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 manuscripts for RiSE special series: Emerging Trends in AI-Driven Special Education Research: Enhancing Personalization and Inclusion in K-12 Settings
Posted by Bryan G Cook on 2025-08-07
Abstract/Study Synopsis: 1,000 word Abstract/Study Synopsis due Sept 30, 2025 Introduction: This special series explores the current state of Artificial Intelligence (AI) in special education, highlighting emerging trends, innovative applications, empirical evaluations, reviews and future directions for research. Examining the intersection of AI and special education may contribute to a deeper [...]
Read MoreCall 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 Articles
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
Extending Data Mountain to Improve Fluency for Elementary Students with or At-Risk for Reading Disabilities
Lisa Didion, Charlotte Jeppsen, Lesa Hoffman and Benjamin P. Smith
2025-06-02 Volume 2 • 2025
Special Education Teachers’ Conceptualizations of Burnout: An Iterative Thematic Inquiry Analysis
Nelson Brunsting, Maria V. Giani, Danielle Jeannite, Hannah Morris Mathews and Lisa Ruble
2025-07-15 Volume 2 • 2025
Non-empirical papers
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. Myers, 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