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Career Development and Transition for Exceptional Individuals

Career Development and Transition for Exceptional Individuals

eISSN: 21651442 | ISSN: 21651434 | Current volume: 46 | Current issue: 2 Frequency: Quarterly
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.

Allison R. Lombardi University of Connecticut, USA
Valerie Mazzotti University of Kansas, USA
Editorial Assistant
Jessica G. Rousey University of North Carolina - Charlotte
Consulting Editors
Michele A. Schutz University of Illinois Urbana-Champaign, USA
Wen-hsuan Chang Texas A&M University, College Station, USA
Leslie Ann Bross University of North Carolina - Charlotte, USA
Yi-Chen Wu University of Minnesota, USA
Tracy E. Sinclair University of Connecticut, USA
Graham G. Rifenbark University of Connecticut, USA
Kyle Reardon University of Oregon, USA
Joshua M. Pulos James Madison University, USA
Jessica Monahan University of Delaware, USA
Stacie L. Dojonovic University of Kansas, USA
Malarie E. Deardorff University of Oklahoma-Zarrow Institute, USA
Anwar A. Alsalamah Unaffiliated Researcher, KSA
Edwin O. Achola California State University, Long Beach, USA
Charlotte Y. Alverson University of Oregon, USA
Lindsay S. Athamanah University of Missouri - St. Louis, USA
Jessica Awsumb Vanderbilt University, USA
Wendi Beamish Griffith University, Australia
Emily C. Bouck Michigan State University, USA
Katherine W. Bromley University of Oregon, USA
Jennifer L. Bumble American Institutes for Research, USA
Kathryn M. Burke Temple University, USA
Meghan M. Burke University of Illinois at Urbana-Champaign, USA
Hsu-Min Chiang University of Macau, Macau
Kelli Crane University of Maryland - College Park
Lymon L. Dukes, III University of South Florida - St. Petersburg
Laura Eisenman University of Delaware, USA
Catherine H Fowler University of Noth Carolina-Charlotte, USA
Carly B. Gilson Ohio State University, USA
Megan M. Griffin Whitworth University, USA
Teresa Grossi Indiana University, USA
Tyler Hicks University of Kansas, USA
Kara A. Hirano Illinois State University, USA
Todd Honeycutt Mathematica Policy Research, USA
Song Ju University of Cincinnati, USA
Laurie G. Kahn Moravian College, USA
Ryan O. Kellems Brigham Young University, USA
Kelly R. Kelley Western Carolina University, USA
Kyeong-Hwa Kim Konkuk University, South Korea
Jennifer Kowitt University of Saint Joseph, USA
Jessica M. Kramer University of Florida, USA
Suzanne Kucharczyk University of Arkansas, USA
Elisabeth Kutscher George Washington University, USA
Stephen M. Kwiatek Utah State University, USA
Adam R. Lalor Landmark College
Leena Jo Landmark Sam Houston State University, USA
Mykal J. Lesie Kent State University, USA
Joseph Madaus University of Connecticut, USA
Michele C. McDonnall Mississippi State University, USA
John T. McNaught James Madison University, USA
Maria P. Mello St. John's University, USA
Christopher Murray University of Oregon, USA
Lynn A. Newman SRI International, USA
Jeanne A. Novak Bowling Green State University, USA
Clare K. Papay University of Massachusetts-Boston, USA
David Parker Childrens' Resource Group
Stefania D. Petcu University of New Mexico, USA
Yen K. Pham University of New Mexico, USA
Marcus Poppen Washington State University, USA
Laurie E. Powers Portland State University, USA
Angela M. Tuttle Prince Iowa State University, USA
Sheida K. Raley University of Kansas, USA
Magen Rooney-Kron University of Missouri - St. Louis, USA
Zachary Rossetti Boston University Wheelock College of Education & Human Development, USA
Dawn A. Rowe East Tennessee State University, USA
John Schaefer Cleveland State University, USA
Karrie A. Shogren University of Kansas, USA
James S. Sinclair University of Oregon, USA
Jared Stewart-Ginsburg Francis Marion University, USA
Emily Tarconish University of Illinois - Urbana-Champaign, USA
Julie Taylor Vanderbilt University, USA
Colleen Thoma Virginia Commonwealth University, USA
Deanne K. Unruh University of Oregon, USA
Donna Wandry West Chester University of Pennsylvania, USA
Holly H. Whittenburg Washington State University, USA
Kendra L. Williams-Diehm University of Oklahoma, USA
Dan Dalun Zhang Texas A&M University, USA
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  • NISC
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  • Scopus
  • Before submitting your manuscript, please read and adhere to the author submission guidelines. To submit an article to the journal, please click here:

    Any questions should be directed to the editorial office:

    Allison R. Lombardi, Co-Editor, CDTEI
    Department of Educational Psychology, Neag School of Education, University of Connecticut
    249 Glenbrook Rd. Unit 3064, Charles B. Gentry Building, Storrs, CT, 06269-3064

    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

    Editorial Assistant: Michele A. Schutz (

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