR literature in special education (e.g., meta-analyses, systematic literature reviews);
    c. Analyses of OS usage patterns in special education research (e.g., a network analysis focused on the use of OS among researchers);
    d. Studies exploring how OS is currently taught in doctoral programs (e.g., studies of syllabi, interviews, observational studies).
    e. Analyses of policy statements and other guidance posted by publications (e.g., peer-reviewed journals) or organizations (e.g., CEC, IES, universities) related to the use of OS in special education research.
    f. Exemplar ECR led (i.e., 1st Author) research studies using multiple OS practices (e.g., pre-registration, open data, open code, open materials).

We encourage proposals of research reports that use a range of methods (e.g., qualitative research, secondary data analyses, randomized control trials) relevant to special education.

Submitting Your Proposal


We invite potential authors to submit a one-page single-spaced proposal that includes the following: (a) proposed title of the manuscript and names and affiliations of authors, (b) a brief statement about the overall topic that will be addressed, (c) a brief explanation of how the manuscript fits with the purpose of the special issue and how it advances theory into practice, and (d) a brief description of the research/theory/scholarship that will support any recommendations put forth in the manuscript. Proposals are due by April 15th, 2025.

Tentative Timeline


February 17, 2025– Call for abstracts for the special series of RiSE
April 15, 2025– Due date for abstracts
May 15, 2025– Accepting/Rejecting Proposals
October 1, 2025– First drafts of papers due*
November 2025 – June 2026– Peer Review and Revision*
Fall 2026-Publication*

*Due to the open science nature of the journal, articles will be published online to RiSE on a rolling basis pending the completion of peer review. Authors are welcome to select an alternative due date for their first draft following acceptance of the proposal with permission from the guest editors.

Please submit your proposal via this link by April 15th, 2025.


Submission link (copy & paste in browser if above hyperlink does not work):
https://forms.gle/hLXDUsXVmrvd7i2B6

Guest Editors


Tessa Arsenault – University of Texas at El Paso
Jesse Fleming – Arizona State University
Lindsey Kaler – Brown University
Lindsey Mirielli – Juniper Gardens Children’s Project, University of Kansas
Anna Orlova – Stanford University
Graham Rifenbark – University of Wisconsin – Madison
Cherish Sarmiento – Utah State University
Christine White – Florida State University

Call for Submissions: Open Science Practices and the Early Career Researcher: A Push to Advance Special Education ResearchDownload

Statement of Support for Scientific Integrity

on February 24, 2025

As senior scholars in the field of special education, we are alarmed by recent federal actions that threaten the integrity of education research including:

  • Censorship of Research: Federal agencies are requiring researchers to redact published research and censor current findings.
  • Rejection of Grant Proposals Based on Terminology: Funding agencies are rejecting proposed projects, not based on scientific merit, but because they use well established, accurate terminology to describe participants, such as “gender,” “woman,” or “people of color.”
  • Cancellation of Critical Data Collection Efforts: Long term federal investments in education research infrastructure, such as those supported by the National Center, are being squandered by abrupt contract cancellations, undermining our ability to track and address educational challenges.

Trustworthy data allow policymakers, school leaders, teachers, and parents to understand the challenges students face and to identify evidence-based solutions to those challenges.

We cannot solve problems if we don’t know they exist.

Trustworthy education research has been essential to improving educational outcomes. For example, a robust body of scholarship on effective reading instruction for students with learning disabilities has informed the growing adoption of evidenced-based literacy practices. Likewise, rigorous research on effective practices for supporting students’ behavior and well-being has led to widespread adoption of Multi-Tiered Systems of Supports for Behavior in schools all around the country. These advancements have been driven by an open research community committed to rigorous inquiry and transparent reporting.

Many educational challenges continue to face US schools, and trustworthy research will be essential to resolving those challenges. For example, scholars are urgently studying how to scale up effective reading practices to all schools and how to improve schools’ implementation of effective behavior support practices, so that all students can benefit from the strong evidence base on what works. These challenges require robust independent research.

By contrast, censorship undermines the transparency and validity of research findings, impairs the field’s capacity to build a trustworthy body of knowledge over time, and is completely contrary to both bedrock American principles (e.g., the First Amendment) and bedrock scientific principles (e.g., academic freedom).

Eliminating research does not eliminate the problems schools face.

Censorship of research should concern every American. Our country’s capacity to improve education for all children is predicated on our capacity to accrue increasingly trustworthy knowledge over time. We cannot afford to ignore problems by preventing researchers from examining them.

As senior, tenured scholars in the field, we commit to:

  • Conducting and disseminating rigorous, impactful research that addresses the most pressing problems facing the special education workforce, including the systemic inequities that deeply harm marginalized educators and students.
  • Defending scientific integrity by supporting authors in transparently reporting their research methods and findings, free from political interference.
  • Mentoring junior scholars to navigate this challenging landscape while upholding ethical research practices and protecting academic freedom. 

The U.S. has made significant investments building a research infrastructure to improve education. Censorship wastes those investments, weakens our ability to address challenges, and ultimately harms teachers and students.

We call on scholars, elected officials, and all Americans to reject efforts to suppress research and instead rely on data driven solutions to address the challenges facing our schools.

Sincerely,

Aletheia Society

Teacher Education & Special Education

Division for Research of the Council for Exceptional Children

American Council on Rural Special Education

Division for Emotional and Behavioral Health of the Council for Exceptional Children

Council of Administrators of Special Education

Council for Learning Disabilities

Research in Special Education

Journal of Education

Multiple Voices

Journal of Emotional and Behavioral Disorders

Career Development and Transition for Exceptional Individuals

Intervention in School and Clinic

Teaching Exceptional Children

The Journal of Special Education Leadership, Council for Administrators of Special Education

Exceptional Children

Journal of Special Education Technology

Elizabeth Bettini
Associate Professor
Boston University’s Wheelock College of Education & Human Development

Bill Therrien 
Professor
University of Virginia

Jess Toste
Associate Professor
The University of Texas at Austin

David DeMatthews
Professor
University of Texas at Austin

Michael Kennedy
Professor
University of Virginia

Bryan Cook
Professor
University of Virginia

Rebecca A Cruz
Assistant Professor of Education
Johns Hopkins University

Allison Lombardi
Professor
University of Wisconsin-Madison

John William Mckenna
Associate Professor
University of Massachusetts Lowell

David J. Chard
Dean Emeritus and Professor
Boston University, Wheelock College

Dr. John Hosp
University of Massachusetts Amherst

Elizabeth B. Kozleski
Faculty Co-Director: Learning Differences and the Future of Special Education
Stanford Accelerator for Learning, Stanford University

Lindsay Fallon
Associate Professor, School Psychology
UMASS Boston

Wendy Rodgers
Associate Professor
Virginia Commonwealth University

Yi Chien Newton
Associate in Research
Florida State University

Leigh McLean
Associate Research Professor
University of Delaware

Laura Norwie
PhD student
Michigan State University

Shelby Cosner

Emily Merz
Assistant Professor
Colorado State University

Tuan Nguyen
Associate Professor
University of Missouri

Gina Biancarosa
Ann Swindells Chair in Education and Professor
University of Oregon

Gary E. Bingham
Professor
Georgia State University

Nicole Hoopes
M.A CCC-SLP, PhD Student
Texas Christian University

Elizabeth M. Hughes
Associate Professor
The Pennsylvania State University

Andrea Ruppar
Professor
University of Wisconsin-Madison

Melanie R Martin Loya
Postdoctoral Fellow
University of California, Davis – MIND Institute

Dr. Denisha Campbell
Florida Center for Reading Research

Dr. Crystal Williams
Ohio State University

Raeal Moore
Executive Director
Evaluation Data Solutions

Lauren Wong
Research Associate

Lisa Bass
Associate Professor
North Carolina State University

Gary Troia
Professor of Special Education
Michigan State University

Beth Feuer
Assistant Teaching Professor
North Carolina State University

Kathleen Tuck
Associate Professor
University of Kansas

Kristin Conradi Smith
Associate Professor
William & Mary

Judith Harrison
Associate Professor
Rutgers, the State University of New Jersey

Valentina Contesse
Clinical Assistant Professor
University of Florida

Ga In Shin, MS
Psychology Department, University of Oregon

Belkis Choiseul-Praslin
Research associate
Think College, Institute of Community Inclusion, UMass Boston

Lauren Allen
Assistant Professor

Pedro Reyes
Professor of Education Leadership & Policy
The University of Texas at Austin

Abbigail Price
PhD student and GRA
University of Texas at Austin

Nafisa Jadavji
Assistant Professor
Southern Illinois University

Matthew Brock
Professor of Special Education
Ohio State University

Dr. Amy Gillespie Rouse
University of Queensland

Meredith Kier
Associate Professor
William & Mary

Christine Spence
Associate Professor
Virginia Commonwealth University

Zach Rossetti
Associate Professor
Boston University

Sarah King
Assistant Professor of Special Education
University of Hawai‘i at Mānoa

Donna Y Ford
Professor

Mildred Boveda
Associate Professor

Dr. David Fainstein

Candace A. Mulcahy
Associate Professor, Special Education
Binghamton University, SUNY

Elizabeth A Harkins
Associate Professor
William Paterson University

Kelsey Oliver Kerrigan
Assistant Professor in Special Education
University of Hawaiʻi Mānoa

Aubyn C Stahmer
Executive Director, UC Davis MIND Institute
University of California, Davis

Christina Novelli
doctoral candidate
University of Georgia, National Center for Leadership in Intensive Intervention scholar

Laura Hauerwas
Professor of Elementary Special Education
Providence College

Dr. Ginevra Courtade

Dr. Denise Dennis

Emily Hardeman
Doctoral Student
The University of Texas at Austin

Sarah Woulfin
Professor, Educational Leadership and Policy
University of Texas at Austin

Carly Gilson
Associate Professor
Ohio State University

Elizabeth Gormley Liffley
Doctoral Candidate
Michigan State University

Rhonda S. Black
Professor and Department Chair
University of Hawaii at Manoa

Kristal Ehrhardt
Sr Associate Dean & Director of Teacher Education
Western Michigan University

Christopher J. Lemons
Associate Professor
Stanford University

David Hoppey
Professor
University of North Florida

Jade Wexler
Professor
University of Maryland

Ana Dueñas
Associate Profesor
SDSU

Sarah Hansen
Associate Professor of Special Education

Erica Lembke
Professor and Associate Dean of Research
University of Missouri

LaRon Scott
Professor of Special Education
University of Virginia

Kara Hume
Associate Professor
University of North Carolina, Chapel Hill

Rebecca Lee
Doctoral Student
Michigan State University

Nathan Stevenson
Associate Professor
Kent State University

Brian Barber
Associate Professor
Kent State University

Leanne Ketterlin Geller
Professor
Southern Methodist University

Megan M. Davidson
Associate Professor
University of Kansas

Angelique Aitken
Assistant Professor
Penn State

Melissa Sreckovic
Associate Professor of Special Education
University of Michigan-Flint

Federico Waitoller
Professor
The University of Illinois Chicago

Adrea Truckenmiller, PhD
Associate Professor

Elizabeth L Adams
Senior Researcher
American Institutes for Research

Fred Spooner
Professor
UNC Charlotte

Dr. Meagan Walsh
Assistant Professor of Special Education
Western Michigan University

Mandy Rispoli
Professor of Special Education
University of Virginia

Margaret P. Weiss
Associate Professor

Hannah Brenner Nieto
Assistant Professor of Special Education
North Central College

Kelly Whalon
Professor
Oklahoma State University

Dr. Lonna Housman Moline
Professor of Education, Student Teacher Supervisor
University of St. Thomas

Bonnie Billingsley
Professor
School of Education

Amy Napoli
Associate Professor

Dr. Susan Aigotti
University of Virginia

Sarah Carlson
Associate Professor
Georgia State University

Danielle Jeannite
Doctoral student

Loretta Mason-Williams
Associate Professor
Binghamton University

Dr. Sarah Quinn
Assistant Professor
Eastern Michigan University

Mona Maclay
Project Coordinator
The University of Texas at Austin

Moira Konrad
Associate Professor of Special Education
The Ohio State University

Mitchell Yell
Fred and Francis Palmetto Chair of Teacher Education
University of South Carolina

Michael F. Giangreco
University Distinguished Professor Emeritus of Special Education
University of Vermont

Joseph Calvin Gagnon (Brojomohun-Gagnon)
Professor and Chair of Department of Special Education
Florida Atlantic University

David J. Peyton
Assistant Professor-Special Education and Inclusive Practices
University of Wisconsin-Eau Claire

Karlyn Adams-Wiggins
Associate Professor of Applied Developmental Psychology
Portland State University

Emily Jensen
Special Education Consultant

Brandi Simonsen
Professor
University of Connecticut

Sarah R. Powell
Professor
The University of Texas at Austin

Kent McIntosh
Professor
University of Oregon

Kyle Wagner
Assistant Professor
University of Findlay

David Houchins
Professor
Georgia State University

Kristin Murphy
Associate Professor of Special Education
University of Massachusetts Boston

Sara McDaniel
Professor
University of Alabama

Nancy Marencin, PhD, CCC-SLP
Assistant Professor
University of South Florida

Phil Hiver
Associate Professor
Florida State University

Nanette Fritschmann
Senior Associate Researcher
Kansas University

Robin Parks Ennis
Professor
University of Alabama

Lisa Didion
Assistant Professor
University of Kansas

Lauren Collins
Associate Professor
San Diego State University

Jessica Torelli
Assistant Professor
University of Georgia

Jennifer Lee Passalacqua
Doctoral Student
Florida State University

Ms. Luci Davila
Michigan State University

Kristen McMaster
Professor
University of Minnesota

Steve Graham
Regents and Warner Professor
Arizona State University

Eric Common
Associate Professor of Special Education
University of Michigan – Flint

LeAnne Johnson
Interim Department Chair, Department of Educational Psychology
University of Minnesota

Lysandra Cook
Professor Special Education
University of Virginia

Jenny Root
Associate Professor of Special Education
Florida State University

Jason Wolff
Professor
University of Minnesota

Michael Tuttle
Assistant Professor
Florida State University

David L. Lee
Professor, Special Education and parent of a child with a disability

Nelson Brunsting

Dr. Stephanie Al Otaiba
Southern Methodist University Centennial Chair Professor

Adrienne Woods
Senior Education Researcher
SRI International

Shelley Gray
Professor of Speech & Hearing Science
Arizona State University

Marisa Fisher
Associate Professor
Michigan State University

Adjua McNeil
Graduate Assistant
Florida State University

Jennifer Ledford
Associate Professor
Vanderbilt University

Kelly Acosta
Assistant Professor of Special Education

Latesha Watson
Graduate Student
Temple University

Millie Rodríguez
Special Education PhD Candidate
Penn State University

Gwendolyn K. Deger
Assistant Professor of Special Education
Pennsylvania State University – Abington

Lori Skibbe
Professor
Michigan State University

Jennifer Kurth
Professor
University of Kansas

Pamela Mims
Associate Dean of Research and Faculty Success; Professor of Special Education
East Tennessee State University

Devin Kearns
Goodnight Distinguished Professor in Early Literacy
North Carolina State University

Joseph Morgan
Professor
University of Nevada, Las Vegas

Miriam B. Ortiz
Owner
Beyond the Research, LLC

Robin Sayers
Research Associate

Daphne Bold
Advocate
DEC/ Daphne Zacky-Bold

Audrey A. Trainor
Professor of Special Education
New York University

Amy K. Edlefson
Doctoral Student
Michigan State University

Debra McKeown
Associate Professor of Literacy
Texas A&M University

Linling Shen
Doctoral student, Graduate research assistant 
The University of Texas at Austin

Camille Griffin
Doctoral Candidate
University of Illinois Urbana-Champaign

Kathleen Kyzar
Associate Professor 
Texas Christian University 

Dr. Katherine Berry
Senior Project Manager
The University of Texas at Austin

Lindsay Foreman-Murray
Assistant Professor 
Western Washington University

Lexi Hwang
Associate Professor
California State University, Los Angeles

Pamela Seethaler
Senior Research Associate
Vanderbilt University

Matthew Burns 
Professor
University of Florida 

Margaret M Flores
Professor 
Auburn University

Heidimarie Rambo, Ph.D.
Associate Adjunct Professor
Saint Mary’s College of California

Joseph A. Dimino, PHD
Deputy Executive Director/Managing Researcher
Instructional Research Group 

Danielle Lariviere
Doctoral Candidate
The University of Texas at Austin

Elizabeth Hart
Doctoral candidate
The University of Texas at Austin 

Christina Areizaga Barbieri
Associate Professor 
School of Education, University of Delaware 

Jihyun Lee
Associate Professor 
University of Wyoming

Karen Kehoe
Director of Dyslexia Services
TN Center for the Study and Treatment of Dyslexia, Middle Tennessee State University

Roxanne Hudson
Professor
University of Washington 

Kimberly Vannest
University Scholar, Professor, Department of Education, University of Vermont

Jamie Day
Assistant Professor of Special Education 
University of Missouri 

Jessica Namkung
Associate Professor 
University of Delaware 

Holly Windram
Executive Director 
Hope Network’s Michigan Education Corps

Leah Wasburn-Moses
Professor, Educational Psychology
Miami University

Yuting Liu
Ph.D Student
University of Texas at Austin

Madison Cook
M.S, Doctoral Candidate
University of Oregon

Jacqueline Rodriguez

Joshua Wilson
Associate Professor 
University of Delaware

Eunsoo Cho
Associate Professor 
University of California, Riverside

Dr. Cherish M. Sarmiento
Assistant Professor
Utah State University 

Leo Hong
Assistant Professor of Mechanical Engineering 
Loyola Marymount University 

Jennifer Green
Professor

Robert O’Neill
Professor Emeritus
Dept. of Special Education

Gerald Tindal
Professor Emeritus
University of Oregon

Brook Sawyer
Professor, Education

Lindsey Loflin
Postdoctoral Research Associate 
Texas A&M University 

Kimberly St. Martin
Director
Michigan’s MTSS Technical Assistance Center

Garret Hall
Assistant Professor
Florida State University

David Connor
Professor Emeritus
Hunter College, City University of New York

Sally V. Drew
Associate Professor
Sacred Heart University

Alexandra Hollo
Associate Professor
West Virginia University

Scott P Ardoin
Professor of School Psychology 

Kimber Wilkeraon
Professor 
University of Wisconsin-Madison 

Jessica Hunt
Professor, Special Education & Mathematics Education
NC State University

Samantha Daley
Associate Professor
University of Rochester

Ryan Kettler
Associate Dean of Academic and Faculty Affairs
Rutgers University-New Brunswick

Deborah Speece 
Emerita Professor
University of Maryland

Michael Kieffer
Professor
New York University

Michael Coyne
Professor of Special Education,Department Head, Educational Psychology, 
University of Connecticut

Charles R. Greenwood, PhD
Senior Scientist, Emeritus
University of Kansas

Lee Branum-Martin
Professor
Georgia State University

Shobana Musti
Pace University 

Kristabel Stark
Assistant Professor
University of Vermont

Matthew Foster
Associate Professor
University of South Florida

Sam Patton
Evaluation and Research Specialist
Michigan MTSS Technical Assistance Center

Ann Cale Kruger
Professor
Georgia State University

David Scanlon
Associate Professor; Editor “Learning Disabilities Research & Practice”
Boston College

Dina M Schwam
Assistant Professor of Psychology and Human Services 
Mercer University 

Karrie A. Shogren
Distinguished Professor
University of Kansas

Jason Chow
Associate Professor
Vanderbilt University

Lindsay M. Griendling, Ph.D.
Assistant Professor – Special Education
Appalachian State University

Gabriel Kuperminc
Professor of Psychology and Public Health
Georgia State University

Kary Zarate
Associate Head & Director of Graduate Studies 
University of Illinois Champaign Urbana

Laura Thompson Jacobson
Assistant Professor
Central Connecticut State University

Sarah Carlson
Associate Professor
Georgia State University 

Mary Brownell 
Educator, Researcher, and Family Member to persons with disabilities

Del Siegle
Lynn and Ray Neag Endowed Chair for Talent Development
University of Connecticut

C. Nikki Arrington

Assistant Research Professor
Georgia State University

Virginia Troemel 
Georgia State University 

Jeremy W. Ford, Ph.D., NCSP
Associate Professor of Special Education
Boise State University 

Betsy Farmer
Dean
School of Social Work, University of Pittsburgh

Tom Farmer
Professor
School of Education, Virginia Commonwealth University

Karen R. Harris
Regents Professor Emeritus and Research Professor
Arizona State University

Kristi Hagans
Professor 
California State University, Long Beach

Yaguo Wang
Associate Professor 
The University of Texas at Austin 

Jessica Vitale
PhD Student
Vanderbilt University

Douglas Fuchs
Research Professor
Vanderbilt University

Elizabeth Stevens
Assistant Professor
The University of Kansas

Kathryn M Bigelow
Associate Research Professor
Juniper Gardens Children’s Project

Laura Stelitano
Director of Research and Programs

Daniel Maggin
Professor
University of Illinois Chicago

Michael Broda
Associate Professor
VCU School of Education

Russell Gersten
Executive Director
Instructional Research Group

Sherry A. Southerland
Professor of Science Education, AAAS Fellow, Distinguished Contributions to Research

Rebecca D. Silverman
Judy Koch Professor
Stanford University

Megan McClelland
Professor
Oregon State University

Sharon Vaughn
Professor
The University of Texas

Gretchen Scheibel
Assistant Research Professor 
University of Kansas 

Donald D. Deshler, Ph.D. 
Williamson Family Distinguished Professor Emeritus of Special Education
University of Kansas

Dr. Karin Sandmel
Research Associate
Vanderbilt University

Esther Lindström
Associate Professor of Special Education

Dominic Parrott
Distinguished University Professor

Cynthia Puranik
Professor

Kelly J. Williams
Assistant Professor
University of Georgia

Robbie J. Marsh
Associate Professor of Special Education
Mercer University

Shaqwana Freeman-Green
Associate Professor

Kyena Cornelius
Clinical Associate Professor; Co-Editor
University of Florida; TEACHING Exceptional Children, CEC

David Coker
Professor
University of Delaware

Jesse C. Suter
Research Associate Profession, Executive Director
Center on Disability and Community Inclusion, University of Vermont

Christina Billman
Senior Lecturer
The Ohio State University

Amanda Sullivan
Professor
University of Minnesota – Twin Cities

Hannah Krimm
Assistant Professor
University of Georgia

Sierra Morandi
Graduate Student

Melinda Leko
Professor
University of Florida

Hailey Love
Assistant Professor
University of Wisconsin -Madison

Vishakha Agrawal
Doctoral student
Department of Special Education, Vanderbilt University

Michelle Cumming
Associate Professor of Special Education
Florida International University

Sarah Pope-Caldwell
Assistant Professor of Psychology
Georgia State University

Pamela Williamson
Professor
Teaching Exceptional Children, Co-Editor

Jonte (JT) Taylor
Associate Professor
Penn State University

Elizabeth Tighe
Associate Professor of Psychology
Georgia State University

Carrie Anna Courtad
Professor, Department of Special Education
Illinois State University

Cynthia Vail
Professor

Christy Jarrard
Doctoral Fellow

Courtney O’Grady
Assistant Professor
University of Alabama

Stephanie Estrera
PhD Student
Florida State University

Kristen D Beach
Associate Professor of Special Education
University of North Carolina at Charlotte

Elizabeth Michael
Clinical Assistant Professor of Special Education

Kelli Cummings
Associate Professor

Kylie Flynn
Senior Research Director
WestEd

Lisa Fitton
Associate Professor
University of South Carolina

Jennifer Jolly
Professor

Joy Banks
Associate Professor 
George Mason University 

Kaitlin Bundock
Associate Professor of Special Education 

Carol Donovan
Professor

Blair Payne
Doctoral Candidate

Carly Roberts
Associate Professor
University of Washington

Kristi Godfrey-Hurrell
Clinical Assistant Professor 
University of North Carolina at Charlotte 

Michael S. Matthews
Professor and interim Department Chair, Special Education & Child Development

Hedda Meadan
Snyder Distinguished Professor 
University of North Carolina at Charlotte 

Laurie Dinnebeil
Distinguished University Professor Emerita
University of Toledo

Lindsey G. Mirielli
Post Doctoral Researcher
Juniper Gardens Children’s Project – University of Kansas

Kelly Anderson
Professor
University of North Carolina at Charlotte

Laura Barquero
Associate Research Scientist 
Vanderbilt University

Callie Little
Associate in Research
Florida Center for Reading Research, Florida State University

Dr. Kristen R. Rolf
Assistant Professor

Jennifer Walker
Associate Professor/ Associate Dean
University of Mary Washington

Ashley L. White
President
Higher Education Consortium for Special Education (HECSE)

Erin A. Chaparro
Research Associate Professor
University of Oregon

Robert A. McWilliam
Professor, Director, & Executive Director
The University of Alabama

Suzanne Woods-Groves
Professor

Rocco Catrone, PhD, BCBA-D
Visiting Clinical Assistant Professor
University of Illinois at Chicago

Michelle Parker-Katz. PhD
Clinical Professor 
University of IL at Chicago

Erin Hogan
Assistant Professor

Amanda Passmore
Assistant Professor
Elmhurst University 

Emily Binks-Cantrell
Clinical Professor
Texas A&M University

Endia Lindo
Associate Professor

Rebecca Engen
Director of Graduate Music Therapy
Alverno College

Mary Ruth Blackwell Coleman, PhD
Senior Scientist, Emeritus
FPG Child Development Institute, UNC Chapel Hill

Ralph P. Ferretti
Professor Emeritus
University of Delaware

Sarah Zeinemann
Adjunct Faculty

Michael Kennedy
Professor
University of Virginia 

Erica Flores
Founder & CEO, Board Certified Music Therapist
Healing Harmonies, LLC

Adam Moore
Associate Professor 
University of Rhode Island

Virginia Walker
Professor of Special Education
UNC Charlotte

Charles B. Walters
Assistant Research Professor 
University of Maryland College Park

Sam Choo
Assistant Professor
University of Minnesota

Alexandra Newson
Research Associate II 

Jechun An
Post-Doctoral Associate
University of Minnesota, Twin-Cities

Kate Peeples
Assistant Professor
Illinois State University

Cassandra M. Smith
Postdoctoral Fellow
University of Missouri

Molly Siuty
Associate Professor
Temple University

Brittany L. Hott, Ph.D., BCBA-D
Special Education

Diane Pedrotty Bryant
Professor Emeritus 
Innovations in Special Education Technology 

Art Dowdy
Assistant Professor 
Temple University 

Jason Travers
Professor
Temple University

Reagan Mergen, Ph.D.
Research Associate
University of Minnesota

Sheena Jennings
Doctoral Student – Special Education & Child Development
UNC-Charlotte

Birdie Ganz
Professor
University of Nebraska-Lincoln

Dr. Victoria VanUitert

Stacy McGuire
Assistant Professor of Special Education

Lauren Zepp
Assistant Professor 

Emily A. Farris, Ph.D.
Research Associate
The University of Texas at Austin

Paul Sindelar
Distinguished Professor Emeritus
University of Florida

Wendy Machalicek
Professor
University of Oregon

Grace Francis 
Associate Professor of Special Education 
George Mason University

Shana Haines
Professor
University of Vermont

Jaime L. Zurheide
Associate Professor, Director of Special and Early Childhood Education
Elmhurst University

Rachel Robertson 
Associate Professor of Special Education 
University of Pittsburgh 

Lisa Tullo
Assistant Professor, Special Education

Jodi Duke
Associate Professor
George Mason University

Don McMahon
Associate Professor of Special Education
Washington State University

Mary Beth Tusing
Professor

Statement of Support for Scientific IntegrityDownload

Introducing RiSE: A New Open Access Journal for Advancing Special Education Research

on December 9, 2024

The Aletheia Society is proud to announce the launch of RiSE (Research in Special Education), a groundbreaking Diamond Open Access journal dedicated to advancing opportunities and outcomes for individuals with disabilities. This initiative is led by founding co-editors Bryan Cook and Bill Therrien, who bring extensive expertise and leadership in special education research.

RiSE is firmly rooted in the principles of open science, embracing transparency, data sharing, open access, and open peer review. By utilizing a rigorous double-blind peer review process and a continuous publishing model, RiSE ensures that high-quality, impactful research is accessible to practitioners, policymakers, and scholars without barriers.

This new journal represents a significant step forward in fostering collaboration and innovation in the special education field. We invite researchers, educators, and stakeholders to explore RiSE and consider contributing to its mission.

Learn more about this exciting development by reading the press release.