The Australian Journal of Learning Difficulties provides a forum for both theoretical and empirical articles on topics related to the assessment and teaching of students with learning disabilities and learning difficulties. Papers reporting intervention studies focused on effective instruction in basic skills are particularly welcome.
The journal is subject to a double-anonymized peer review process.
Disclaimer:
The LDA and Taylor & Francis make every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, the Society and Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not necessarily the views of the Editor, the Society or Taylor & Francis.
Authors can choose to publish gold open access in this journal.
Read the Instructions for Authors for information on how to submit your article.
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