bluuebunny/crossref_metadata_2025 huggingface dataset:
Parent Perspectives of Special Education: Framing of Experiences for Prospective Special Educators
Authors: Applequist Karen L.
Published: April 2017

This study explored how rural and urban families describe their experiences with early intervention and special education services to prospective special educators. Semi-structured interviews of 32 parents of children (ages 1-18 years) resulted in narratives depicting how the design and implementation of services under IDEA impacted their emotional, informational and educational needs. They described their journeys as advocates for their children, including ways the system supports and validates most families but alternately may fail others. A majority of rural families expressed a concern regarding fewer choices for services, placements, or personnel. Implications for practice are discussed.
Online Learning and Mentors: Addressing the Shortage of Rural Special Educators through Technology and Collaboration
Authors: Johnson Evelyn S. , Humphrey Michael J. , Allred Keith W.
Published: April 2017

This article describes a promising model in comprehensive special education personnel preparation to support the recruitment and retention of special education teachers in rural areas. The approach draws on several bodies of research to include best practices for teacher education, online service delivery, collaboration among key stakeholders, and the development of strong mentoring and induction programs. The implementation plan, based on evidence-based practice in special education and online learning, is presented. A key element of this plan is developing and maintaining strong relationships among rural districts, the state department of education, and higher education.
Effects of Preprinted Response Cards on Students' Participation and Off-Task Behavior in a Rural Kindergarten Classroom
Authors: Wood Charles L. , Mabry Leah E. , Kretlow Allison G. , Lo Ya-Yu , Galloway Tara W.
Published: April 2017

Teachers in rural schools benefit from efficient, low-tech, low cost interventions to improve student engagement, achievement, and overall classroom-related social behaviors. The response cards strategy has shown effectiveness with a range of students with and without disabilities. This study used a reversal design to examine the use of preprinted response cards on students' participation and off-task behavior during calendar circle-time in a rural kindergarten inclusion classroom. Results showed a functional relationship between preprinted response cards and increased participation and decreased off-task behavior for all 4 target students. Implications for research and practice are discussed.
Evolution of Distance Education at West Virginia University: Past Accomplishments, Present Activities, and Future Plans
Authors: Ludlow Barbara L. , Duff Michael C.
Published: April 2017

This article is an overview of the development and implementation of technology-mediated distance education in special education at West Virginia University. The authors describe how the program changed to take advantage of emerging technologies during the past two decades, discuss the actual and potential impact of distance education on rural schools and communities, and offer suggestions for instructors and learners who are considering whether to become involved in technology-mediated distance education.
The University of Kentucky Distance Education Program in Moderate and Severe Disabilities
Authors: Collins Belva C. , Baird Constance M. , Hager Karen D.
Published: April 2017

This article describes the distance education program in Moderate and Severe Disabilities in the Department of Special Education and Rehabilitation Counseling at the University of Kentucky from the perspectives of a faculty member and administrator who have worked with the program since its inception as well as from the perspective of a faculty member new to the program. The history of the programs, the authors' involvement in distance education, and predictions for the future of distance education in special education are included.
Reducing Isolation through Regional Mentors and Learning Communities: A Way to Support Rural Learners
Authors: Glomb Nancy , Midenhall Tressa , Mason Lee L. , Salzberg Charles
Published: April 2017

Reinforcing and facilitating learning communities is a strategy that has been used to decrease attrition rates in traditional campus-based programs, and it has been hypothesized that applying principles of learning communities in distance education programs could have similar positive outcomes. To facilitate the development and maintenance of regional learning communities within the Mild/Moderate Distance Degree and Licensure Program at Utah State University, highly successful graduates of the program are employed as mentors within each broadcast locality to engineer regional opportunities for studying and socialization. Program evaluation respondents indicate that mentoring experiences were very helpful as they progressed through the courses and practica. Moreover, graduation rates increased from 53% to 75% since the inception of this approach.
Strategies for Success: Teaching an Online Course
Authors: Cole Jane E. , Kritzer Jeffrey B.
Published: April 2017

Online and hybrid courses have become an integral part of teacher education programs for preservice and inservice training. However, these programs can be intimidating to new faculty who must develop both pedagogical and technological skills in short order. The authors describe some strategies that have helped improve their online teaching and make their online courses be more effective. Some of the practices include persistent presence, discussion boards, weekly video messages, problem-solving climate, scaffolding, inverted classroom, and use of organizational modules.
Establishing An Empirically Determined National Rural Education Research Agenda
Authors: Helge Doris
Published: April 2017

This article is based on a study conducted by the National Rural Education Research Consortium. It was developed specifically for a June 1985 presentation to the U.S. Department of Education Intra-agency Committee on Rural Education. The complete study is available upon request.
Response to PL 99-457, Titles I and II: Issues concerning Families Residing in Rural and Remote Areas of the United States
Authors:   Rural Early Childhood Special Education Task Force American Council on Rural Special Education (ACRES), Mills Paulette E. , Tazioli Pam , Brown Loreto Holder , Duncan Marlon , Potocik Pam , Rogers Lisa , Taylor Armena , Lazzari Andrea
Published: April 2017

The American Council on Rural Special Education (ACRES) is a national organization dedicated to improving services for rural individuals with disabilities. Within the national organization, a number of task forces focus energy and ability on areas of specific interest and expertise. Task force members contribute ideas and information which are then used to establish priorities and develop effective rural special education strategies and practices. The Early Childhood Task Force is a vital ACRES task force.
Attracting and Retaining Special Educators in Rural and Small Schools: Issues and Solutions
Authors: Lemke June Canty
Published: April 2017

The author of this article describes the challenges of recruiting, orienting, and retaining qualified special education teachers in rural and small schools. Through a review of the literature, the issues are defined and then successful strategies used by school districts are proposed as solutions.
Bringing High Tech to the Heartland
Authors: Thurston Linda P. , Mcgrath Diane , Stone Darla
Published: April 2017

This paper describes a one-year project to bring computer skills and strategies for computer equity to rural middle school teachers. A variety of distance learning methods was used to train teachers. Teachers carried out projects involving their classrooms and the community, to encourage parental support of computer education for their children. Projects are briefly described, and the results of interviews with students of participating and non-participating teachers are reported. Participating students, both girls and boys, reported more often than non-participating students that they will probably use computers in the future and want to know more about them.
An Ecocultural Perspective on Family Support in Rural Special Education
Authors: Mallory Bruce L.
Published: April 2017

The historical shift in focus in special education from individual treatment to family support has led to the need for an ecocultural perspective in the delivery of services to families living in rural communities. This need is met by understanding the developmental niche of such families and by distinguishing the particular characteristics of rural communities from urban societies. Characteristics addressed here include the role of the individual and the community in supporting development and responding to the phenomenon of disability; the social and economic circumstances present in rural communities; and the rural constructions of gender, work, and schooling. Using examples drawn from farm families, structural and economic factors are explored to better understand how to support rural families with a disabled child. Implications for rural special education policy and practice are suggested including the need to understand the diversity of rural communities, the importance of relationship-based services, and the value of an ecocultural perspective in the conceptualization of support services.
Exploring the Personal Cultures of Rural Deaf/Hard of Hearing Students
Authors: Fletcher-Carter R. , Paez Doris
Published: April 2017

For teachers of deaf or hard-of-hearing students, knowledge of their students' cultures can serve as an aid in their approach to teaching. A student, particularly one who is deaf or hard of hearing, attending school in a rural community of the United States belongs to or is influenced by at least four cultural groups: (a) family, (b) neighborhood/vicinity, (c) community, and (d) school. To understand the world of each student requires that educators explore the child's uniqueness or “personal culture.” A framework for exploring the personal cultures of rural, deaf or hard of hearing students, strategies for gathering cultural information, and a means for applying the cultural information in curricular adaptations are presented in this article.
A Model Project for Identifying Rural Gifted and Talented Students in the Visual Arts
Authors: De Leon Jozi , Argus-Calvo Beverley , Medina Catherine
Published: April 2017

The following article describes a program that was designed to identify gifted and talented Hispanic and Native American children in the visual arts in two rural schools. The multidimensional identification procedures as well as the needs of each community are presented. The overall outcomes are discussed emphasizing the positive effects that were observed in the participating students.
Early Intervention and Early Childhood Services for Families in Rural Settings
Authors: Haring Kathryn A. , Lovett David L.
Published: April 2017

This paper presents findings from an eight-year longitudinal qualitative research project involving 23 families. In-depth interviews were designed to gather information on the perceptions and experiences of parents (and other family members) of infants identified neonatally in birth crisis, or shortly thereafter, as having developmental disabilities. Case studies describing families residing in rural and small town settings are presented. Due to the isolated nature of these settings, 74% (17 out of 23) of these babies were medically evacuated by helicopter to one of the two urban public hospitals in the state. Four additional infants underwent transport by ambulance from the birth hospital to an urban hospital. This experience dramatically impacted the parents who were not transported with their babies. The unique difficulties faced by rural families, including limited availability of specialized medical and developmental services, are identified as important factors to consider when providing special services. Recommendations for improving rural service delivery are presented based on the perceptions and experiences of these families.
Modeling, Guided Instruction, and Application of UDL in a Rural Special Education Teacher Preparation Program
Authors: Evans Chan , Williams Jennifer B. , King Laura , Metcalf Debbie
Published: April 2017

Implementation of universal design for learning (UDL) in undergraduate special education programs offers a valuable foundation for training preservice teachers to educate K-12 students in rural schools. In this article, we provide an overview of UDL and the integration of multiple means of representation, engagement, and expression in assessment, classroom management, and instructional planning courses. We share examples of faculty modeling, guided instruction, and preservice teacher application of UDL components with case studies and K-12 students in practicum experiences. We discuss challenges, implications, and next steps for integrating UDL in rural university and K-12 classrooms to meet the needs of diverse learners.
Paraeducator Training Materials to Facilitate Inclusive Education: Initial Field-Test Data
Authors: Giangreco Michael F. , Backus Linda , Cichoskikelly Eileen , Sherman Priscilla , Mavropoulos Yannis
Published: April 2017

This study presents initial field-test evaluation feedback on training materials designed to help prepare paraeducators to assist in the provision of special education in inclusive schools. Feedback was collected from 213 paraeducators who participated in the course, Paraeducator Entry-Level Training for Supporting Students with Disabilities, 105 who participated in the course, Supporting Students with Challenging Behaviors: A Paraeducator Curriculum, and the 23 instructors who taught a combined total of 20 sections of these courses in a variety of formats (e.g., face-to-face, interactive TV, intensive summer institute). Findings indicated that paraeducators gained new knowledge, perspectives, and skills that had direct application in their work. Both paraeducators and course instructors rated the materials favorably and provided feedback to improve them. Implications are offered for infusing paraeducator content into school-based staff development as well as training programs for prospective special and general education teachers.
Web Conferencing with Distant Alternate Certificate Student Teachers
Authors: Hager Karen D.
Published: April 2017

Many alternative routes to certification in special education serving rural populations incorporate distance-learning technology. Participants in these programs may feel isolated because they do not regularly travel to campus to attend courses or meet with their instructors. This article describes a strategy in which regularly scheduled individual video conferences were held between the instructor and five distant student teachers enrolled in an alternate certificate program. Results of a questionnaire completed by the student teachers are presented, along with descriptive statistics of the conferences and a description of the benefits for the course instructor.
Defining Disrespect: A Rural Teachers' Perspective
Authors: Landers Eric , Servilio Kathryn L. , Alter Peter , Haydon Todd
Published: April 2017

Disrespect is an ambiguous term that has been shown to be predictive of emotional exhaustion and burnout of teachers. This study examined 120 rural teachers' definition of disrespect. Seventeen different definitions of disrespect emerged from the data. Implications of identifying these definitions are discussed as well as how researchers can continue to support teachers to effectively addressing these behaviors.
Secondary and Transition Programming for 18-21 Year Old Students in Rural Wisconsin
Authors: Collet-Klingenberg Lana L. , Kolb Sharon M.
Published: April 2017

In a study that examined transition services for students with disabilities aged 18-21 years in the state of Wisconsin, respondent completed and returned 231 surveys. Survey data indicated that 50% of respondents lived in rural communities. The authors analyzed data for participant perspectives on components of transition planning in the areas of curriculum, employment, independent living, instruction, leisure/recreation, post-secondary education, transition, and transportation/mobility. Results included that the most common reported perceived barriers to provision of effective transition programming center around lack of resources. The authors discuss the specifics of these barriers and suggest ways schools may begin to remove or circumvent these barriers.
Targeted Transition Assessment Leading to Job Placement for Young Adults with Disabilities in Rural Areas
Authors: Morgan Robert L. , Openshaw Kristi P.
Published: April 2017

In rural areas, transition planning for young adults with disabilities presents considerable challenges, including linkage to employment upon completion of special education services. Two assessment programs, described in this article, work in concert to assist transition teachers and youth with disabilities in rural areas and include: (a) web-based job preference and job matching assessments, and (b) a social network assessment. An internet-based assessment ( www.yesjobsearch.com ) presents 2-4 min of video for up to 120 entry-level jobs and allows a job seeker to select preferred ones. A job matching assessment determines the extent to which the job seeker's current skill level matches preferred jobs. Once preferred and well-matched jobs are identified, the social network assessment identifies family, friends, acquaintances, and resources associated with the job seeker's most-preferred/best-matched job. The article describes use of these assessments to facilitate job placement for youth with disabilities in rural areas.
Delivery and Evaluation of Synchronous Online Reading Tutoring to Students At-Risk of Reading Failure
Authors: Vasquez Eleazar , Forbush David E. , Mason Lee L. , Lockwood April R. , Gleed Linsey
Published: April 2017

In a technological society, demands for higher literacy are ever increasing, creating grievous consequences for those who fail to meet these demands (National Research Council, 1998). Both legislative mandates, such as NCLB, and developments in the provision of reading instruction, such as RtI, have increased the demand for high quality tutoring services. However, the U.S. Department of Education (USDOE, 2005) and state officials (Richard, 2005) report that access to intensive supplemental tutoring may be limited in rural areas due to limited availability of qualified providers. One way to overcome this obstacle is to supplement classroom instruction with live systematic, comprehensive, and explicit online reading tutoring. The purpose of this manuscript is to describe and discuss a preliminary investigation of the effects of live online reading tutoring on 4th grade students in a high minority, high poverty school in Philadelphia, PA. Although this study was not conducted in a rural location, the implications are great for rural schools where qualified tutors may be nonexistent or inaccessible. Using a distance teleconferencing system, trained and supervised undergraduate students located at Utah State University delivered tutoring. The researchers employed a multiple-baseline across participants design to determine, the effects of 1:1 online reading tutoring on reading fluency scores for 3 students. In addition, they compared data on tutors' face-to-face and online tutoring behaviors. Data collected from parents, teachers, tutees, and tutors evaluating the effectiveness, efficiency, and feasibility of online tutoring for remediating students' skill deficiencies are presented and discussed.
Using iKidTools™ Software Support Systems to Develop and Implement Self-Monitoring Interventions
Authors: Patti Angela L. , Miller Kevin J.
Published: April 2017

Educational teams often are faced with the task of developing and implementing Behavioral Intervention Plans (BIPs) for students who present challenging and/or disruptive behaviors. This article describes the steps used to develop and implement a self-monitoring BIP that incorporated an innovative software system, iKidTools™. An authentic case study is described and easy-to-follow steps for carrying out similar interventions in inclusive settings are provided.
Using Contemporary Technology Tools to Improve the Effectiveness of Teacher Educators in Special Education
Authors: O'brien Chris , Aguinaga Nancy J. , Hines Rebecca , Hartshorne Richard
Published: April 2017

Ongoing developments in educational technology, including web-based instruction, streaming video, podcasting, video-conferencing, and the use of wikis and blogs to create learning communities, have substantial impact on distance education and preparation of special educators in rural communities. These developments can be overwhelming, however, for teacher educators reluctant to break away from traditional methods. Rather than lamenting the burden of ever-changing technology, the authors highlight technology tools that make the efforts of teacher educators in special education more effective, looking at the positive elements of technology in teaching in higher education and offering a proactive perspective on technology integration.
A Preservice Special Education Teacher's Construction of Knowledge: Implications for Coursework and Retention in the Field
Authors: Morewood Aimee , Condo Amy
Published: April 2017

This case study looks closely at one preservice special education teacher candidate's views on how her coursework, program requirements, and practical experiences influenced her knowledge of teaching. Her perspectives are examined through the research-based frameworks of Hanline (2010), Shulman (1986), and Cochran-Smith and Lytle (1999). These three different frameworks outline the various types of knowledge needed for effective instruction. Further, this article provides insight into how preservice teachers' knowledge is constructed. This insight can influence program creation and implementation as well as help focus attention on teacher retention within special education in rural communities.
Priming the Pump: Implementing Response to Intervention in Preschool
Authors: Mcclain Donna , Schmertzing Lorraine , Schmertzing Richard
Published: April 2017

This instrumental case study used qualitative methods and grounded theory to examine the implementation of Response to Intervention (RtI) in a rural preschool program. Ten of the preschool staff and eight parents were involved. Other data sources included continuous field notes, memos maintained by the researcher, classroom observations, and documents, such as lesson plans, anecdotal records, and RtI referral forms. RtI resulted in fewer referrals to special education; the long-term ramifications are not yet known, but lessons learned from the implementation process are numerous.
Parent Training for Families who have Children with Autism: A Review of the Literature
Authors: Suppo Jennifer , Floyd Kim
Published: April 2017

The purpose of this review was to examine the literature on parent training for parents of children with autism. Families with a child diagnosed with autism often face a discrepancy between their need for services and the availability of services either because they live in geographically distant areas or because they are on a long wait list for services. Researchers have found that parents, if trained, can serve as a facilitator of positive change for their child. There is a plethora of home- and facility-based parent training services. Noticeably absent, however, are studies that directly address the needs of families with limited access to parent training (e.g., families who live in rural areas). In this review, the researchers demonstrate a gap in providing parent training to those who do not have access to these services. The researchers provide implications for research and practice to bridge the gap.
Responsibilities of Today's Principal: Implications for Principal Preparation Programs and Principal Certification Policies
Authors: Lynch Jeremy M.
Published: April 2017

Historically, principals served as disciplinarians and the teachers' boss. Under current federal legislation, principals now must accept the responsibility to manage personnel, funds, and strategic planning. Today's principals also must accept responsibilities associated with being their schools' instructional leaders. As instructional leaders, principals maintain the responsibility for the learning of all students, including students with disabilities. This role becomes magnified in rural school systems that typically experience high rates of special education teacher attrition and educate a large percentage of students with disabilities. For these reasons, today's principal preparation programs need to reconsider and reconstruct philosophies and practices. In this article, the author discusses principals'contemporary responsibilities and provides suggestions for principal preparation programs to better prepare principals for today's roles and responsibilities of being the instructional leaders for students with disabilities.
Using a Hybrid Model to Prepare Special Educators to Teach Students Identified with ASD
Authors: Marder Tamara J. , Debettencourt Laurie U.
Published: April 2017

This paper describes a hybrid graduate study program used to train special educators to use research-based interventions with students on the autism spectrum (ASD) and provides satisfaction data from both graduate students and instructors. The program consisted of five courses leading to a graduate certificate in Autism Spectrum Disorders (ASDs). Each course included a combination of face-to-face, asynchronous online, and synchronous online instruction. Special education teachers from several different school districts across the state participated. The purpose of describing this program model (including the coursework, instructional formats, and feedback from the special educators who completed the program and the instructors who taught the courses) is to assist others in creating similar programs as the numbers of children identified with ASD increase dramatically. More children identified with ASD are going to need more educators who are trained to teach them effectively.
Postsecondary Expectations for a Student in a Rural Middle School: Impact of Person-Centered Planning on Team Member Agreement
Authors: Wells Jenny C. , Sheehey Patricia H. , Moore Amy N.
Published: April 2017

This article describes the impact of a MAPS process on team member agreement on postsecondary expectations and goals for a middle school student with Autism Spectrum Disorders in a rural area. The results revealed similarities and differences in the beliefs and expectations of the participants on the transition team and that the MAPS approach increased agreement in the short term.
Remote Teacher Observation at the University of Kentucky
Authors: Hager Karen D. , Baird Constance M. , Spriggs Amy D.
Published: April 2017

Faculty and staff from three university departments (Special Education, Distance Learning Programs, and Distance Learning Networks) collaborated to develop a system for remote observation of student teachers. Colleges across the campus currently use the system. The development process from inception to implementation is described, and the specific technologies utilized are identified. Recommendations for research on remote observation are provided.
Self-Monitoring as a Strategy to Increase Student Teachers' Use of Effective Teaching Practices
Authors: Hager Karen D.
Published: April 2017

Student teachers in classrooms for students with moderate-severe disabilities used self-monitoring to increase their use of effective teaching strategies. In the first study, the participant videotaped daily instructional sessions and collected data on her use of varied praise statements and the number of opportunities to respond in a multiple baseline across behaviors design. Next, a student teaching assignment targeting self-monitoring is reported as a series of case studies in which student teachers monitored a self-selected teaching behavior. Research with student teachers, use of videotaping for such research, and implications for use with teachers in rural areas are discussed.
Rural Influence on the Use of Transition Practices by Preschool Teachers
Authors: Murphy Melissa A. , Mccormick Katherine M. , Rous Beth S.
Published: April 2017

Early childhood transition services for children play a vital role in their successful entry to school; however, little is known regarding factors that may impact the use of various important transition practices. Therefore, the purpose of this study was to examine the impact of a community demographic characteristic (specifically, rurality) on the reported use of specific transition practices. Preschool teachers' report of their use of transition practices was evaluated in a nationally representative sample of 2,434 teachers. Results revealed significant differences in the utilization use of 11 transition practices between rural and urban classrooms. Further, teachers in rural communities utilized used a different number of transition practices in comparison to their urban peers. The implications of this study and needed future research are discussed.
Preparing Early Childhood Special Educators in Appalachian Kentucky
Authors: Mclaren Elizabeth , Rutland Julie Harp
Published: April 2017

National shortages of qualified personnel in the field of early childhood special education are well documented, with shortages magnified in regions characterized by poverty and rural geography. This article provides an overview of the challenges faced and innovations implemented by an alternate-track, personnel preparation program in Appalachian Kentucky attempting to (a) address the chronic shortage of highly-qualified early childhood personnel and (b) meet the needs of nontraditional students dispersed across a rural region where accessibility to traditional programs limits participation and enrollment. Strategies implemented to overcome obstacles common to rural teacher preparation include flexibility in course delivery methods (on-line, face-to-face, hybrid, and weekend workshops) and practicum placement.
Instructional Technology for Rural Schools: Access and Acquisition
Authors: Sundeen Todd H. , Sundeen Darrelanne M.
Published: April 2017

Integrating instructional technology into all classrooms has the potential to transform modern education and student learning. However, access to technology is not equally available to all districts or schools. Decreased funding and budgetary restraints have had a direct impact on technology acquisition in many rural school districts. One of the critical issues for obtaining instructional technology is to identify the most cost effective resources possible. Compared to larger school districts where funding allocations for technology may be readily available, rural districts have unique needs and may have to rely on alternate funding for instructional technology needs. This article addresses instructional technology types and availability, procurement options, and school or classroom grants available to rural school districts.
Community-Based Development of Rural Behavior Analysts
Authors: Mason Lee L , Perales Jessica , Gallegos Eric
Published: April 2017

In this paper, we address the shortage of behavior analysts serving rural communities and outline a model of service delivery for rural students with autism spectrum disorders. The model involves the use of pre-service behavior analysts to provide behavioral intervention to students with ASD in exchange for district-supported training and supervision experiences. Specific examples are provided from the state of Texas, but the conclusions are applicable to all of rural America.
Using Story-based Lessons to Increase Academic Engaged Time in General Education Classes for Students with Moderate Intellectual Disability and Autism
Authors: Courtade Ginevra R. , Lingo Amy S. , Whitney Todd
Published: April 2017

The purpose of the study was to examine the effects of special education and general education teachers working together to develop and implement story-based lessons on the academic engaged time of students with moderate intellectual disability and autism. A multiple probe across participants' design was used to measure teacher implementation of steps of task analyses as well as student academic engaged time. Results of this study indicate special education teachers can follow a 12-step task analysis to adapt books for students with moderate intellectual disability and autism and that general education teachers can reliably implement a task analysis that incorporates an adapted book in their reading instruction for students with moderate intellectual disability and autism. Furthermore, this study provides evidence that may offer an effective way to increase engagement for students with moderate intellectual disability and autism in general education classrooms during literacy instruction.
Assistive Technology: Decision-making Practices in Public Schools
Authors: Davis Tonya N. , Barnard-Brak Lucy , Arredondo Patricia L.
Published: April 2017

The Amendments to the Individuals with Disabilities Education Act of 1997 require schools to consider assistive technology for students receiving special education. In order to gain insight to the implementation of the mandates, we surveyed special education directors across the state of Texas regarding assistive technology decision-making and implementation procedures. Findings suggest that a team-approach was utilized for device selection. Furthermore, device user-friendliness and previous experience are two factors that influenced decision-making. Finally, results also indicated that school districts in rural areas reported having fewer assistive technology devices available to them in comparison to suburban and urban school districts.
Technology to Support Sign Language for Students with Disabilities
Authors: Donne Vicki
Published: April 2017

This systematic review of the literature provides a synthesis of research on the use of technology to support sign language. Background research on the use of sign language with students who are deaf/hard of hearing and students with low incidence disabilities, such as autism, intellectual disability, or communication disorders is provided. The practice of utilizing technology incorporating sign language to promote language development, reading comprehension, and writing in sign language users is examined. Also, use of technology to learn sign language is investigated. In addition, the implications for rural educators are discussed. Based on the review, a resource of technology applications is provided for parents, interpreters, and teachers to implement at home or in the rural classroom.
A Promising Practice: Using Facebook as a Communication and Social Networking Tool
Authors: Schultz Susan M. , Jacobs Gloria , Schultz Jacob
Published: April 2017

Individuals with autism often face barriers to social interaction. Residing in a rural environment can compound these difficulties for individuals diagnosed with autism. Some of the reasons include transportation problems and small social networks, in addition to the characteristics of autism. This article discusses a promising practice for supporting the communication and social opportunities for individuals with autism. The authors examined how Facebook supported the social interaction of Jacob, a 28-year old with High Functioning Autism. The findings suggested that, through Facebook, Jacob increased the quantity and quality of social ties he had with others. The authors argue that although online social networking has limitations, with supervision, tools such as Facebook hold potential for developing and increasing social interaction for individuals with High Functioning Autism /Asperger Syndrome.
Sustaining a Rural School-University Partnership: A Twenty-Two Year Retrospective of an After-School Tutoring Program
Authors: Magiera Kathleen , Geraci Laura M.
Published: April 2017

In this paper, we describe a rural school-university 22 year partnership. The partnership serves students with disabilities and students at-risk for being classified with a disability. Despite personnel changes, the undergraduate teacher candidates have consistently provided intense instruction to their assigned students. Electronic surveys were sent to school and university professionals affiliated with the undergraduate course “Introduction to the Exceptional Learner” to determine why the partnership has lasted so long. Follow-up focus group sessions were held, and data from the sessions were collected and analyzed for a deeper review of identified themes. The data analysis and theme development supported the following reasons for the longstanding partnership: (a) academic gains, (b) interpersonal benefits, and (c) specific program components.
Barriers and Benefits to Response to Intervention: Perceptions of Special Education Teachers
Authors: Werts Margaret Gessler , Carpenter Ellen Stahl , Fewell Caitlin
Published: April 2017

We conducted a survey of special education teachers to determine their perceptions of the barriers and benefits to the process of Response to Intervention (RTI). This process is used for identification of students with disabilities and for early intervening for students who may or may not qualify for special education services. A total of 211 teachers wrote comments about barriers to successful implementation of RTI and benefits to RTI. The respondents listed several barriers concerning the process, gaps in knowledge, faculty attitudes, and lack of resources. They listed benefits to students in the areas of improved instruction through increased use of assessment and data, early intervening, and use of differentiated instruction. Although teachers listed multiple barriers, they also indicated perceived benefits to themselves and to students from the RTI procedures.
Increasing Graduation Rates for Students with Disabilities: Success Stories from West Virginia
Authors: Wilkins Julia , Ruddle Karen , Paitsel Sheila , Duffield Kelly , Minch Amy , Hesson Craig , Baker Sherry , Harper Sara , Jennings R. Lanai
Published: April 2017

In 2010, the National Dropout Prevention Center for Students with Disabilities (NDPC-SD) partnered with the West Virginia Department of Education Office of Special Programs to provide intensive technical assistance to 12 school districts to help them design and implement evidence-based programs to increase the graduation rates of students with disabilities. In this article, we describe the initiative and interventions implemented in five districts that successfully decreased dropout and increased graduation among students with disabilities. We provide graduation data from the 2008-2009 school year along with graduation data from 2012-2013 to demonstrate the gains made in these rural school districts. All names of districts and schools have been changed.
Expanding Training Opportunities for Parents of Children with Autism
Authors: Suppo Jennifer L. , Mayton Michael R.
Published: April 2017

The purpose of this study was to demonstrate that parents who have children diagnosed with autism can learn and accurately apply knowledge regarding a research-based practice for their children by utilizing a prescribed, self-directed, online program. Using a quasi-experimental, non-equivalent control group, pretest-posttest design, this study assessed (a) parent knowledge of visual supports, (b) creation of an appropriate visual support, and (c) social validity regarding the program. Results demonstrated that parents who receive training using an online program can accurately apply a research-based practice, and participant feedback indicated strong satisfaction with this method of obtaining and applying knowledge. Results suggested that using a self-directed, online program may serve to give families another method of obtaining informational support and training and thereby address some of the need made more urgent by lacking or delayed services for their children with autism.
Essay Development for Secondary Students with Learning Disabilities: Graphic Organizers for Visualizing Organizational Patterns
Authors: Sundeen Todd H.
Published: April 2017

Students with disabilities often find expressive writing frustrating and difficult. The prospect of writing a well-developed five-paragraph essay can be especially daunting. One reason is that struggling writers may have difficulty conceptualizing how the elements of an effective essay are developed. This article describes an instructional strategy that has been used to help struggling writers visualize the elements of a five-paragraph essay. The Big Ideas writing strategy helps reduce the load on working memory during the writing process with a combination of two graphic organizers to guide students as they learn the steps for writing an effective essay. The described strategy provides explicit strategy instruction opportunities for rural educators who are working to meet the requirements of the Common Core State Standards. Since many rural districts have a higher proportion of special education students, it follows that a substantial number of students may struggle with their composition skills. Students in rural settings may especially benefit from this strategy due to its opportunities for specialized instructional delivery. The article also provides recommendations for fading support and generalizing the strategy.
Rural Schools Positioned to Promote the High Achievement of Students with Disabilities
Authors: Telfer Deborah , Howley Aimee
Published: April 2017

This article presents case studies of two rural districts—both confronting economic and demographic challenges—that were making significant strides toward closing achievement gaps between students with and without disabilities. The districts accomplished this work by using six practices, common to both but implemented differently in each: (a) using data well, (b) establishing and maintaining focus, (c) selecting and implementing shared instructional practices, (d) implementing deeply, (e) monitoring and providing feedback and support, and (f) inquiring and learning. These findings illustrate that, contrary to popular stereotypes, some rural districts serving low income and diverse families are able to increase the achievement levels of students with disabilities.
Rural Perspectives of Models, Services, and Resources for Students with Hearing Impairments
Authors: Sibon-Macarro Teresa , Abou-Rjaily Kathleen , Stoddard Susan , Sandigo Alma , Peterson Patricia , Ross Vicki
Published: April 2017

We surveyed educational service providers to determine what services are available to children with hearing impairments (HI) in two rural and two metropolitan areas of the United States. Teachers in rural areas employ a broader range of assistive technology but have less access to maintenance and repairs; they also have less access to highly trained specialists due to much longer travel distances. Also, parents are less informed about possible interventions than their metropolitan counterparts. Classroom teachers and service providers in all areas need more professional development relevant to working with children with HI and should collaborate more with special educators.
A Digital Teaching Platform to Further and Assess Use of Evidence-based Practices
Authors: Bondie Rhonda
Published: April 2017

Advances in online learning have benefited rural special education teacher preparation programs through increased recruitment, access, and collaboration. This paper describes how additional challenges, such as monitoring teacher candidate use of evidence-based practices, can be addressed through a digital teaching platform. Project REACH online is a freely available website developed under a grant from the U. S. Department of Education. The platform includes information on 67 evidence-based practices and six formative assessments aligned with professional standards. The assessments, designed to further and measure teacher candidate skills, mirror daily classroom tasks, such as planning before instruction and reflection after instruction on the impact on student learning. Assessments are aligned with Common Core Learning Standards and include tasks, such as applying Universal Design for Learning to instructional plans, field-testing reports, and annotating student work. Faculty benefit from the constant stream of formative assessment data at their fingertips. For teacher candidates, the platform provides a vehicle for learning and tracking progress toward goals through surveys, feedback requests, and digital badges. The platform increases interactions among teacher candidates, graduates, and faculty and extends collaboration to content experts and school partners. Preliminary research suggests that teacher candidates report variance in efficacy for teaching students with disabilities related to their program, general or special education. Data may be helpful in revising courses and program sequences to foster greater teacher efficacy and abilities to use evidence-based practices to ensure all students in inclusive settings learn.
Systematic Alignment of Dual Teacher Preparation
Authors: Anderson Kelly , Smith JaneDiane , Olsen Jacob , Algozzine Bob
Published: April 2017

Given the rapid growth of diversity in schools across the country, teacher educators are turning to innovative ways to redesign their programs. In this article, we describe efforts of a dual licensure program in which undergraduate teachers-in-training acquired knowledge and skills in core content, as well as evidence-based pedagogy and discipline specific proficiencies in both special education and elementary education. A primary goal was to ensure that graduates entered teaching with the tools to effectively respond to diverse learners within urban and rural school districts. Systematic alignment of program foundations across coursework, clinical experiences, and evaluation was intentional. School partners provided insights into the extent to which graduates possessed the knowledge and skills necessary for teaching in inclusive settings. Outcome data suggest that graduates ‘perform’ similarly to discipline-specific peers and bring strong collaborative skills in efforts to meet the needs of students in disabilities in all classrooms.
Bringing the Field to the Supervisor: Innovation in Distance Supervision for Field-Based Experiences Using Mobile Technologies
Authors: Schmidt Matthew , Gage Ashley MacSuga , Gage Nicholas , Cox Penny , Mcleskey James
Published: April 2017

This paper provides a summary of the design, development, and evaluation of a mobile distance supervision system for teacher interns in their field-based teaching experiences. Developed as part of the University of Florida's Restructuring and Improving Teacher Education 325T grant project, the prototype system streams video of teachers in rural classrooms using iPad Minis equipped with a variety of peripheral devices to provide enhanced optics and multi-source audio. A description of the prototype, including hardware and software components, is provided.
Effects of a Metacognitive Social Skill Intervention in a Rural Setting with At-Risk Adolescents
Authors: Whetstone Patti J. , Gillmor Susan C. , Schuster Jonathan G.
Published: April 2017

Ten at-risk students in a rural high school completed a social skills program based on metacognitive strategies and aligned with social and emotional learning principles. The intervention's primary goal was to stimulate the development of metacognitive strategies for internal locus of control in the students, rather than attempting to change their social behavior through external controls. The students completed Behavior Assessment Scale for Children – 2nd Edition (BASC-2), and their teachers also completed a BASC-2 for each student, both pre- and post-intervention. Using the ratings, the results indicated positive changes in the students' behavior and attitude, social interactions, and academics.