Insights into Learning Disabilities: From Prevailing Theories to Validated Practices
An International Journal
Insights into Learning Disabilities: From Prevailing Theories to Validated Practices (ILD) is a peer-reviewed journal, published bi-annually by LDW®. Its primary focus lies on the dissemination of empirically supported interventions for children, youth, and adults with severe difficulties in reading, writing, spelling, or doing mathematical calculations. Articles published in ILD provide up-to-date and evidence-based information for professionals, who teach or otherwise work with individuals with learning disabilities. They meet high-quality standards for scholarly papers; but at the same time present findings in such a way that they are easily understood, relevant, and usable for practitioners.
LDW® members receive the journal as part of their membership package. If you're not a member, join now to receive this journal and other member benefits.
Become a part of the many universities, colleges, and teacher training institutes that purchase Insights into Learning Disabilities: Prevailing Theories to Validated Practices at bulk rates. Email LDW® at email@example.com for more information.
Matthias Grünke, University of Cologne, Germany
Teresa Allissa Citro, Manda University, U.S.A.
Charles B. Hutchison, UNC Charlotte, U.S.A.
Casey Hord, University of Cincinnati, U.S.A.
Click here to see Consulting Editors.
Editorial Policy and Manuscript Submissions
Click here to see the editorial policy and manuscript submission guidelines.
Place your ad in Insights into Learning Disabilities: From Prevailing Theories to Validated Practices, one of the most widely-distributed publications on learning disabilities worldwide.