Call for Chapters: Closing the Educational Achievement Gap for Students With Learning Disabilities


Florence Nyemba, University of Cincinnati, United States

Call for Chapters

Proposals Submission Deadline: January 25, 2023
Full Chapters Due: May 25, 2023
Submission Date: May 25, 2023


Recently, there has been an increased call for diversity and inclusion in every school environment across the globe, with the goal that every student learns effectively in the classroom regardless of his/her circumstances. Much emphasis has been placed on how schools and teachers can make this universally achievable. This will be easier on the side of the teacher, if there are systems in place to strongly support all the measures that teachers put in place to promote the development of diverse classrooms. Despite these efforts, research indicates that students with learning disabilities continue to lag in the learning process. Statistics reveal that in the United States public schools for example, about 2.3 million of these schools have IEPs for students with learning disabilities (LD) and is considered the largest category covered under special education (Horowitz, Rawe, & Whittaker, 2017).). Regardless of having IEPs developed for these students, most of them still do not receive the learning support they need in the classroom. The most noted challenges include the inability by schools and teachers to create and deliver content using instructional styles that promote effective learning. Additionally, most education systems are not providing sufficient resources to equip teachers with the skills and knowledge to plan and deliver content to students with learning disabilities. All these issues coupled with a variety of challenges these students face in their daily lives continue to affect their educational outcomes. Reference Horowitz, S. H., Rawe, J., & Whittaker, M. C. (2017). The State of Learning Disabilities: Understanding the 1 in 5. New York: National Center for Learning Disabilities. Available at The State of LD: Introduction - NCLD


This book will aim to increase support and awareness through improving instructional and learning strategies to help students with learning disabilities thrive academically and emotionally. It will examine the barriers that prevent teachers from effectively providing instruction to these students and offer solutions for improvement. For time immemorial, students with learning disabilities were restricted to 'contained classrooms' with only special education teachers teaching them. The call to increase diversity in the classroom is bringing these students' presents in regular classrooms with teachers who are not well prepared to teach them. Diversity and inclusion in the classroom support a progressive or rather a student-centered approach which benefit students with learning disabilities, hence the need to review the current instructional strategies teachers use in the classrooms and provide suggestions for improvement.

Target Audience

The target audience of this book will be composed of teachers, professionals and researchers working in the field of education, special education, speech and occupational therapy, disability services, intervention strategists, psychologists, students with LD, parents, and local communities. Moreover, the book will provide insights and support to anyone concerned with educational programs for children with disabilities at local, regional, and national level.

Recommended Topics

*Improving Instructional/Learning Models, *Instructional Adaptations for Cognitive, Psychological, and Emotional Differences, *Physical and Sensory Impairments, *Overview of Learning Disabilities, *Cognitive, Psychological, and Emotional Differences, *Achievement Gaps, *Curriculum Development For Diverse and Inclusive Settings, *Adaptive /Assistive Technologies, *Differentiated Learning, *Student Centered Approaches, *Current Trends and Issues with Disability, *Individual Education Plans, *Learning Barriers, *Teacher Training Programs, *Culturally Responsive Teaching, *Classroom Design for Students with Disability, *Special Education *Speech and Occupational Therapy *School Funding *Educational Policies and laws *Education Rights *Parental Involvement, Training and Awareness *Abuse, Neglect and Exploitation *Case Studies

Submission Procedure

Researchers and practitioners are invited to submit on or before January 25, 2023, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by February 8, 2023 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by May 25, 2023, and all interested authors must consult the guidelines for manuscript submissions at prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Closing the Educational Achievement Gap for Students With Learning Disabilities. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery® online submission manager.


This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit This publication is anticipated to be released in 2024.

Important Dates

January 25, 2023: Proposal Submission Deadline
February 8, 2023: Notification of Acceptance
May 25, 2023: Full Chapter Submission
July 23, 2023: Review Results Returned
September 3, 2023: Final Acceptance Notification
September 17, 2023: Final Chapter Submission


Florence Nyemba
University of Cincinnati


Computer Science and Information Technology; Education; Library and Information Science; Medical, Healthcare, and Life Sciences; Government and Law; Social Sciences and Humanities
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