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EDITOR’S CALL FOR MINI-ARTICLES, RESEARCH STUDIES, and CASES
Deadline September 15, 2010
A book edited by Joan E. Aitken, Park University
Joy Pedego Fairley, University of Missouri - Kansas City
Judith K. Carlson, Rockhurst University
Under contract for publication with IGI Global. All submissions will be reviewed on a double-blind review basis. For information regarding this publication, please visit: http://onlineacademics.org/ComTechSpecial/
Communication technology offers new and increased opportunities for individuals with special needs. Technology facilitates such diverse possibilities for individuals as providing assistive communication for a child with cerebral palsy, increasing mobility for a child with a disability, improving social access for an adult with special needs, engaging a youth with ADHD, or offering exploration on the Internet for a child who is gifted.
For many people concerned about children and adults with exceptionalities, they learn about communication technology through teachers, social workers, therapists, and people who have similar needs. This book of short and chapter-length case studies is designed to pull together ideas about using technology based on the experiences and expertise of teachers, researchers, and other professionals.
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Overall Objective of the Case Book
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The purpose of this book is to provide ideas for enhancing education for students with exceptionalities.
Traditional research studies are welcome. In addition, anecdotal experiences of one professional through a teaching tip or case is also welcome. We seek teaching perspectives, user perspectives, product or software reviews, case studies, and traditional chapters.
The target audience includes teachers, service providers, parents, and future educators who work with students with special needs.
We seek short cases (about 500 words) relevant to any educational level or learning context. What is a single idea where you have used technology to improve the communication or learning of an individual with special needs? What is a particular product that has proven helpful to individuals with exceptionalities? Whether or not this is a conventional use of technology, what learning or communication strategy was used that did or did not work in your context?
We also seek first-person narratives from adults with disabilities or exceptionalities, who use technology to improve their communication.
These cases should have singular focus about a teaching or communication strategy that uses technology. You could write about a particular computer program, for example. You could discuss how a teacher could use technology with students who are identified as eligible for special education or gifted and talented services.
Organization of mini-articles:
· Title with no author identification on the manuscript or file name.
· KEYWORDS
· PURPOSE or learning objective of the particular communication or learning strategy.
· RESOURCES (e.g., a few quality references, computer program information, or product information website).
The case book welcomes research articles, personal narratives, and case studies that develop and complement themes relevant to using technology to enhance communication or education or people with special needs.
Chapter-length research articles and cases may be relevant to any age or educational level (preschool through high school, higher education, or life-long learning). For this category, we seek original research or ideas, where the term “case” is interpreted broadly.
First person cases are sought from academics with exceptionalities, particularly if they have expertise in communication technology, assistive and augmentative communication devices, or computer science. The case is an opportunity to describe what you have learned, wish teachers knew or understood, or advocate regarding using technology.
The case cannot be a work that has been published elsewhere.
Organization of Chapter:
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· No author identification on the manuscript title page or file name, please. Use an informative, descriptive title.
· KEY WORDS for searching and indexing purposes.
· EXECUTIVE SUMMARY (150 Words) should briefly summarize the case and findings.
· BACKGROUND will include a review of relevant research literature on special education or gifted and talented education, and communication technology use. This section also may contain history of the school or program and the types of services provided. The author should discuss technology use relevant to the context of the case. Citations from the research in communication studies and education are encouraged.)
· SETTING THE STAGE includes relevant technology use, management practices, and philosophies of the organization relevant to the case, as well as the individuals involved. Please do not use any screen names or real names of individuals, schools, or organizations.
· CASE OR PROJECT DESCRIPTION of the project or experience.
· CURRENT STATUS OF THE CASE OR PROBLEM
· CHALLENGES OR PROBLEMS FACING THE ORGANIZATION may include unresolved issues, controversies, and problems. This section should include a conclusion, with implications.
· FURTHER READING (Relevant books, articles, and websites.)
· REFERENCES
· APPENDIX (If needed.)
· SUPPORT MATERIAL for Instructor's Manual:
1. Discussion Questions and Answers
2. Epilogue and Lessons Learned in the Situation
3. List of Sources for Additional Information and Investigation (If none at the end of the case.)
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Mini-articles should be 250-1000 words.
Chapters should be up to 10,000 words.
All submissions will be reviewed on a double-blind review basis.
Communication technology has been a major force in serving students who have been identified as eligible for special education and gifted services. Example recommended topics include, but are not limited to the following:
· Applications of Electronic Technology for Students With Disabilities
· Assistive and Augmentative Communication
· Communication Technology and Positive Behavior Supports
· Communication Technology for Alternative Education
· Cyberbullying and Students with Exceptionalities
· Technology Assessment and Response to Intervention (RTI)
· Distance Learning for Gifted Students
· Enhancing Teacher Resiliency through Communication Technology
· Using Technology in Assessment Processes.
· Technology for Transition Services
· Saving Educational Costs while Improving Learning through Communication Technology
· Using Technology to Serve Special Programs in Rural or Urban Contexts
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit www.igi-global.com . This publication is anticipated to be released in 2011.
There are still openings for both full chapters and mini articles. Submissions will be accepted until the book's content is complete.
September 15, 2010: Completed manuscript due.
October 15, 2010: Final revision due.
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Editor/Author Resources page for frequently asked questions, as well as chapter formatting and submission guidelines: http://www.igi-global.com/Files/AuthorEditor/guidelinessubmission.pdf
Please use people first language, such as student with a disability instead of disabled student.
Please submit a single, Microsoft Word document file of your manuscript, with no author identification on the manuscript or file name.
Please use United States American English and spelling.
Use American Psychological Association (APA) style, 2010, 6th edition.
For consistency throughout the book, please follow these conventions:
1. Avoid overused metaphors, abbreviations, and contractions and instead use a formal writing style. Minimize the use of personal pronouns.
2. Comma, colon, and period are typically put inside quotation marks in US publications.
3. The only time single quotation marks are used is inside direct quotations that are indicated by double quotation marks.
4. In the Reference list, titles of books and journal articles are italicized. In the Reference list, the title's only capitalized words are the first word, the first word after a colon, and proper nouns.
5. For a dash--use an m-dash with no space before or after the dash.
6. Capitalize the word after a colon.
7. Ellipses have one space before and after each period . . .
8. Capitalize the word Internet.
9. To format, avoid using the spacebar and instead using formatting so that extra spaces can be deleted to save space. 10. Use one space after a period and between words.
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