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Career Development and Transition for Exceptional Individuals

Career Development and Transition for Exceptional Individuals

Erik W. Carter Vanderbilt University, USA
Valerie L. Mazzotti University of North Carolina, Charlotte, USA

eISSN: 21651442 | ISSN: 21651434 | Current volume: 42 | Current issue: 3 Frequency: 3 Times/Year
Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.

CDTEI is now among the top 20 special education publication ranked by Google Scholar!


Career Development and Transition for Exceptional Individuals (CDTEI) specializes in the fields of secondary edu­cation, transition, and career development of persons with documented disabilities and/or special needs.

Managing Editor
Moira Konrad The Ohio State University, USA
Associate Editor
Valerie Mazzotti University of North Carolina, Charlotte, USA
Consulting Editors
Charlotte Y. Alverson University of Oregon, USA
Selete Avoke U.S. Department of Education, USA
Robert Baer Kent State University, USA
Audrey Bartholomew University of New England, Australia
Wendi Beamish Griffith University, Australia
Rhonda Black University of Hawaii, Manoa, USA
Erik Carter Vanderbilt University, USA
Lana Collet-Klingenberg University of Wisconsin–Whitewater, USA
Jennifer Cullen Ball State University, USA
Sharon deFur College of William and Mary, USA
Lymon L. Dukes, III University of South Florida - St. Petersburg
Laura Eisenman University of Delaware, USA
Sharon Field Wayne State University, USA
Chauncey Goff The University of Oklahoma, USA
Gary Greene California State University, Long Beach, USA
Meg Grigal University of Massachusetts Boston, USA
Teresa Grossi Indiana University, USA
Michael Harvey Pennsylvania State University, USA
Tyler Hicks University of Kansas, USA
Margo Izzo Ohio State University, USA
Alison R. Jones University of North Carolina, Wilmington, USA
Song Ju University of Cincinnati, USA
Arun Karpur Autism Speaks
Ryan O. Kellems Brigham Young University, USA
Kyeong-Hwa Kim Konkuk University, South Korea
Jennifer Kowitt University of Saint Joseph, USA
Adam R. Lalor Landmark College
Leena Jo Landmark Sam Houston State University, USA
Lauren Lindstrom University of Oregon, USA
Allison Lombardi University of Connecticut, USA
Joseph Madaus University of Connecticut, USA
James Martin University of Oklahoma, USA
Zach McCall University of Missouri, Kansas City, USA
Amber McConnell University of Oklahoma, USA
Craig Michaels Queens College, City University of New York, USA
Mary E. Morningstar University of Kansas, USA
Jason M. Naranjo University of Washington Bothell, USA
Lynn A. Newman SRI International, USA
Cindi Nixon Francis Marion University, USA
Sue O'Neill The University of New South Wales, UK
David Parker Childrens' Resource Group
Lori Y. Peterson University of Northern Colorado, USA
Yen K. Pham University of New Mexico, USA
Anthony J. Plotner University of South Carolina, USA
Karen Rabren Auburn University, USA
Jane Razeghi George Mason University, Australia
Sharon Richter Coastal Carolina University, USA
Dawn A. Rowe East Tennessee State University, USA
John Schaefer Cleveland State University, USA
Janice Seabrooks-Blackmore University of North Texas, USA
Karrie Shogren University of Kansas, USA
Thomas Simmons University of Louisville, USA
Keith Storey Juvo Autism and Behavioral Health Services, USA
Ronald Tamura Southern Connecticut State University, USA
Colleen Thoma Virginia Commonwealth University, USA
Audrey A. Trainor New York University, USA
Donna Wandry West Chester University of Pennsylvania, USA
Gwen Williams West Texas A&M University, USA
Jane Williams Arizona State University, USA
Dan Dalun Zhang Texas A&M University, USA
  • Clarivate Analytics: Emerging Sources Citation Index (ESCI)
  • Contents Pages in Education (T&F)
  • ERIC (Education Resources Information Center)
  • Educational Research Abstracts Online (T&F)
  • NISC
  • PsycINFO
  • Scopus
  • Published in association with the Division on Career Development and Transition of the Council for Exceptional Children. The journal specializes in the fields of secondary education, transition, and career development of persons with disabilities. Published quarterly.

    Types of Manuscripts (# of manuscript pages in parentheses)

    Scholarly manuscripts are original quantitative, qualitative, or mixed-method research; scholarly reviews; and conceptual or discussion papers. For descriptions of research studies, (a) the research or evaluation method must be connected closely to the question(s) being addressed and (b) the setting, participants, and procedures should be described in sufficient detail to allow for possible replication. All manuscripts should include compelling recommendations for second-ary education and transition practice that could be applied at the system, program, or individual level. (30 pp. max.)

    Transition in Practice manuscripts cover topics related to secondary transition professional practice such as (a) research-based programs and interventions; (b) strategies focusing on cultural responsiveness; (c) strategies for reforming transition service delivery, curricula, and professional roles; (d) ways to foster and/or improve the practitioners’ professional development; and (e) information pertaining to state and federal legislation, rules, and regulations with implications for transition practice. The focus of these manuscripts is on how to implement evidence-based or research-based practices. The target audience consists of special and general education teachers, related services specialists, administrators, para-professionals, community partners, and other practitioners who work with youth with disabilities during the transition years. (15 pp. max.)

    All manuscripts should be written in the active voice.

    Page counts must include title/abstract page, references, main text, and all table and figure pages. Abstract, text, references, and tables should be double-spaced.

    Manuscript Preparation

    Authors should prepare their manuscript according to the Publication Manual of the American Psychological Association (6th edition, 2010). The editors also recommend that authors follow established guidelines for high-quality research related to the methodology used in their study.

    Ethical Standards. Authors are expected to follow the ethical and legal standards outlined in the Publication Manual of the American Psychological Association (6th ed., 2010) related to reporting data and authorship, disclosing funding sources and conflicting interests, and ensuring the rights of research participants. CDTEI also requires that authors certify that IRB approval or institutional exemption was obtained for any studies on which their work is directly based.

    Format. Please follow this format for your manuscript.

    1. Title Page. Submit a SEPARATE TITLE PAGE FILE with (a) article title; (b) names of all authors; (c) author affiliations, complete mailing address for contact author, e-mail addresses of all authors; and (d) any acknowledgments, financial disclosure information, author notes, or other text that could identify authors to reviewers.

    2. Format: 8½ x11 in. document; 1-inch margins; double spacing, left alignment, Times New Roman 12-pt. type for text and tables. Include title and abstract. Text and table files MUST BE Word documents; no PDFs. Tables should all be double spaced.

    3. Tables. Each table should start on a new page. Tables should follow APA 6th guidelines; please use Word’s table functions. All tables must be cited in text.

    4. Endnotes. Use endnotes sparingly. Number with Arabic numerals starting with 1 and continuing through article. Example: (see Note 1). NO footnotes.

    Figures. These should be separate files, with each figure on a new page or file. Figures must be black and white only and production-ready. Because most art will be reduced to fit, use a bold, san serif type that is large enough to be reduced and still be readable, and make sure rules/tick marks are at least 1 pt. Acceptable electronic formats for art: TIFF, EPS, Word, or Excel. For scans/photos, download the SAGE Image Resolution Guidelines from the Instructions & Forms link at If you have trouble when loading Excel files, copy and paste them into a Word file.

    Permissions. Obtaining written permission for material such as figures, tables, art, and extensive quotes taken directly—or adapted in minor ways—from another source is the author’s responsibility, as is payment of any fees the copyright holder may require. Permissions often take a considerable amount of time to be granted; start the request process as soon as possible. Material taken from software or from the Internet also requires obtaining permission. Authors can download a Permissions Request form at http://mc (see Instructions & Forms Link under Resources head). Read any granted permissions carefully to make sure the language is broad enough to allow publication in all formats, including electronic and print. Failure to obtain permission will result in either removal of the particular item or pulling the article from the journal issue.

    Authors for Whom English Is a Second Language. We highly recommend having a colleague or copyeditor who is fluent in English review the manuscript before submission.

    Supplemental Material. Decisions regarding inclusion of supplemental material will be made by the editor as part of the article acceptance process. With the exception of videos and podcasts, supplemental files will be deposited to Figshare and assigned a DOI. Authors are responsible for the scientific accuracy and file functionality of all supplemental files; materials will not be copyedited, typeset, or proofread. Additional information and guidelines are available for download from the Instructions and Forms link at https://mc

    Manuscript Submission

    Submit electronically:

    Log in, or click the "Create an Account" option if you are a first-time user. Once logged in, click on "Author." Click the "Start New Submission" link in the left-hand box and follow the submission steps. A guide can be accessed on the main page via the Help section, User Tutorials link.

    Peer Review Process

    CDTEI typically utilizes 3 or more peer reviewers per manuscript in a double-blind peer review process. Initial decisions are rendered within 3 months following submission.

    Editorial Office Contact Information

    Erik W. Carter, Co-Editor, CDTEI
    Department of Special Education, Vanderbilt University
    Nashville, TN 37203

    Valerie L. Mazzotti, Co-Editor, CDTEI
    Department of Special Education and Child Development,
    University of North Carolina at Charlotte,
    9201 University City Blvd., Charlotte, NC 28223-0001

    Managing Editor: Moira Konrad (

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