Special Education

This is a peer-reviewed, open-access book series dedicated to advancing research, practice, and innovation in special education with a focused emphasis on literacy, learning, and life skills development for students with disabilities. Aimed at educators, researchers, curriculum designers, and interdisciplinary scholars, the series highlights critical issues, evidence-based interventions, and inclusive pedagogical approaches that support diverse learners in K–12 and transition settings.

Each volume will feature original, high-quality chapters that reflect theoretical rigor, classroom application, and global relevance. Contributions are expected to span cognitive, behavioral, instructional, and socio-emotional domains, with a particular emphasis on practical strategies and tools for improving educational and life outcomes for students with a wide range of learning needs.

Volumes will focus on specialized topics in the field and may include contributions across the following areas:

• Structured Literacy and Decodable Phonics Instruction: Evidence-based reading interventions for students with intellectual and developmental disabilities.

• Emergent and Early Literacy for Older Learners: Age-respectful approaches for supporting delayed or non-traditional literacy development in tweens and teens.

• High-Interest, Low-Readability (Hi-Lo) Materials: Designing accessible and engaging content for struggling readers.

• Fluency Development and Reading Comprehension: Scaffolding strategies for developing automaticity, vocabulary, and meaning-making.

• Functional Academics and Life Skills: Curriculum approaches integrating literacy with vocational, social, and independent living skills.

• Social-Emotional Learning and Behavior Supports: Interventions to foster self-regulation, peer relationships, and classroom engagement.

• Assistive Technology and Universal Design for Learning (UDL): Tools and frameworks that reduce barriers and support personalized access to curriculum.

• Culturally Responsive and Trauma-Informed Practices: Ensuring equity, representation, and care in special education contexts.

• Assessment, Progress Monitoring, and Data-Driven Instruction: Practical tools for individualized education planning and measuring growth over time.

• Teacher Training, Coaching, and Professional Development: Building educator capacity through mentorship, ongoing support, and evidence-based practice.

Editorial and Review Process:

Submissions are selected through an open call or invitation, reviewed via a double-blind peer review process, and professionally edited for clarity, structure, and impact. Each volume is guided by a guest editor or editorial board of subject experts.

Publishing Model and Fees:

All volumes and chapters will be published under an Open Access model to ensure wide dissemination and accessibility. Scholars interested in contributing a book to our current and future book series are invited to submit a brief proposal directly via this form. All proposals (see sample) will go through the standard review process before deciding. 

Fees and Funding Support

Download  Guidelines

For questions, contact Series Editor

Dr. Doreen N. Myrie
Assistant Professor of Special Education
Special Education Program Coordinator
Ambassador- Deafblind International 
Ambassador DS- National Down Syndrome Society
Faculty Sponsor- Pi Gamma Mu International Honor Society in Social Sciences

Jackson State University
College of Education and Human Development
Department of Educational, Multicultural, and Exceptional Studies
1400 John R. Lynch Street
Jackson, MS 39217, USA