From the editor.
* to publish manuscripts from a diverse representation of authors;
* to solicit guest editors to assist in production of issues targeting special topics of interest to the profession;
* to solicit editorial partnerships between those in academe and those practitioners who typically do not submit publications (including students);
* to include international representation in publications;
* to diversify the format of the journal by developing a "clinical forum" that would encourage "discussion/debate" among authors; and
* to explore and institute further diversification of the format, including short reviews of books, clinical feedback on assessment or intervention tools, and reactions to current policy decisions/ actions.
Overall, the intent is to build on the solid foundations already established for the journal by increasing awareness and participation among professionals in deaf education, speech--language pathology in all segments of the field, special education, and general education. Although the journal has traditionally targeted educators as the primary subscribers, I feel it should expand the target audience to include faculty in higher education, professionals in clinical work settings other than schools, and students.
It is my feeling that we need to actively engage our readers as consumers of information. To this end, I seek to make the journal an intellectually lively experience in whatever ways determined to be appropriate and effective. During my editorship, I will welcome input from the readers and members of the editorial board regarding any aspect of the journal. It is my hope that we can explore innovative strategies for enhancing interactions among readers. Please feel free to contact me with ideas you may have via my e-mail address: firstname.lastname@example.org
This issue of Communication Disorders Quarterly focuses on the importance of appropriate identification of communicative impairments. Two particular groups of individuals who are typically underrepresented or misrepresented in the population of students identified as speech or language impaired are targeted in the articles contained here. One group, those students who are identified as exhibiting behavioral or emotional disorders, are included in articles by Hyter and Sanger and their colleagues. The second group is those with linguistic differences of varying origin. The contributions by Huer, Cheng, Pollock, and Goldstein and their colleagues provide detailed considerations of the cultural and phonologic variance among speakers with differing linguistic backgrounds. Clinicians and educators should give careful consideration to the implications of these authors' work. An increasing demand exists for all professionals working with children and youth to be cognizant of the complex cultural and communication demands placed on students of all ages.
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|Author:||Coufal, Kathy L.|
|Publication:||Communication Disorders Quarterly|
|Article Type:||Brief Article|
|Date:||Sep 22, 2001|
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|Next Article:||Pragmatic language intervention for children with language and emotional/behavioral disorders.|