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The Exceptional Child is a peer-reviewed journal published by Taylor & Francis, covering Family and Disability Support Research, Behavioral and Psychological Studies, Educational and Psychological Assessments.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." The Exceptional Child 12 (3): 45–58.
Formats any DOI in The Exceptional Child style. No sign-up. |
| Publishes research in | Family and Disability Support Research Behavioral and Psychological Studies Educational and Psychological Assessments Child and Adolescent Psychosocial and Emotional Development Collaborative Teaching and Inclusion |
| ISSN | 0156-6555 |
| h-index | 17 |
| i10-index | 45 |
| Total citations | 1,752 |
| Top institutions publishing here | The University of Queensland |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Abstract Regular and resource teachers from New South Wales government and nongovernment schools were surveyed to elicit their attitudes towards the integration of individual disabled chldren, the support services currently provided and the skills considered essential for teachers of mainstreamed atypical students. Differences among sub‐groups of teachers and between teachers and principals who had completed…
Abstract Principals from N.S.W. government and non‐government schools were surveyed to elicit their attitudes towards the integration of individual disabled‐children and the support services currently provided. Attitudes forwards mildly intellectually handicapped students in particular were also examined. Analysis of principals’ ratings for each educational/behavioural disability specified indicates that they are positive only about integrating children…
Abstract Attitudes toward mainstreaming of primary and post‐primary teachers, teachers in training, and non‐teachers in the Gippsland region of Victoria, Australia, were surveyed soon after release of the Report of the Ministerial Review of Educational Services for the Disabled which recommends that schools be organized on the basis that every child has the right to…
Abstract Forty volunteers reporting consistent reading problems were divided into three groups on the basis of an assessment of degree of scotopic sensitivity. Four speeded visual processing tasks involving word matching and letter and number identification were administered to all subjects using three plastic overlays, one of a colour maximizing visual efficiency, one chosen at…
Abstract This study investigated the characteristics of children identified as having behaviour problems by a parent, by a teacher, or by both parent and teacher. Characteristics studied included those of the mother, the family, and the child him/herself. Results indicated differential associations between these background characteristics and problem behaviour, depending upon whether the parent, the…
