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Co-Author Information

Victoria J. VanUitert https://orcid.org/0000-0003-3927-3850 Lauren B. Zepp https://orcid.org/0000-0003-3838-8963 Stacy N. McGuire https://orcid.org/0000-0001-9074-8837 Gwendolyn K. Deger https://orcid.org/0000-0002-2680-0511 Jennifer Malone https://orcid.org/0009-0005-3805-8288 Correspondence concerning this article should be addressed to Victoria J. VanUitert, Bowling Green State University, 419 Education, Bowling Green, OH 43403-0001, United States. Email: vvanuit@bgsu.edu

Abstract

Toward the goal of publishing high-quality case studies and related research, the Diversity, Equity, and Inclusion (DEI) Committee of the Journal of Case Learning and Exceptional Learners (JCLEL) created guidelines for authors and reviewers. These guidelines focus on presenting cases with clear and balanced descriptions, as well as utilizing bias-free language so that students from traditionally marginalized backgrounds are represented in respectful and inclusive ways. Additional components specific to intervention-based case studies are also addressed, including the social validity of the intervention. Rubrics are included to be used by prospective authors as they prepare manuscripts for submission, as well as by reviewers. Information is also provided on how to join the DEI Committee and become a reviewer for JCLEL.

Author Bios

Dr. Victoria VanUitert is an assistant professor in the School of Inclusive Teacher Education at Bowling Green State University. Her research focuses on (a) developing interventions to enhance the social-emotional and academic success and well-being of neurodivergent individuals (e.g., autistic, with ADHD, with learning disabilities) and (b) preparing pre- and in-service K-12 teachers and university professors to provide inclusive, affirming, and effective learning experiences for their students.

Dr. Lauren Zepp is an Assistant Professor in the Department of Special Education at the University of Wisconsin - Whitewater. Her research focuses on teacher education for effective reading instruction, special education teacher preparation, and disability representation in children's and young adult literature Dr. Stacy N. McGuire is an assistant professor of special education in the School of Inclusive Teacher Education at Bowling Green State University. She is both a Board Certified Behavior Analyst-Doctoral and a Nationally Board Certified Teacher, Exceptional Needs Specialist. Dr. McGuire’s scholarship focuses on providing equitable education for students with behavioral support needs and emotional and behavioral disorders (EBD), which is conducted through three lines of inquiry: (a) social inclusion of students with behavioral support needs and EBD, (b) teacher training in evidence-based behavioral interventions, and (c) anti-ableist and antiracist disciplinary practices for students with behavioral support needs and EBD. Dr. Gwendolyn Deger is a lecturer in the Beeghly College of Liberal Arts, Social Sciences, and Education at Youngstown State University. Her research focuses on (a) developing instructional interventions to enhance student engagement through the use of game-based elements, (b) supporting the well-being of in-practice and pre-service special educators so that they provide effective educational, behavioral, and social learning experiences that propose restorative justice and culturally sustaining practices, and (c) preparing of in-service and preservice educators for effective and inclusive engagement with families of children with unique learning needs. Dr. Jennifer J. Malone is an assistant professor in the Department of Education at Missouri Western State University. She received her doctorate degree from Saint Louis University in 1999 in educational leadership. She spent 38 years as a special education teacher and school administration in the midwest. Her research agenda is aimed at increasing diversity and inclusion for teachers of color in special education as well as addressing the overall special education teacher shortage. Dr. Malone's research also brings attention to the disproportionality of underrepresented populations in special education k-12 classrooms as well as ensuring pre-service special education teachers are prepared to deliver high leverage instruction and high leverage assessments to all k-12 special education students.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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