About this Journal
Research is vital for effective practice and policy in special education and related fields. Research in Special Education (RiSE) is an online-only, peer-reviewed, diamond open-access journal with no article processing charges for authors. The mission of the journal is to (a) openly disseminate rigorous, relevant, and accessible research that contributes to the advancement of special education and related fields and (b) openly publish commentaries, theoretical analyses, and practical guides to advance the rigor, openness, and equity of research and practice in special education and related fields.
Latest News Posts
Call for Submissions for a Special Series for RiSE Open Science Practices and the Early Career Researcher: A Push to Advance Special Education Research
Posted by RiSE Editors on 2025-03-03
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 [...]
Read MoreVolume 2 • 2025
Empirical Article
The Demand for Special Education Faculty: An Analysis of Paired Open Data
Lindsey Mirielli, Jessica Rodrigues and Emily L. Singell
2025-02-12 Volume 2 • 2025
Non-empirical paper
Open-Access Publishing in Special Education and Related Fields: Making Scholarship Freely Available to All
Esther R. Lindström, Jesse I. Fleming, Danika L. Pfeiffer, Tamara Kalandadze and Bryan G Cook
2025-02-21 Volume 2 • 2025
Also a part of:
Collection: Open Science Practices in Special Education and Related Fields
Prioritizing Preregistration in Special Education Research
Allison Lombardi, Jason Chow, Bryan G Cook, LaRon Scott, Jenny Root and Jesse I. Fleming
2025-03-04 Volume 2 • 2025
Also a part of:
Collection: Open Science Practices in Special Education and Related Fields
The NCTM/CEC Position Statement on Teaching Mathematics to Students with Disabilities: What’s in It and What’s Not
Sarah Rannells Powell, Marcia A. Barnes, Jenny Root, Elizabeth M. Hughes, Leanne Ketterlin-Geller, Gena Nelson, Megan Rojo, David H. Allsopp, Bradley Witzel, Jonté A. Meyers, Margaret M. Flores, Erica Lembke, Matthew K. Burns, Jessica Namkung, Brian Poncy, Robin Parks Ennis, Lisa L. Morin, Tessa L. Arsenault, Christian T. Doabler, Vanessa Hinton, Rajiv Satsangi, Jennifer Kong, Bree Jimenez, Kaitlin Bundock, Robin S. Codding, Sarah King, Scott Dueker, Genesis Arizmendi, Deidre Gilley, Tasia Brafford, Elizabeth A. Stevens, Ben Clarke, Paul J. Riccomini and Corey Peltier
2025-03-12 Volume 2 • 2025