Our Vision
We envision a scholarly ecosystem where rigorous special education research is freely accessible to all, removing financial and structural barriers to foster an evidence‑aligned educational landscape.
Our Mission
Our mission is to advance special education by uniting open‑access journals. The Alliance promotes collaborative editorial leadership, transparent publishing, and a commitment to scientific rigor to strengthen educational practice, inform policy, and improve outcomes for individuals with disabilities.
Our Member Journals
Supported By
Governance
Andy Markelz
Dr. Andrew M. Markelz is an Associate Professor of Special Education at James Madison University and the founder and Editor of the Journal of Special Education Preparation, an open‑access journal dedicated to advancing high‑quality, accessible scholarship in the field. He is overseeing the establishing of the Open Access Special Education Alliance and his leadership in open‑access publishing supports a broader professional community committed to strengthening special education research and practice.
Bill Therrien
Dr. William J. “Bill” Therrien is the Thomas G. Jewell Professor of Special Education at the University of Virginia and serves as Co‑Editor of Research in Special Education (RiSE), a fully open‑access, diamond‑model journal dedicated to advancing rigorous and accessible scholarship in the field. Dr. Therrien also co‑founded the Special Education Research Accelerator (SERA) and leads the Aletheia Society, both of which promote open science, transparency, and democratized research to expand high‑quality, collaborative inquiry in special education.
Lisa Dieker
Dr. Lisa A. Dieker is the Williamson Family Distinguished Professor at the University of Kansas and an established leader in special education. She brings extensive editorial experience as Editor of Focus on Exceptional Children and as a long‑time editorial board member for major journals including Exceptional Children and Teacher Education and Special Education. She is also a strong advocate for open access publishing and a founding member of the Alliance.
Bryan Cook
Dr. Bryan G. Cook is a Professor of Special Education at the University of Virginia whose scholarship centers on open science, crowdsourcing methodologies, and the identification of evidence‑based practices in special education. He serves as a leading voice in advancing research transparency through his co‑leadership of the Special Education Research Accelerator (SERA) and the Consortium for the Advancement of Special Education Research (CASPER), and he is an ambassador for the Center for Open Science.
Sara Nagro
Dr. Sarah A. Nagro is an Associate Professor of Special Education at Texas A&M University, where she serves as Chair of the Special Education PhD Program and Interim Associate Director of the Center on Disability and Development. Dr. Nagro has published extensively in peer-reviewed journals and leads multi-institutional federally funded projects focused on strengthening the special education workforce. Her work bridges research, policy, and practice, shaping sustainable systems of teacher preparation that improve outcomes for educators and the students they serve.
Peggy Weiss
Dr. Margaret “Peggy” Weiss is an Associate Professor of Special Education at George Mason University whose work focuses on co‑teaching, eCoaching, and the preparation of preservice special educators. She has held key editorial roles—including serving as Associate Editor for Teaching Exceptional Children and currently for both the Journal of Special Education Preparation and Intervention in School and Clinic. Dr. Weiss also leads major state and federal initiatives, including directing the Virginia Department of Education’s Region 4 Training and Technical Assistance Center (TTAC) and serving as a Co‑Principal Investigator on OSEP‑funded personnel preparation grants.
Benjamin Riden
Dr. Benjamin S. Riden is an Associate Professor of Special Education at James Madison University whose scholarship focuses on applied behavior analysis, classroom behavior management, and preparing teachers to work effectively with students who display challenging behaviors. His research examines evidence‑based behavioral interventions and single‑case research design, with widely cited contributions including work on behavior‑specific praise, daily behavior report cards, and electronic behavior management systems. Dr. Riden is a leading voice in supporting teachers’ use of practical, empirically supported strategies to foster positive academic and behavioral outcomes.