bluuebunny/crossref_metadata_2025 huggingface dataset:
TLE TeachLivE™: Using Technology to Provide Quality Professional Development in Rural Schools
Authors: Dieker Lisa A. , Hynes Michael C. , Hughes Charles E. , Hardin Stacey , Becht Kathleen
Published: April 2017

Rural schools face challenges in training and retaining qualified teachers, especially special education personnel. This article describes how an interdisciplinary team at the University of Central Florida developed TLE TeachLivE™, a virtual reality application designed to serve as a classroom simulation to support teachers and administrators to practice skills for instruction and management.
SimSchool: An Opportunity for Using Serious Gaming for Training Teachers in Rural Areas
Authors: Tyler-Wood Tandra , Estes Mary , Christensen Rhonda , Knezek Gerald , Gibson David
Published: April 2017

This article examines the use of simSchool as a training tool for educators working with students with special needs in rural districts. SimSchool is a game that emulates a classroom utilizing a virtual environment. The theory supporting simSchool is explored and current research associated with simSchool is reviewed. The issues surrounding retaining quality special educators in rural districts are discussed. The potential for using simSchool for working with rural special education teachers is explored.
Second Life®: A 3D Virtual Immersive Environment for Teacher Preparation Courses in a Distance Education Program
Authors: Hartley Melissa D. , Ludlow Barbara L. , Duff Michael C.
Published: April 2017

Many colleges and universities rely upon online programs to support distance delivery of personnel preparation programs in special education and related services. These distance education programs enable individuals who live or work in rural communities to access training programs to earn teaching certification and assist rural schools in providing much-needed professional development opportunities for preservice and inservice personnel. Instructors have begun to use real-time online formats, such as voice chat, teleconferencing, and virtual reality applications, to increase learner participation in online courses and promote a sense of community across individuals at multiple sites. This article describes promising practices for creating and implementing learning activities in Second Life®, a virtual world, in a teacher education program that serves prospective and practicing teachers in many rural communities. The authors present a rationale for using this virtual reality application, explain how it has been implemented in a distance education program, and outline future directions for using it with other emerging technologies.
The Advocacy Efforts of African American Mothers of Children with Disabilities in Rural Special Education: Considerations for School Professionals
Authors: Stanley Summer Lynn Gainey
Published: April 2017

Legislation maintains expectations that educators form partnerships with parents, specifically within the field of special education (IDEA, 2004), and requires schools to allow parents to participate in all phases of educational assessment and planning for students who receive special education services. Many parents, however, encounter barriers in their advocacy efforts. This study adds to the research on parent involvement in special education by examining the advocacy experiences of African American mothers of children with disabilities and providing a perspective that will enable educators to focus on the strengths of rural African American mothers while understanding the barriers they face.
Building SWPBIS Capacity in Rural Schools through Building-Based Coaching: Early Findings from a District-Based Model
Authors: Cavanaugh Brian , Swan Meaghan
Published: April 2017

School-wide Positive Behavioral Interventions and Supports (SWPBIS) is a widely used framework for supporting student social and academic behavior. Implementation science indicates that one effective way to implement and scale-up practices, such as SWPBIS, is through coaching; thus, there is a need for efficient, cost-effective methods to develop and support SWPBIS coaches. Using the literature of implementation science and SWPBIS, we developed and implemented a coaching curriculum to increase and support building-based capacity with SWPBIS. In this article, we present a district-based model for training school personnel to become SWPBIS coaches. Data on initial training outcomes and school outcomes are presented. Findings suggest that the training of school-based coaches in rural schools resulted in improved knowledge of SWPBIS and supported fidelity of SWPBIS implementation in local schools. Lessons learned, as well as implications for practice and research, are discussed.
Teaching Language Skills to Preschool Students with Developmental Delays and Autism Spectrum Disorder Using Language for Learning
Authors: Flores Margaret M. , Schweck Kelly B. , Hinton Vanessa
Published: April 2017

Language intervention using Direct Instruction (DI) has shown positive results. There is a growing body of investigation of Language for Learning (LL), a DI program, on the performance of students with autism spectrum disorders (ASD) and students with developmental delays (DD). There is need for replication and extension of research to include rural settings and students with ASD and DD. The purpose of this study was to investigate the effects of LL on the language of students with DD and ASD in a rural preschool classroom. Four preschool students with DD and ASD participated in 12 weeks of instruction, resulting in improved language skills.
Rural Secondary Educators' Perceptions of Their Efficacy in the Inclusive Classroom
Authors: Shoulders Tori L , Krei Melinda Scott
Published: April 2017

The purpose of this study was to compare the differences in rural secondary special and general education teachers' perceptions of their efficacy in teaching students in an inclusive classroom. The sample consisted of 148 rural secondary general education and 32 special education teachers. The researchers used an independent-samples t test to determine if there was a difference in the efficacy of student engagement for general and special education teachers. Results indicated there was a significant difference in the efficacy of student engagement for general and special education teachers. The researchers completed further examination using stepwise multiple regression analysis to determine the extent to which teacher characteristics predict efficacy in student engagement. Implications of the findings for policy and practice in rural schools are also discussed.
The Right to a Better Life: Using an After-School Work Camp to Create Customized Employment Opportunities for Rural High School Students with Severe Disabilities
Authors: Molina Leslie , Demchak MaryAnn
Published: April 2017

If people with intellectual disability are to become truly self-determined, they must be allowed to express choice throughout their lives, including employment. Expectations for competitive employment tend to be low for this population, if considered at all (Citron et al., 2008). Theoretically, integrated employment options, including customized employment and supported employment, have existed for years; however, there seems to be a disconnection between theory and current practice in employment of people with disabilities (Rusch & Wolfe, 2008). This article presents one rural teacher's efforts for customized employment opportunities through an After School Work Camp and discusses implications for replication.
Defining and Describing Rural: Implications for Rural Special Education Research and Policy
Authors: Hawley Leslie R. , Koziol Natalie A. , Bovaird James A. , McCormick Carina M. , Welch Greg W. , Arthur Ann M. , Bash Kirstie
Published: April 2017

A critical aspect of rural research is carefully defining and describing the rural context. This is particularly important in rural special education research because different definitions of rural may influence resource allocation, grant funding eligibility, and/or research findings. In order to highlight the importance of operationalizing rural, we discuss the challenges of defining rural, provide descriptions of commonly used definitions to familiarize readers with standardized coding schemes, and summarize an empirical example demonstrating the implications different definitions can have on rural special education research and policy. We conclude by providing recommendations for both producers and consumers of research.
Urban and Rural Preservice Special Education Teachers' Computer Use and Perceptions of Self-Efficacy
Authors: Almeida Conceicao M. , Jameson J. Matt , Riesen Tim , McDonnell John
Published: April 2017

Despite the rapid and ongoing increase in the use and availability of computers and technology in and outside of public school classrooms, there is relatively little literature that has examined preservice special education teachers' perceptions of their own computer use and self-efficacy with new technologies or how these perceptions may impact their educational and professional practice. This study used a Computer Use and Self-Efficacy (CUSE) survey to examine current rural and special education teacher candidates' computer use, their perceptions of computer self-efficacy, and the impact on performance in a teacher preparation program for teachers working with students with low-incidence disabilities. Data indicate a difference in perceptions of self-efficacy for rural and urban teacher candidates. Implications for practice and future research are discussed.
The Effects of an Online Data-Based Decisions Professional Development for In-service Teachers of Students with Significant Disability
Authors: Jimenez Bree A. , Mims Pamela J. , Baker Josh
Published: April 2017

With the increase in the use of online professional development resources, especially for rural educators, this study evaluated the effects of online training modules on in-service teachers' ability to collect and use instructional progress monitoring data to make instructional decisions for students with significant disability (i.e., moderate to severe intellectual disability, autism). In this randomized control study, 29 teachers across three states participated in online data collection or data collection plus data-based decision making training. In addition, the generalization of teachers' ability to use data-based decisions with their own student outcome data were measured. Results indicated that while the modules did support teachers' acquisition of new information, they were not sufficient to carry over to applied use on their own students' data. Further discussion on the use of module-based professional development will be presented as well as how teachers in rural areas can access this information.
Effective Instruction for Students with Disabilities: Perceptions of Rural Middle School Principals
Authors: Lynch Jeremy M.
Published: April 2017

Instructional leaders must be proficient in their knowledge of effective instructional strategies in order foster an environment that uses what has been identified as “best-practice” for students with disabilities. This role is critical in rural school systems where principals take on more responsibility and the ability to employ highly qualified educators is often more difficult. The purpose of this multiple case study was to provide a detailed description of principals' understanding of effective instruction for students with disabilities in a rural mid-Atlantic school system. Results from three cases indicated that principals have a limited understanding of what effective instruction for students with disabilities encompasses and how to ensure its application.
Target, Act, Graph (TAG): Teachers Empowering Classroom Resource Personnel in Monitoring Student Progress
Authors: Rizzi Gleides A. L.
Published: April 2017

This article provides teachers in rural settings with suggestions on how to engage classroom resource personnel (i.e., volunteers, instructional assistants) in monitoring students' achievement. The target, act, and graph (TAG) strategy offers rural special educators ways to empower classroom resource persons through training and use of the TAG Form. The TAG Form provides a comprehensive and easy-to-use snapshot of learner's needs, a data-collection reporting section, and a graphing tool. The three-step TAG Form implementation process is suggested for rural special educators' engagement of classroom resource personnel in recording and graphing the progress of rural students with exceptionalities towards their educational goals.
The need for qualified speech-language pathologists in rural/remote areas
Authors: Dublinske Stan
Published: April 2017

Administrators in rural/remote areas often ask if the speech-language pathologist must have a master's degree to provide services. This article includes discussions of the types of services provided by speech-language pathologists, and the differences in professional education between a master's degree and a bachelor's degree for a speech-language pathologist. Alternatives are presented for providing speech-language pathology services to rural/remote areas that do not require an on-site qualified speech-language pathologist.
Preparation of teachers to work with communicatively handicapped students in rural schools
Authors: Sarachan-Deily Ann Beth
Published: April 2017

There is a shortage of qualified speech-language pathologists in rural school districts throughout the United States. As a result, many communicatively handicapped students in rural areas are underserved. The need for information concerning communication disorders in rural areas, at both the preservice and in service levels, has become critical. The results of a three-year collaborative project between The College of Saint Rose and fifteen rural school districts in upstate New York are presented, with implications for other universities, rural school districts, and academic disciplines. Suggestions for using collaborative strategies in preparing communication disordered students to work in rural schools, and needs for the future are discussed.
An accelerated education program for speech-language clinicians for serving rural and remote schools
Authors: Dopheide Bill , Ellis Lee , Duncan Richard
Published: April 2017

A descriptive evaluation of a three-year accelerated graduate education program to improve the supply and continuity of persons providing language, speech and hearing services to children in rural schools was presented. The program was sponsored jointly by a university, a state department of education, and the federal government.

Enrolling persons with academic preparation in other disciplines, this study-work-study program proposed to assist the participants earn in three years a master's degree as well as two years of professional experience as speech-language clinicians in schools.

The process of recruitment, academic preparation, practicum supervision, and consultative support are described and evaluated. Evaluation of the performance and achievement of the participants is described. Strengths, weaknesses, and suggested improvements of the project are offered.
A cooperative project for increasing accountability in speech-language services in rural schools
Authors: Crowe Thomas A.
Published: April 2017

Nontraditional strategies for graduate student recruitment, training, and placement were developed in the Department of Communicative Disorders at the University of Mississippi, in an attempt to meet speech-language personnel shortages in northern Mississippi rural schools and to upgrade the existing services professionally. The project was designed to allow the candidates to provide school speech-language services in the project area simultaneously with their graduate training. This was facilitated through cooperative liaisons with various university departments and state educational agencies, and through the use of adapted curriculum planning and media-based methods of instruction.
Special education and rehabilitation services in Malaysia: An example of a developing nation
Authors: Madison Charles L. , Madison Nancy , Dittman Sandra
Published: April 2017

Developing nations, such as Malaysia, face many obstacles when striving to provide educational opportunities and rehabilitation services to their handicapped citizens. The political, technical, attitudinal, and educational problems affecting the delivery of special education services in this largely rural nation are explored. The possibility of using a community-based model of rehabilitation (CBR) is discussed.
Rural aide model: A method for serving the rural student with handicaps
Authors: Peters Joyce M.
Published: April 2017

The challenge of appropriately serving children with handicaps who reside in rural areas is being answered in part by a rural aide training model developed by staff at Teaching Research in Monmouth, Oregon. The Rural Aide Model was designed to serve Oregon's developmentally disabled population, and uses an aide or paraprofessional who is trained in the components of the Teaching Research Data-Based Classroom Model. The approach involves supervision of the rural aide by a certified teacher in the school in whose classroom the student with handicaps and his rural aide work.

Personnel interested in implementing this approach are trained in a five-day session accompanied by two follow-up visits to the aide's own work site. Training involves hands-on practica along with lecture and seminar sessions. Training is provided which assists the rural aide in assessment procedures, program planning and evaluation of student progress. Behavior modification techniques are woven throughout the instructional model.
Model for low incidence special education preservice training
Authors: Knowiton Marie
Published: April 2017

A model for preservice training for teachers of low incidence handicaps is presented that addresses the need to provide qualified personnel in rural school districts. Emphasis is placed on delivering training in a flexible program that includes intensive short-term summer courses, correspondence course options, and relevant practicum experiences in rural areas. Demographic data are included from the first two years of field testing the model.
A mainstream preschool program: Working model in rural Maine
Authors: Walsh James Mackin
Published: April 2017

Recent permissive legislation in Maine now provides state subsidy for preschool special education programs in public schools. As a result, there has been heightened interest and incentive to develop preschool program models which can be integrated effectively and economically, into current public school systems. This article will describe the development and implementation process of a model preschool program in Richmond, a rural Maine community. There is particular emphasis on identifying practical considerations for those who may be interested in addressing similar service delivery concerns.
Gifted and talented Asian children
Authors: Kitano Margie K.
Published: April 2017

Asian and Pacific American (APA) children constitute 4.4% of the identified gifted students. This article suggests general approaches for working with gifted APA students based on relevant cultural characteristics and definitions of giftedness. Child-rearing practices–which emphasize conformity, obedience, and correctness-mitigate against development of the creative personality. Techniques are suggested for developing the creative in APA gifted children.
The challenges in effectively involving rural Black parents of handicapped children
Authors: Glimps Blanche E.
Published: April 2017

Twenty-five percent of the U.S. Black population are now residents of nonmetropolitan regions, yet there has been little focus on contemporary Black educational concerns in rural America. In order to understand the challenges involved in educating rural Black handicapped youth, dynamics between youth and their learning environment must be examined. This article discusses the role of the family, characteristics of rural Black families, and the role of schools.
Effects of head injury on the educational and vocational potential of American Indians
Authors: Horan Kevin T.
Published: April 2017

Educators and parents concerned with American Indian children's educational and vocational welfare must be aware of the problems resulting from severe head injuries. This article discusses the range of problems to look for following head trauma and offers some common sense safety precautions for head injury prevention. A plan of action is described for teachers and educators of American Indian children who have sustained head injuries.
Curriculum development for limited English proficient exceptional Chinese children
Authors: Chan Donna M.
Published: April 2017

Literature indicates a paucity of materials designed for Limited English Proficient (LEP) exceptional Chinese students. This article addresses the need for appropriate curricula for these students. To provide a context for understanding LEP exceptional Chinese children, a discussion of immigration history, demographics, legal issues, culture, language, and learning style is provided.
Local staff enhances service delivery
Authors: Schlaht Dell H.
Published: April 2017

This article describes how the Blackfeet Head Start Program in north-central Montana utilized professional to train local residents as screeners and home trainers. The training is structured to provide specific intervention strategies and family support. The numbers of handicapped children and their families who receive services has increased as a result of using local home trainers and teachers as direct care providers.
Observation opportunities for rural special education
Authors: Hoy Mary P.
Published: April 2017

This article describes a unique observation laboratory experience available to teacher preparation institutions. Live microwave broadcasts from two special education and six regular elementary classrooms are disseminated nationally via satellite. Observation theory is merged with effective teaching research in an instructional model that has demonstrated effectiveness. Results of pre/post correlated t -tests indicated a significant difference in the treatment group for anecdotal recording, time sampling, effective teaching knowledge, and classification of teaching behaviors.
Beyond compulsory education for the mentally handicapped
Authors: Bull Kay Sather
Published: April 2017

To set the groundwork for understanding the adult retarded client, we must examine the history of the retarded adult in society. This history develops the myths, stereotypes, and prejudices in the minds of service providers who control the availability of services to any client whether in a rural or urban area. We must also look at the kinds of services which are presently available to retarded adults in some settings, and determine if these are applicable in a rural community. We will also examine the integration of these facilities into a truly integrated rural transitional facility and the role that schools could play in its development, and finally, take a brief look toward the future in terms of what these developments mean for education in rural communities.
Integrating technology into a student's IEP
Authors: Bragman Ruth
Published: April 2017

Advanced technologies can play a critical role in supporting the appropriate placement of handicapped students in the least restrictive environment. It is critical for educators and parents to be knowledgeable about advances in technology and resultant applications for persons with disabilities.

The purpose of this article is to demonstrate a conceptual model which uses technology to ensure the student's placement in the least restrictive environment, and to maximize handicapped student potential.

This model is an interactive process. In essence, one must utilize knowledge of the types of technology available while simultaneously considering all components of the student's individualized educational program.
Locally directed program evaluation in rural areas: Technical assistance in North Dakota
Authors: Scheffelin Margaret M. , Moger Roxanne , Martinez Jose , Ragsdale David
Published: April 2017

This article describes the principles of program evaluation and the technical assistance provided in 1986-87 to North Dakota local educational agencies (LEAs) for evaluating their special education programs. An example of planning for a local evaluation study on least restrictive environment (LRE) is included. Implications and recommendations are offered for program evaluation and for technical assistance in program evaluation, Local control of the evaluation activities is emphasized.
Conflict and stress among rural special educators
Authors: Reetz Linda J.
Published: April 2017

The relationship among role ambiguity and role conflict on the three burnout factors of depersonalization, personal accomplishment and emotional exhaustion were evaluated in this study. These factors were measured using the Maslach Burnout Inventory and a Role Questionnaire. Three hundred and seven rural special educators completed the instruments. Role conflict was found to have a significant predictive value in determining whether the rural teacher scored high in both burnout depersonalization and emotional exhaustion frequency. Role ambiguity had a significant predictive value in influencing in a negative manner the teacher's feelings of personal accomplishment. Specific recommendations to alleviate some of the problems of role ambiguity and role conflict in the rural setting are included.
Transdisciplinary intervention by an itinerant school nurse in two rural classrooms
Authors: Stile Stephen W. , Bentley Nona
Published: April 2017

This article reports the results of two transdisciplinary interventions conducted by an itinerant school nurse. The case studies involved a Prader-Willi syndrome student enrolled in a class for the trainable mentally handicapped (TMH), and a student enrolled in a regular fourth-grade classroom but considered “at- risk” for placement in a behavior disorders (BD) setting. Both behavior change programs were evaluated using single-subject design procedures.
Special teacher perceptions of vocational education for mildly handicapped students in rural, urban, and suburban high schools
Authors: Maddux Cleborne D. , Arvig Steve
Published: April 2017

A questionnaire was mailed to a special education teacher in each of the 127 high schools in the state of Arizona. The questionnaire included demographic information and five questions related to career and vocational education for mildly handicapped students. Most high schools report administering vocational interest inventories, but less than 60% actually use the results when placing students into vocational programs. Analysis of the data after categorizing schools as rural, urban, and suburban indicates significantly different responses on three of the five questions, with fewer rural schools administering interest inventories, using the results of such inventories for placement, and placing mildly handicapped students in special vocational programs.
Special education program for Native American exceptional students and regular program staff
Authors: Foster Carl G.
Published: April 2017

Tuba City Boarding School, in northern Arizona, is a Western Navajo Agency facility responsible for the education of kindergarten through eighth grade Navajo children. For several years, the school's Special Education Coordinator has received informal grievances from the regular faculty about their inability to adequately teach the mainstreamed exceptional students. As a result, the School initiated a Summer Special Education Program, which provided instruction to the special education students. The Summer Program's approach precipitated significant change in teacher/student interpersonal relationships, student achievement, and educational aide special education knowledge and skills.
Curriculum-based assessment: An alternative approach for screening young gifted children in rural areas
Authors: Joyce Bonnie G. , Wolking William D.
Published: April 2017

The present study evaluated the criterion validity of a curriculum-based assessment (CBA) used in the identification of gifted children. Scores on the CBA were compared to scores on standardized test measures (Metropolitan Readiness Test and the Metropolitan Achievement Test) to determine which procedure better identified gifted students. Predictive validity of the two procedures were comparable; however, the practical advantages of the CBA are important considerations for students, teachers, and administrators in rural school districts where funds and trained personnel may be limited.
Developing a gifted program: Suggestions for rural school administrators
Authors: Pitts Mark
Published: April 2017

This article identifies unique problems associated with developing gifted programs in rural settings. In examining the issue of planning, the article discusses the importance of making effective use of limited time and personnel, sensitivity during the identification procedure, creativity in financing and transportation, and commitment to a program specifically designed to meet local needs. In regard to people management, the article suggests dealing sensitively with community feelings, involving a broad range of local residents, and screening written material for understandability.
Using the microcomputer with gifted and talented: Rural applications
Authors: Bull Kay Sather , Davis C. R. (Bob)
Published: April 2017

This paper reviews the conventional uses of microcomputer technology as they apply to gifted students in rural settings. Among the areas reviewed are CAI, CMI, programming using several languages, rural technology applications, use of the microcomputer in gifted and rural settings, and evaluation of software for use with gifted students.
Rural “expert” system
Authors: Schwartz Rhea
Published: April 2017

A university course offered to rural teachers of the gifted was the medium through which a parent/teacher organization was formed. The Respond/Read/Replicate/Report System was used to develop course objectives, methods, and evaluative means reflective of the individual needs of the teachers, their gifted students, and their parents in rural Madison, Florida. The unique characteristics of the delivery system and the unusual collaborative efforts of university and community officials are described.
Gifted students in rural environments: Implications for school programs
Authors: Howley Aimee A. , Pendarvis Edwina D. , Howley Craig B.
Published: April 2017

This article considers factors in rural environments that influence the achievement of the brightest students in such areas. It examines the educational needs of those rural students who are identified as gifted and explores some characteristics of rural families and communities that may contribute to the underachievement of gifted students in those communities. Implications for curriculum, instruction, and achievement are discussed.
Training special education teachers in rural areas: A viable model
Authors: Mcintosh Dean K. , Raymond Gail I.
Published: April 2017

In 1983, the Program for Exceptional Children, College of Education, University of South Carolina, received funds from the Office of Special Education and Rehabilitation Services to design, develop, and implement a service delivery model that would meet the unique learning needs of mildly handicapped children in sparsely populated areas of South Carolina. The model emphasizes the training of regular elementary teachers at the master's degree level to function as teacher-consultants to other regular classroom teachers to maintain these children in the regular classroom.
“What did you do at school today?” A comparative rural and urban case study of students with low incidence disabilities
Authors: Capper Colleen A.
Published: April 2017

This article documents the content of the days of two children with low incidence disabilities. One child attends a rural school, the other an urban school. The main question to be answered in this study was: How does a typical day for a rural student with a low incidence disability differ from that of an urban student with a similar handicapping condition? Similarities and differences in context and content, in engaged time, student heterogeneity, and in teacher pre/in service preparation were found.
Rural preservice model for promoting interdisciplinary/transdisciplinary and related service cooperation
Authors: Roth Marta A.
Published: April 2017

In spite of federal and state encouragement for interdisciplinary/interagency collaboration, the human factor remains critical to effective teaming. Informal networking between related service personnel has characterized teaming, particularly for low incidence handicaps. Preservice training, however, has not directly addressed these specific suggestions for incorporating methods and activities into the existing special education departmental framework. Preliminary evaluation of the model as well as first-year follow up has been positive. Recommendations for adapting and extending activities within and across coursework are presented.
Preparing teachers in behavior disorders through an innovative teacher training program
Authors: Joyce Bonnie , Wienke Wilfred
Published: April 2017

This article describes a unique teacher training program available to individuals who are teaching students with behavior disorders in rural areas of West Virginia. The program incorporates those competencies in behavior disorders and in rural education that have been field tested and identified as important for BD teachers in the state. Use of portable computers for collecting, recording, and analyzing student data, provide the participants with hands-on experience in computer applications and in methods for evaluating the effectiveness of behavioral and instructional programs in the classroom. Q-sort methodology, specially designed seminars, and videotaped vignettes of participants’ teaching performances make this program an individualized experience for all participants.
Rural regular and special education teachers’ perceptions of teaching hyperactive students
Authors: Peterson Dan , Maddux Cleborne D.
Published: April 2017

This article explores the perceptions of teachers in rural settings concerning the teaching of hyperactive students. Regular and special educators (N=101) identified minimizing distractions, providing clear expectations and rules, and the use of time-out techniques as the most successful strategies for teaching such students.

Although both regular and special education teachers believe that the skills of teaching and managing hyperactive students are important, regular teachers were critical of the emphasis given these skills during their training. The teachers rated the advice they received from peers as the most useful, while advice from school psychologists, principals, parents, and school counselors were rated as least helpful. The results suggest the potential value of peer problem-solving committees, peer consultant models, and more effective preservice and inservice preparation in the area of hyperactivity.
Benavioral indications of auditory processing disorders
Authors: Hartman Kerry Mcgoldrick
Published: April 2017

Children manifest difficulties in processing auditory information through behavioral characteristics which are often disruptive and counterproductive to learning. A child may be overlooked for consideration of an auditory processing disorder merely through lack of knowledge or understanding of the problem on the part of school personnel. This article presents a description of typical behaviors which may indicate an auditory processing disorder. Some practical suggestions for helping the child use auditory information are also presented, along with a case review for illustration. These suggestions are not intended to take the place of referral for evaluation and diagnosis, but may help to make transition periods (between initial suspicion of and confirmation of an auditory processing disorder) more productive for the child.
Aerobic A-Team: Classroom exercise program for rural middle school students with emotional disabilities
Authors: Godar Patrick G.
Published: April 2017

This article describes a classroom aerobic exercise program for rural middle school students in an emotional disabilities special education program. The program can be easily adapted for other ages or disabilities. Aerobics were done three times each week for twenty weeks during second semester. Positive peer attention and improved self-image are highlighted results. Teacher participation and flexible management skills are stressed in considering replication.
Rural/urban principals' attitudes toward gifted education
Authors: Nelson Karen C. , Janzen Phoebe
Published: April 2017

A sample of 298 randomly selected rural and urban public school principals in Kansas were mailed a 20-item survey designed to investigate principals' attitudes toward gifted education. The survey instrument also elicited information on 15 demographic variables. A total of 215 surveys were returned. A two-tailed t-test for independent groups was utilized to compare the mean responses of rural and urban groups for statistically significant differences at the .05 alpha level. Ten of the 20 survey items exhibited a statistically significant difference between groups. A profile of similarities and differences between Kansas urban and rural principals on demographic items was also drawn. Six variables showing substantial variation between groups were discovered. The implications of these findings are discussed in terms of state mandated school programs for gifted, principals' support for local gifted programs, and the prinicpal's role in articulating a philosophy of gifted education. The practitioner's service delivery philosophy of special education programming for the gifted was also discerned.
Rural Preservice Teacher Preparation Using Two-Way Interactive Television
Authors: Egan M. Winston , Mccleary Iva Dene , Sebastian Joan P. , Lacy Helen
Published: April 2017

The impact of a two-way interactive television course for rural remote teacher preparation was evaluated using a variety of measures. Areas of primary importance reported in this paper are:

▪ How did learner outcomes of rural remote students compare to on-campus students participating in the same class?

▪ What were the perceptions of rural remote students regarding instructional quality of two-way interactive television?

▪ What were the perceptions of rural remote students regarding technology?

Learner outcomes for on-campus and rural remote students were equivalent. Ratings regarding the quality of instruction and technology were above average except for provision of feedback to distance learners.
Perceptions of rural preschool special educators concerning preservice training
Authors: Morgan Robert L. , Bennett Teresa , Whorton James E.
Published: April 2017

A survey was conducted of preschool special education classroom teachers from five predominately rural western states. The survey focused on teachers’ perceptions of preservice training and noted their perceptions of needs. In addition to demographic data, the survey included 19 Lik-ert scale items to which each teacher responded. The results of the survey and a discussion are presented.
Televised Instruction Delivery Systems: Talkback in Oklahoma for Special Needs Education
Authors: Anderson Craig K.
Published: April 2017

In 1971, the State of Oklahoma instituted a televised instructional system referred to as “talkback television.” In 1972, Oklahoma State University's School of Occupational and Adult Education, College of Education, began transmitting teacher education courses via the system. In 1984, the author began transmitting information of interest to teachers and parents of individuals with special needs. Total university enrollments to date through use of the system are 957 students. The text includes methods of delivery, transmission of instruction, and interaction with receiving locations.
Using High Technology to Facilitate Educational Equity in Rural Northeastern Utah Schools
Authors: Miller George T. W.
Published: April 2017

The northeastern Utah Telelearning Project began in 1985. A cooperative effort by the Northeastern Utah Educational Service Center, local school districts, and the Area Vocational Center pooled their resources and talents to identify alternative delivery methods for providing education to rural schools separated by geography and economic resources. Computers, telephones, dedicated phone lines, simplex and duplex microwave, and UHF television were used to provide classes to six area schools. These communication tools were shown to be effective methods of delivery when traditional means were no longer available. The planning, implementation, and operation of the telelearning system are examined.
Rural “at-risk” students – Directions for policy and intervention
Authors: Helge Doris
Published: April 2017

This article includes excerpts from case studies of at-risk students. It discusses the high prevalence of at-risk students in rural areas, the relationship of this phenomena to rural cultures, and basic conditions associated with being “at-risk.” Necessary policy and social changes are described and how these can be achieved within the context of a given rural community. School and community preventive and treatment services are detailed. The article discusses the need to address the “secondary” disability (the emotional overlay) of an at-risk handicapped student to facilitate effective intervention with the “primary” disability. The article concludes with a description of the need for systemic change including an emphasis on self-esteem education, appropriate pre-service and inservice, community-business-school partnerships, family involvement, and community education.
The role of vocational counseling for the American Indian student
Authors: Lipinski Teri A.
Published: April 2017

American Indian students have been neglected over the years in educational settings more apparently than other minority groups. Problems resulting from poor basic skills and motivation have placed them at a disadvantage when competing with other people for employment. Moreover, the values conflict between Indian and dominant European-American culture has created acculturation difficulties. Persons knowledgeable regarding the particular problems of Indians are greatly needed in educational and counseling situations to move toward a more fulfilling future for the Indian people. Tapping into the special capabilities of the Indian people can enhance the quality of living for all who share this earth.
The use of a paraprofessional to work with parents in a rural school
Authors: Minner Sam
Published: April 2017

A paraprofessional visited the homes of a random sample of children with disabilities from a rural elementary school. The paraprofessional was trained to teach parents basic instructional methods in math. Parents were asked to work on math with their son or daughter for ten minutes per day. The paraprofessional visited each home once every two weeks for 30–45 minutes for 12 weeks. Students were measured at the end of the project using an informal math test. Those students whose parents participated in the project scored significantly better on the test than those in the control group.
Rural School Services for Students with Severe Disabilities: Changes in Personnel and Programs
Authors: Ludlow Barbara L. , Bloom Lisa A. , Wienke Wilfred D.
Published: April 2017

Since the enactment of the Education of All Handicapped Children Act in 1975, the provision of special education programs for students with severe disabilities has been a challenge for school systems in rural America. This study assessed the changes in patterns of personnel deployment and program implementation used by rural schools providing services to students with severe disabilities. Findings showed that teacher certification, recruitment, and retention problems remain despite increased availability of personnel. Difficulties in providing least restrictive placement options and an array of related services persist as barriers to effective educational programming.
Needs of Rural Schools regarding HIV Education
Authors: Helge Doris
Published: April 2017

A comprehensive literature review revealed that rural schools, although they tend to resist sex education, are experiencing growing numbers of IV drug users, pregnant teenagers, and sexually transmitted diseases. Through sexual activity and IV drug use, rural teenagers are placing themselves at risk for HIV/AIDS. The relationship between teen sexual behavior and their level of self-esteem has been well established, as have problems with traditional approaches to sex education. This article outlines factors in effective sex education programs and explains that sex education, in isolation, is not a deterrent. Problems specific to rural areas are emphasized in the article as are the necessity of rural-oriented approaches. Examples of viable methods of integrating HIV education into rural schools and community life are provided.
An Analysis of the Transition Process in Maine
Authors: Spruill Jo Anna , Cohen Libby G.
Published: April 2017

Three research studies were conducted which examined how the transition process was being implemented in Maine. These studies were designed to complement each other, and conclusions were that schools have been slow to implement policies and practices in a systematic manner. School professionals revealed an initial understanding of the transition process and were just beginning to become aware of their legal and educational responsibilities. School leavers, for the most part, ended up in jobs that required little training and low wages.
Teacher Competencies for Rural Special Educators: Implications for Special (Adapted) Physical Education
Authors: Dempsey Stephen D.
Published: April 2017

Rural special education programs present a unique set of circumstances. This article discusses research findings regarding competencies suggested for special education and special (adapted) physical education teachers. Implications are made for rural settings.
Developing Special Physical Education in Rural and Small Schools
Authors: Miles Bruce H. , Nierengarten Mark E.
Published: April 2017

Rural and small school districts have many unique features that may simultaneously enhance and hinder providing special physical education services to students with disabilities. This article reviews successful strategies for special physical education programs in rural and small districts. Methods are described and resources are identified for strategic planning, staff development, student caseload and program model development, definition of the relationship among special physical education staff and physical and occupational therapists, and program review.
Transdisciplinary personnel preparation for special physical education in rural/remote Montana
Authors: Powers P.J.
Published: April 2017

The personnel preparation of rural based special physical education teachers should be premised on a proactive approach of the notion of universal excellence, rural transfer and adaptation strategies, and resident generalization. Success of rural based preservice programs will require increased fiscal support by the U.S. Education Department due to greater costs for teacher education. Additional factors in quality preservice training for rural teachers evolve around the willingness of local education agencies to interactively collaborate with college and university special physical education programs.