Support for Learning
Support for Learning (SfL) is a quarterly journal of nasen, an organisation that draws its membership from the entire range of professionals who are responsible for educating and supporting children and adults with special educational needs. The Editor therefore welcomes contributions focusing on any aspect of work with children and students who have special educational needs.
An article can only be considered for publication on the understanding that it has not yet been published, also that it is not being considered for publication elsewhere. Authors are expected to confirm the originality of their work when submitting articles for consideration and to ensure that all the necessary permissions to publish have been obtained. Successful authors will be expected to sign a copyright assignment agreement form and to provide brief autobiographical notes. All articles considered for publication in SfL are subject to peer review. Authors should therefore take care to identify themselves only on the title page or cover letter.
Articles should be word processed using double spacing throughout and generous margins, leaving a single letter space only after full stops and colons. Please use single quotation marks throughout for direct speech, words in parenthesis, quotations etc. Please avoid unnecessary capital letters; when in doubt use a lower case initial letter.
Three copies of the manuscript should be submitted together with a copy of the file on disk or as an email attachment. Authors should provide a cover sheet giving the title of the article, the name(s) of the author(s) and a contact address with their manuscript and ensure that all pages are numbered. Each submission should include a brief (100–150 words) abstract or summary of the main ideas in the articles on a separate sheet of paper together with a list of up to five key words.
The preferred length of articles in SfL is 3,000–5,000 words. SfL does not use appendices or footnotes. Materials such as tables, graphs, diagrams, flowcharts and line drawings can be included in articles as figures or tables. Illustrative material should be selected carefully to support the points being made in the text of the article and should be submitted on separate sheets. The approximate position of tables and figures should be indicated in the manuscript.
Articles should be clearly argued and concisely written in plain English in order to be accessible to a diverse readership. Where technical terms prove essential, the writer should provide brief explanations supported by contextual descriptions and examples. Prospective authors should avoid language that can be seen as discriminatory against people on account of disability, race or gender.
References should be selective and easily accessible. Sources should be indicated in the article by giving the author’s surname with the year of publication in brackets. Page numbers should be provided for direct quotations. Full details for all references should be listed in alphabetical order of authors’ names in a section at the end of the article. The following examples cover the kinds of references most frequently used in SfL and can be used as a style guide.
CARRINGTON, S. and ELKINS, J. (2002) Bridging the gap between inclusive policy and inclusive culture in secondary schools. Support for Learning, 17, 2, 51–57.
DfES (2001) Inclusive Schooling. Children with Special Educational Needs. Nottingham: DfES.
LAWSON, H. and FERGUSSON, A. (2001) PSHE and Citizenship. In B. Carpenter, R. Ashdown and K. Bovair (eds.), Enabling Access, pp. 193–213. London: David Fulton.
QCA (2001) Schemes of Work for Citizenship. London: Qualifications and Curriculum Authority. [Online at www.standards.dfes.gov.uk]. Accessed 03/04/03.
ROSE, R. and COLES, C. (2002) Special and mainstream school collaboration for the promotion of inclusion. Journal of Research in Special Educational Needs 2, 2. [Online at http://www.nasen.org.uk]. Tamworth: National Association for Special Educational Needs.
THOMAS, G. and LOXLEY, A. (2001) Deconstructing Special Education and Constructing Inclusion. Buckingham: Open University Press.
Illustrations, tables, graphs, flow charts and line drawings should be submitted as separate files to the following specifications: Halftones as TIF to 300dpi, line art or combination figures as TIF to 600dpi or EPS. (At the size they will be finally reproduced). We recommend these formats as they result in the best quality in the final product, especially in the electronic version. Most packages will allow you to export to these formats. For further details please visit http://authorservices.wiley.com/bauthor/illustration.asp.
Author Services enables authors to track their article – once it has been accepted – through the production process to publication online and in print. Authors can check the status of their articles online and choose to receive automated e-mails at key stages of production. The author will receive an e-mail with a unique link that enables them to register and have their article automatically added to the system. Please ensure that a complete e-mail address is provided when submitting the manuscript. Visit http://authorservices.wiley.com for more details on online production tracking and for a wealth of resources including FAQs and tips on article preparation, submission and more.
If your paper is accepted, the author identified as the formal corresponding author for the paper will receive an email prompting them to login into Author Services; where via the Wiley Author Licensing Service (WALS) they will be able to complete the license agreement on behalf of all authors on the paper.
For authors signing the copyright transfer agreement
If the OnlineOpen option is not selected the corresponding author will be presented with the copyright transfer agreement (CTA) to sign. The terms and conditions of the CTA can be previewed in the samples associated with the Copyright FAQs below:
CTA Terms and Conditions http://authorservices.wiley.com/bauthor/faqs_copyright.asp
For authors choosing OnlineOpen
If the OnlineOpen option is selected the corresponding author will have a choice of the following Creative Commons License Open Access Agreements (OAA):
Creative Commons Attribution License OAA
Creative Commons Attribution Non-Commercial License OAA
Creative Commons Attribution Non-Commercial -NoDerivs License OAA
To preview the terms and conditions of these open access agreements please visit the Copyright FAQs hosted on Wiley Author Services http://authorservices.wiley.com/bauthor/faqs_copyright.asp and visit http://www.wileyopenaccess.com/details/content/12f25db4c87/Copyright--License.html.
If you select the OnlineOpen option and your research is funded by The Wellcome Trust and members of the Research Councils UK (RCUK) you will be given the opportunity to publish your article under a CC-BY license supporting you in complying with Wellcome Trust and Research Councils UK requirements. For more information on this policy and the Journal’s compliant self-archiving policy please visit: http://www.wiley.com/go/funderstatement.
Further guidance for authors can be provided on request. It is often an advantage for prospective contributors to discuss length, content and emphasis of a proposed article with the Editor prior to submission. Queries should be addressed to:
Support for Learning
School of Education
The University of Northampton
Boughton Green Road
Northampton NN2 7AL