All professions have a responsibility to ensure that their members are knowledgeable about current topics and issues and continue to update their skills to reflect emerging best practices in the field. Professional journals are an important vehicle for sharing new developments in research, policies, and practices with colleagues. There are numerous national professional journals in the discipline of special education and disability studies; two of the most well known and highly respected are those published by the Council for Exceptional Children (CEC): Exceptional Children, a research journal, and TEACHING Exceptional Children TEC), a practitioner journal. This article provides guidelines to help prospective authors publish in TEC.
What Is IÏC?
TEC is a scholarly journal whose purpose is to provide practitioners with new ideas and tools that can be applied immediately to their daily work with children and youth with exceptionalities. CEC publishes TEC six times a year, with each volume year beginning in September/October and ending in July/August. It is distributed to all CEC members and subscribers. TEC has been published continuously since 1968; its editors have been leaders in the field, selected for their breadth of content knowledge and prior journal editing experience. Each TEC Print issue typically contains several articles, an editorial, and advertisements; sometimes other features are included, such as a report on the status of the journal or an update on an emerging issue. TEC articles are also available digitally through the CEC Journal Gateway. Online subscrip tions to TEC are also available. More recently, CEC has begun to publish selected TEC articles in a digital interactive format (TEC+ ) to offer options for sharing information through multimedia files and downloadable templates and forms. TEC+ articles are available online through the CEC Journal Gateway and are included in the print issue's table of contents. The print issue also carries one-page overviews of TEC+ articles.
The information published in TEC is intended for practitioners who work with learners who have disabilities or are gifted and talented at the preschool, elementary, secondary, and postsecondary levels. Although the primary audience is teachers, in special education or general education, an important secondary audience is individuals who support teachers, such as related services specialists, administrators and supervisors, and teacher educators. Our readership is wide-ranging, and includes:
* Faculty members who assign readings in college courses for training new teachers.
* Teacher education candidates who use strategies in activities in field and clinical experiences at assigned schools.
* Novice teachers who need support in refining skills during their early years and experienced teachers who not only adopt new ideas in their own practice but also use them when mentoring new colleagues.
* School leaders who integrate information into professional development activities for their teaching staff.
* Graduate students and researchers who consider these practices when designing research.
* Parents of students with exceptionalities who want to enhance their ability to participate in their children's educational programs.
What Is (and Isn't) Published in TEC?
TEC is focused on publishing innovative ideas that make an original contribution to the professional literature by describing practical applications that others can adopt or adapt in their own work. The articles that appear in each issue offer readers new ways to implement current evidence-based practice supported by references to the professional literature. They provide detailed and specific suggestions that other practitioners can immediately and easily use in their own classrooms and programs. Articles include content that makes the information more engaging for readers (such as scenarios, examples, or …