bluuebunny/crossref_metadata_2025 huggingface dataset:
Porfolios as a Tool for Attitude Change
Authors: Winzer Margret , Altieri Elizabeth , Larsson Victoria
Published: April 2017

The attitudes that teachers hold toward students with exceptional conditions and toward inclusive practices are critical in informing teacher decision making and acceptance. The preservice years are a threshold experience and a critical period for the modification of attitudes. This paper describes portfolios that focus on images of disability as one mechanism that holds promise for positively altering the attitudes of preservice teachers toward the philosophy of inclusion and the students served.
Improving the Skills of Special Education Paraprofessionals: A Rural School District's Model for Staff Development
Authors: Bugaj Stephen J.
Published: April 2017

Despite an increase in the number of teacher aides in special education classes, there are few training programs available for these aides. Programs specific to rural school districts are noticeably limited. This article outlines a staff development program for special education teacher aides developed by a rural school district in northwest Pennsylvania. The program is designed to be continuous, and is based on best practice as well as suggestions from district staff. After the first year of implementation, the program received positive ratings, both objectively and subjectively, in all areas. The program was also implemented in the St. Marys Area School District at a cost of under $5,000.
Project K.I.D.S. C.A.N.: Service-Learning in the Classroom and Community
Authors: Barger-Anderson Richael A.
Published: April 2017

Project K.I.D.S. C.A.N. (Keep Involving Dassa Students in Community and Nature) offered the opportunity for many to serve the needs of each other through restoring an outdoor nature trail and beautification projects on school and community properties. The sites of the project were Dassa McKinney Elementary School, the community nature trail, and the Veteran's Memorial in the local town of West Sunbury, Pennsylvania. Students in the learning and emotional support classrooms at Dassa McKinney Elementary school were the primary participants. General education peers, along with high school students, teachers, administrators, parents, and community members were partners. In this article, sustainability and evaluation methods are discussed. Definitions of service-learning and evidence of support are offered. Through the use of service-learning, this article demonstrates how Project K.I.D.S. C.A.N. strengthened ties in a rural community along with meeting curricular objectives.
Training Rural Educators in Kentucky through Distance Learning: Impact with Follow-up Data
Authors: Grisham-Brown Jennifer , Collins Belva C.
Published: April 2017

The Training Rural Educators in Kentucky (TREK) projects have been providing distance education courses to graduate students in moderate/severe disabilities (MSD) and early childhood special education (ECSE) since 1989. This paper provides the results of a survey conducted at the end of the third 3-year-cycle of federal funding for a TREK project, Training Rural Educators in Kentucky through Distance Learning (TREK-DL). Project staff collected data on students' satisfaction with the content and delivery of distance education courses offered through the TREK projects. In addition, they collected impact data on the degree with which students used best practices for children with disabilities that were emphasized in TREK coursework. The results of the survey show that students were satisfied with the coursework they were receiving and, with the exception of technology malfunctions and communication/interaction difficulties imposed by the technology, they were satisfied with all formats of course delivery (i.e., on site, satellite, and interactive video). In addition, the results show that students are implementing best practices with children who have disabilities and sharing those practices with other adults with whom they work. As well, students indicate that their involvement with the TREK projects has resulted in systemic changes at their places of employment.
DATA DRIVES Change: Linking Professional Development to Improved Outcomes
Authors: Mitchem Katherine J.
Published: April 2017

A common dilemma facing administrators and staff developers is how to design and deliver professional development activities that produce an impact in terms of capacity building, teacher learning and development, and student outcomes. The challenges this presents are even more marked in rural areas, where school systems must also contend with additional barriers when attempting to implement strategic changes. To encourage the development of productive professional development, many studies are beginning to indicate the importance of making evaluation central to the design of professional development. This article presents a mnemonic strategy—DATA DRIVES Change—to guide the design, development and evaluation of professional development in rural settings. In addition, the article provides a practical application of the strategy to an ongoing rural professional development project.
Meeting the Challenge of Conducting Community-Based Instruction in Rural Settings
Authors: Collins Belva C.
Published: April 2017

Community-based instruction for students with moderate to severe disabilities facilitates generalization for learning to real world settings, yet balancing CBI with the students' need to spend time in inclusive classroom settings can be a challenge. Dealing with the constraints of offering CBI in rural settings can add an additional challenge. This article describes how rural special education teachers confronted these challenges in conducting CBI with students across five age groups: (a) preschool, (b) elementary, (c) middle school, (d) secondary school, and (e) transition to adulthood. In addition, guidelines are provided for rural special education teachers who are striving to meet the same challenges.
Special Educators in a Regional Induction Program
Authors: Holdman Linda M. , Harris Mary Mcdonnell
Published: April 2017

Over a 4-year period, eleven first-year special educators participated with 93 other first-year teachers in a regional induction program, Project Launch. District and campus administrators in a 13-county rural area recruited participants and designated mentor teachers for each beginner. We compared the experiences of special educators to other participants in Project Launch, considering their action plan goals, their success in achieving their goals, and their retention in teaching and in special education. We found that special educators differed from other participants in identification of goals, with special educators significantly more likely to select goals in “responding to individual differences” and “relating to groups or the community” and less likely to select goals that involved “applying content knowledge.” Special educators were generally successful in fulfilling their first-year goals and were retained in teaching for at least five years to the same degree as other participants, with all except one of those retained remaining in special education. From these findings, we conclude that the general model for induction employed in Project Launch, with its focus on special education through the mentoring component, was effective in supporting special educators in their first year of teaching in a rural state.
What Difference Does it Make? Impact of Montana's CSPD
Authors: Fishbaugh Mary Susan E. , Rude Harvey , Christensen Linda , Copenhaver John
Published: April 2017

In this article, the evaluation efforts of the Comprehensive System of Personnel Development (CSPD) Council in the state of Montana are discussed. The Montana CSPD Councils, at state and regional levels, attempt to ensure an adequate supply of fully qualified educators and related service providers to meet the needs of all school children in the state, including students with disabilities. In earlier work, the five regional councils developed to plan and implement professional development programs and activities have been presented (Fishbaugh, Christensen, & Bailey, 1995), as has the needs assessment process employed in each region to identify and prioritize needs and activity to address needs (Fishbaugh, Rude, & Bailey-Anderson, 1998). This paper provides information with regard to evaluation of these efforts.
Assessment in Low-Incidence Disabilities: The Day-to-Day Realities
Authors: Bowen Sandra K. , Ferrell Kay Alicyn
Published: April 2017

This article addresses issues in assessment of students who are deaf, hard of hearing, blind, and visually impaired in rural school districts, where specially trained personnel may be in short supply. Accommodations and modifications for formal and informal assessment are suggested, changes in service delivery models are recommended, and additional resources are provided.
Identifying Hispanic Gifted Children: A Screening
Authors: Brice Alejandro , Brice Roanne
Published: April 2017

Identification of Hispanic children for gifted programs, particularly those in a rural environment, has been problematic. The question still remains as to what are effective identifying procedures to screen Hispanic students. Specifically, the purpose of this study was to investigate the relationship between standardized test scores and teacher ratings of student behaviors. Thirty-two Mexican-American students and 23 general education teachers from a small, rural school district in South-Central Florida served as the study participants. Fourteen correlations were calculated involving Stanford Reading and Stanford Math scores with the teacher ratings. Nine correlations were significant (9/14=64%). The Academic Checklist scores and Intellectual scores from the teacher ratings correlated the highest with the Stanford Math scores. The Math portion of the Stanford test may be less linguistically biased. Almost one fourth of the teacher rating items seemed to reflect an Anglo-American bias. Those items which seemed to reflect cultural or linguistic bias are discussed.
Transitioning Students with Disabilities in a Rural Native Hawaiian Community: One Teacher's Perspective
Authors: Ballinger Ruth A. , Noonan Mary Jo
Published: April 2017

Special education teachers in rural settings face unique social and cultural challenges. Geographic and economic constraints, cultural and lifestyle differences, and social boundaries between local residents and newcomers may significantly affect the transition process of youth with disabilities. This qualitative case study explored the experiences and influence of a Caucasian transition and reading teaching in her first year in an isolated primarily Native Hawaiian community.
Linking Special Education with Multicultural Education for Native American Children with Special Needs
Authors: Tepper Nadine , Tepper Beth Ann
Published: April 2017

Special educators need to be able to work well with Native American students who have special needs and their families to insure that their cultural background is used to support, rather than impede their progress in education. We propose a set of questions that can be used to assist educators in collaborating with families to incorporate key aspects of the child's cultural background into the individual education plan.
Adequate Yearly Progress, Small Schools, and Students with Disabilities: The Importance of Confidence Intervals when Making Judgments about AYP
Authors: Coladarci Theodore
Published: April 2017

Indicators of school-level achievement, such as the percentage of students who are proficient in a particular content area, are subject to random year-to-year variation in much the same way that the results of an opinion poll will vary from one random sample to another. This random variation, which is more pronounced for a small school, should be taken into account by education officials when evaluating school progress in a policy climate of high stakes. To do otherwise is to risk the false identification of a failing school, whether for all students combined or for the subgroup of students with disabilities. In this article, I describe the application of confidence intervals to the evaluation of “adequate yearly progress” for No Child Left Behind (NCLB). Throughout, I demonstrate the particular relevance of confidence intervals for small schools in general and, more specifically, for the (smaller still) subgroup of students with disabilities.
The Effect of No Child Left behind on Rural Students with Low Incidence Disabilities
Authors: Collins Belva C. , Hawkins Sarah , Keramidas Cathy Galyon , Mclaren Elizabeth M. , Schuster John W. , Slevin Barbara N. , Spoelker Denise Lacy
Published: April 2017

As part of a doctoral level seminar, students read recent articles on the No Child Left Behind (NCLB) legislation, summarized and developed a list of probable issues that face students with low incidence disabilities in rural areas, and then interviewed directors of special education. The five doctoral students contacted 14 directors of special education in rural districts and discussed the issues that they had identified. The results of these discussions are reported and involve various themes (e.g., school choice, transition, alternate assessment, etc.). In addition, a discussion section includes recommendations for service planning for students with low incidence disabilities in rural areas.
Special Education Mentoring within the Context of Rural Schools
Authors: Babione Carolyn , Shea Catherine
Published: April 2017

This article describes a one-year rural mentor training program designed for novice special education teachers and their teacher mentors. Mentoring efforts to encourage collaboration and collegiality run counter to age-old norms of autonomy and congeniality in the school settings. However, collaborative forums can provide support for both experienced and novice teachers to engage in ‘critical friendships’ through discussions on the dilemmas, ambiguities, and paradoxes identified within the contexts of their rural school settings.
The Wyoming Collaborative Mentorship Academy: A Field-based Program for Certifying Fully Qualified Special Education Teachers in a Rural State
Authors: Simpson Elizabeth S. , Yocom Dorothy Jean , Blum H. Timothy
Published: April 2017

The purpose of Wyoming Collaborative Mentorship Academy (WCMA) is to provide school districts in Wyoming with an alternative route to certification for teachers who are currently teaching out of field in special education. The WCMA is a program designed to meet the needs of the students with disabilities in the state by providing a program which will increase the number of highly qualified and certified special educators, trained mentors, and administrators.
The Case for Cases in Preparing Special Educators for Rural Schools
Authors: Butera Gretchen , Dunn Michael W.
Published: April 2017

The challenges of teaching in rural settings present those who prepare special educators with particular issues. The case study method is described as a promising way to accomplish this. Two sample cases are used to illustrate how case studies can be used in the preparation of special educators for rural schools.
Low Incidence Disabilities and Personnel Preparation for Rural Areas: Current Status and Future Trends
Authors: Ludlow Barbara L. , Conner Debra , Schechter Joshua
Published: April 2017

The shortages of special education personnel are nowhere more severe than in low incidence disabilities in rural schools. This article presents the results of a national study that identified shortage estimates, state certification patterns, personnel preparation programs, and distance delivery mechanisms and examined relationships among these data to assess the state of shortages of special educators in the areas of vision impairments, hearing impairments, severe disabilities, and early intervention. The authors outline current issues and future trends in preparing personnel in low incidence disabilities for rural areas.
Tips for Becoming a Rural Special Education Advocate
Authors: Collins Belva C. , Ludlow Barbara L. , Menlove Ronda
Published: April 2017

Special education has a long history of effective advocacy on the behalf of persons with disabilities and their families. In this article we describe our recent advocacy efforts as ACRES members on behalf of rural special education. In addition, we offer tips for others who want to be active in influencing policy and legislation through advocacy activities.
Rural Challenges to Educating English Language Learners with Visual Impairments
Authors: Conroy Paula Werner , Rude Harvey , Phillips Jacqueline S.
Published: April 2017

All schools, including those in rural areas, must meet the challenge of providing highly qualified teachers in response to No Child Left Behind (Brownell, Bishop, & Sindelar, 2005). Teachers must be qualified to meet the needs of unique populations of students with special needs, including a growing population of English Language Learners with Visual Impairments (ELL/VI). This study explored the perceptions of English as a Second Language (ESL) teachers regarding ideal service delivery for ELL/VI students. Results indicated that ESL teachers believed appropriate service delivery for this unique population included the availability of teachers licensed to teach both students who are classified as English Language Learners, those with visual impairments, and sensitivity to the students' cultural and linguistic groups. The study focused on challenges and training needs of teachers involved in educating students with disabilities who are also English Language Learners across the spectrum of educational settings including rural and remote communities.
Self-Determined Employment Preference for Youth in Transition from School to Work in Rural Areas
Authors: Morgan Robert L. , Morgan Rebecca B.
Published: April 2017

Self-determination, or the ability to identify and achieve goals based on a foundation of knowing and valuing oneself, is both a legal right and a responsibility of an individual. Self-determined employment is consistent with contemporary practice, outcome-based research, and the re-authorization of the Individuals with Disabilities Education Act of 2004. In this article, we describe three challenges facing youth with disabilities in rural areas related to determining their own employment, including (a) extensive or chronic poverty in some rural areas as a factor limiting selection of preferred employment, (b) intensive competition for limited jobs available, and (c) the potential for dropping out of high school or other educational programs. In response to these challenges, we describe guidelines that may assist youth, families, educators, and service professionals as they address employment issues.
Going the Distance to Train Teachers for Students with Severe Disabilities: The University of Utah Distance Teacher Education Program
Authors: Jameson J. Matt , Mcdonnell John
Published: April 2017

Research indicates that there is a significant and chronic shortage of highly-qualified special education teachers nationally. Although the shortages of highly-qualified teachers are pervasive across all disability categories they are particularly significant in the area of severe disabilities. This is especially true in rural and remote areas. The general conclusion of researchers is that the most effective way to address the chronic shortage of special education teachers in rural and remote communities is to identify, recruit, train, and support individuals from the local area. However, this necessitates the development and delivery of comprehensive distance education programs. This article describes the evolution of the distance education programs in the Department of Special Education at the University and the current program in place to help alleviate the critical special education teaching shortage in rural and remote areas.
Response to Intervention: Implementation of a Statewide System
Authors: Palenchar Linda , Boyer Lynn
Published: April 2017

The 2004 Reauthorization of the Individuals with Disabilities Education Act (IDEA) requires that a State permit the use of a process for identification of students with a specific learning disability that is based on the child's response to scientific research-based intervention. In spring of 2005 the West Virginia Department of Education (WVDE) began discussion of this opportunity. That discussion ultimately led to a timeline that would move the process into elementary schools by July 2009 and into middle and high schools by June 2010 and June 2011 respectively. Among other considerations, this aggressive timeline was driven by the State's commitment to early intervention and agreement that there were likely many students inappropriately identified as disabled within the State's 16% identification rate. By spring 2008 all major activities of the timeline to date had been accomplished, including the establishment of pilot schools, expansion to a broader range of demonstration schools, scaling up into all elementary schools, major federal grant funding, eight new regional positions to provide technical assistance, introduction of Literacy Teams into middle and high schools, significant professional development at the elementary level, and changes to State policy and regulations.
Assessment of Limited English Proficient Students in a Rural Midwestern State
Authors: Marrs Heath , Eccles Derek
Published: April 2017

Despite the increasing number of Limited English Proficient (LEP) students in the United States, few studies have examined how school psychologists deal with assessments of LEP students. In the current study, we surveyed 97 school psychologists in a rural Midwestern state (Kansas) regarding a number of issues related to assessment of LEP students. While about half of the sample (49%) reported conducting an assessment with an LEP student during the past year, only 6% reported speaking another language frequently. Few respondents reported that a bilingual psychologist was available for consultation. We also examined usage of interpreters, graduate training in LEP assessment, and the actual activities in which interpreters engaged during the assessment process.
Left Behind: Lack of Research-Based Interventions for Children and Youth with Fetal Alcohol Spectrum Disorders
Authors: Bohjanen Sharon , Humphrey Megan , Ryan Susan M.
Published: April 2017

The purpose of this article was to examine the evidence-based research supporting effective intervention and educational practices for children and youth with fetal alcohol spectrum disorders. A review of the literature from 1999 to 2007 revealed three studies that met the inclusion criteria. Research studies employed experimental or quasi-experimental designs and provided limited evidence for effectiveness through multiple replications. Practices that were efficacious included family based intervention and social skills training. Implications and the need for future research are discussed.
Synchronous and Asynchronous Distance Delivery Experiences from Two Faculty Members in Special Education at UNC Charlotte
Authors: Spooner Fred , Lo Ya-Yu
Published: April 2017

In Special Education at UNC Charlotte, we have been delivering course work in various distance delivery formats (e.g., two-way interactive TV, videoconferencing over the Internet, asynchronous online) for about 15 years. In those years, we have had many opportunities to disseminate our efforts. In this article, we document the experiences of two faculty members, one a more seasoned veteran and one a relatively new faculty member, and discuss our effort to extend the reach of the university to rural North Carolina through distance delivery.
Connecting Rural African American Families with Differentiated Home Learning Instruction for Their Preschoolers
Authors: Kea Cathy D.
Published: April 2017

African American preschoolers living in rural areas are potentially at greater risk for entering schools less well prepared than their white counterparts. This article examines the importance of family involvement and engagement and dimensions of cultural competence needed to work with African American rural families to develop culturally responsive strategies for both home and early education school environments. Recommendations for rural service providers to improve African American preschooler learning outcomes also are shared.
Examining the Need for Autism Sibling Support Groups in Rural Areas
Authors: Lock Robin H. , Finstein Rita
Published: April 2017

Research supports the development of support groups for siblings of children with autism spectrum disorders (ASD). However, parent and sibling perceptions of the need for such involvement may differ. This study evaluated the responses of 27 parents and 11 siblings located in rural West Texas concerning their opinions regarding support groups. Parents were eager for their children to participate in such groups while siblings expressed less interest. The results highlighted the need for educating siblings concerning support systems. In addition, the outcomes suggested that support groups should focus on relationship building through child-centered activities with non-threatening learning opportunities.
Morality and the Ethic of Care: Peaceable Rural Schools, Caring Rural Communities
Authors: Thurston Linda P. , Berkeley Terry R.
Published: April 2017

There is violence and a loss of personal safety in rural schools as there is in urban and suburban schools. The impact is felt by children, teachers, support staff, administrators, and citizens in the communities in which those schools are located. These tensions are as wide-spread as are the great differences and increased diversity of America's rural communities. In this article, these concerns are discussed. Solutions are presented with violence and the loss of personal safety being highlighted as resolvable problems via a consideration of all members of the community moving to an ethic of caring, living in communities characterized as caring, thus, attending peaceable schools.

Morality and the Ethic of Care: Peaceable Rural Schools, Caring Rural Communities

“To educate a person in mind but not in morals is a menace to society.” T. Roosevelt

“A question a'int really a question if you know the answer too.” J. Prine

“The best thing for disturbances of the spirit … is to learn.” T.H. White

Recently on National Public Radio's “Morning Edition” it was reported in Butte, Montana, the Superintendent of Schools now has the principals in the district hold regular safety drills for her students, teachers, aides, and other staff in light of the recent spate of publicized attacks of violence taking place in American schools, especially those taking place in Rural Schools.
What We Can Learn from Developing Countries: The Community Based Rehabilitation Model
Authors: Zambone Alana M. , Suarez Stephanie Cox
Published: April 2017

This article challenges the notion that we have much to learn from developing countries as well as much to offer to them. The article describes the philosophy, model and services of Community-Based Rehabilitation (CBR) as one example of what developing countries have to offer us. We discuss parallels between the CBR model and strategies used in the U.S. to meet education and rehabilitation needs and illuminate CBR practices from which we can learn.
The Relationship of Perceived Support to Satisfaction and Commitment for Special Education Teachers in Rural Areas
Authors: Berry Ann B.
Published: April 2017

This study examined the relationship of work-related support to teacher satisfaction and job commitment for rural special educators. The researcher conducted a phone survey with 203 special education teachers from randomly selected rural districts in 33 states. The results suggest that several key sources of support, such as support from other special educators, are of limited availability. Teachers who reported a wider network of support, and that sources of support were helpful expressed greater levels of satisfaction and commitment to their jobs. Teacher satisfaction and commitment were related to several specific variables: (a) support from administrators, (b) support from general educators, and (c) others in the school understanding their role and sharing in the responsibility of providing services to students with disabilities.
Power-PALS (Peers Assisting, Leading, Supporting): Implementing a Peer-Mediated Intervention in a Rural Middle School Program
Authors: Collet-Klingenberg Lana , Neitzel Jen , Laberge Julie
Published: April 2017

Teaching staff at a rural middle school, with support from the National Professional Development Center on Autism Spectrum Disorders (NPDC-ASD), implemented a peer-mediated intervention. This program involved 4 learners with ASD and 18 typical peers divided into three groups that met over a semester as typical peers were taught about social skills and specific ways to support their classmates with ASD. While quantitative data were limited, outcomes suggest that Power Pals had a significant impact on school experiences and social interactions for both learners with and without ASD. Implications for future research and implementation in rural settings are discussed.
A Comparative Study of Rurality and Urbanicity on Access to and Satisfaction with Services for Children with Autism Spectrum Disorders
Authors: Murphy Melissa A. , Ruble Lisa A.
Published: April 2017

Little is known about services for children with autism spectrum disorders (ASD) living in rural areas. The purpose of this study was to examine parent report of access to and satisfaction with services for children with ASD in rural areas and compare results to parents from urban areas. Parents in both groups reported children were diagnosed after the age of 3 and experienced challenges accessing services, trained professionals, and educators. Parents from rural areas reported significantly more difficulty accessing trained physicians and professionals in their areas. The implications of this study and needed future research are discussed.
When you can't Get There: Using Video Self-Monitoring as a Tool for Changing the Behaviors of Pre-Service Teachers
Authors: Alexander Melina , Williams Natalie Allen , Nelson Kristin L.
Published: April 2017

Supervisors are sometimes assigned to pre-service teachers who are placed in far-away schools, often in rural districts. It can be difficult or impossible for supervisors to observe these teachers enough, or perhaps at all, because of the distance. This article describes a single-subject case study that was conducted with two pre-service teachers in which they used video self-monitoring with guidance from their university supervisor to change a teaching behavior. Results showed that the process was effective in changing the behavior of pre-service teachers. We discuss the implications for supervisors and professional development intervention.
Lessons Learned from Work with International Partners to Inform Rural Practices for Early Childhood Intervention
Authors: Grisham-Brown Jennifer , Mccormick Katherine M.
Published: April 2017

The United States is becoming increasingly diverse with the largest growth in Hispanic populations. Diversity also is increasing in rural America. This diversity is reflected in the participants in early care and education programs and K-12 students. Unfortunately, demographics for college and university teacher education programs do not match those of early childhood participants and K-12 students. This lack of diversity, especially in teacher education programs, compromises the ability of personnel preparation programs to adequately prepare graduates to work and interact effectively with diverse populations of children and families. Therefore, intentional and planned multi-cultural community-based experiences are vital and necessary to promote the scholarship and citizenship of our teacher-education graduates. The purpose of this article is to describe strategies program faculty in Interdisciplinary Early Childhood Education (IECE) at the University of Kentucky (UK) have used to support IECE students to understand, appreciate, and value the perspectives of Hispanic children and families with whom they will work. Through travel and exploration of how languages and cultural traditions are practiced in Hispanic home countries, IECE students gain a greater understanding of where Hispanic roots begin and how these influence education in rural early childhood programs and schools. This article will describe two program activities that have a significant global component and represent two different ways in which students are involved in a global experience. One is in-country (Guatemala) and focuses on curriculum and assessment while the second is focused on curriculum materials developed by students on campus for use in a rural tribal community in Ecuador.
Colorado's Model for Preparing Paraprofessionals for Rural Early Intervention Programs
Authors: Chopra Ritu , Banerjee Rashida , Dipalma Geraldine , Merrill Laura , Ferguson Ardith
Published: April 2017

Under the supervision of a licensed early intervention provider, paraprofessionals play an indispensable role in implementation of home and community-based services to infants and toddlers with developmental delays or disabilities and their families in Colorado. The Individuals with Disabilities Education Act of 2004 requires that paraprofessionals be appropriately trained for their unique roles; however, early intervention paraprofessionals, particularly in rural areas, have limited access to quality preparation programs. This article shares an example of a statewide model of preparation and training for early intervention paraprofessionals. The outcomes achieved, lessons learned, and next steps in the implementation of the model are also presented.
Program-wide Positive Behavioral Interventions and Supports in Rural Preschools
Authors: Steed Elizabeth A. , Pomerleau Tina , Muscott Howard , Rohde Leigh
Published: April 2017

This article describes the quantitative findings from an evaluation of program-wide positive behavioral interventions and supports (PBIS) in three rural preschool programs. Each rural preschool program included children 3 through 5 years of age with and without disabilities. Following 3 years of on-site training, technical assistance, and coaching support in universal tier PBIS, participating preschool programs increased their use of strategies and supports to prevent young children's challenging behavior. Specific improvements in universal PBIS practices are presented across each year of the initiative. The successes and challenges involved in implementing program-wide PBIS in rural preschools are discussed.
Building Statewide Support for Kentucky Families of Individuals with ASD
Authors: Pennington Robert , Grau Rebecca , Bobo Jennifer , Lorence Debbie , Tomcheck Scott , Stewart Julie , Wooldridge Don
Published: April 2017

The recent data suggest that there has been a steady increase in the prevalence of autism spectrum disorders (ASD; Centers for Disease Control, 2012). This lifelong disorder has significant implications for families as they face the complexities of supporting their family members with ASD. Fortunately, the research literature suggests that families can benefit from training and access to parent-focused resources. The purpose of this paper is to describe a model used by one university-based autism center to establish systems of support for families of persons with ASD.
Improving Educational Programs for Students with Autism in Rural Schools: A Preliminary Program Description of the Montana Autism Education Project
Authors: Young-Pelton Cheryl A. , Doty Doug
Published: April 2017

The Montana Autism Education Project (MAEP), that started in 2010, aimed to: (a) increase teacher knowledge of Evidence-Based Practices (EBPs), (b) provide on-site technical assistance and peer-to-peer collaboration, (c) develop sustainable support for teachers across Montana, and (d) develop inter-agency collaboration between the project and various stakeholders. Preliminary evaluation focused on three categories: (a) consultant visits, (b) trainings, and (c) video training via Internet technology. Analysis of data suggests that MAEP helped improve teachers' ability to implement quality educational programs for students with autism spectrum disorders (ASD), especially in rural areas and in schools located on or near Indian reservations. Future directions for statewide efforts are highlighted.
Student and Parent IEP Collaboration: A Comparison across School Settings
Authors: Williams-Diehm Kendra L. , Brandes Joyce A. , Chesnut Pik Wah , Haring Kathryn A.
Published: April 2017

The purpose of this study was to determine if differences existed across rural, urban, and suburban environments when special education teachers reported perceived levels of student and parent involvement and participation during IEP meetings. The investigators surveyed special education teachers (N = 159) across a Southwest state and applied log linear analyses to show possible differences in groups. Special education teachers in rural environments reported significantly higher rates of parent and student involvement and participation in IEP meetings than their counterparts in urban and suburban environments. Results are discussed and suggestions and implications for practitioners are provided.
An Inclusive Rural Post Secondary Education Program for Students with Intellectual Disabilities
Authors: Ryan Susan M.
Published: April 2017

Post secondary education is a life long dream for many students with and without intellectual disabilities. This dream is particularly difficult to attain for students with intellectual disabilities living in rural and remote communities with little access to social, academic, or employment opportunities. This article describes the philosophy, program features, and emerging benefits to students attending one rural post secondary education program in Vermont. Examples of how students with intellectual disabilities engage in inclusive academic, social, and employment experiences in college are provided. Examples illustrative of students with intellectual disabilities living in rural Vermont are provided. Emerging data from an ongoing evaluation are shared. Implications and suggestions for replication for students, educators, parents, and higher education personnel from other rural areas are offered.
Mentor Teacher Training: A Hybrid Model to Promote Partnering in Candidate Development
Authors: Childre Amy L. , Van Rie Ginny L.
Published: April 2017

In order to promote high quality clinical experiences for teacher candidates, one of the recent changes to educator preparation accreditation standards specifically targeted clinical faculty qualifications. Qualified mentor teachers are critical clinical faculty because they serve as the model for training practices for teacher candidates, the tangible link between research and practice. For optimal training outcomes, educator preparation programs must ensure mentor teachers are skilled in both mentoring teacher candidates and in modeling practices central to candidate preparation. This article describes a hybrid mentor teacher training designed to promote mentor teacher awareness of training program requirements and mentoring responsibilities as well as proficiency in evidence-based practices. Resources, online tools, and collaborative partnerships to support implementation by rural training programs are discussed. Mentor teacher evaluation of the pilot program is reported. Considerations are shared for establishment of P-12 partnerships in clinical faculty preparation and development of sustainable training models.
A Survey of Response to Intervention Team Members' Effective Practices in Rural Elementary Schools
Authors: Brendle Janna
Published: April 2017

This study examined the perceptions of general and special education teachers regarding the effectiveness of intervention teams in rural elementary schools. The passage of IDEIA 2004 brought considerable support for the use of the Response to Intervention (RtI) process providing research-based interventions to students who are struggling. Response to Intervention emphasizes the use of multidisciplinary teams to problem solve and identify instructional interventions that will address educational deficits and curtail the need for special education services. This process presents a challenge for rural schools to develop effective team practices with limited resources and staff. The researcher surveyed general and special education teachers to examine perceptions of team membership practices and effectiveness based on quality indicators of effective intervention team practices as identified in literature. The study indicated the majority of rural schools represented by the teachers surveyed were implementing the team process. The findings identified team practices, such as problem-solving, teacher support, developing interventions, and implementing interventions, as more effective than ineffective. Quantitative results indicated special education teachers reported a higher degree of knowledge of intervention practices and the team process than general education teachers reported. In addition, the special education teachers reported a higher rate of student referrals to the team for intervention than general education teachers reported. The findings suggest the need for rural schools to consider ongoing professional development for both general and special education teachers regarding effective team intervention team practices in order to refine the process.
Culturally Responsive Special Education Referrals of English Learners in One Rural County School District: Pilot Project
Authors: Hoover John J. , Erickson Jennifer
Published: April 2017

The project setting was a remote rural county school district located in a mountain western state with some overrepresentation of English Learners (ELs) in special education. Referral issues are especially prominent in rural school systems due to continued challenges associated with limited resources and lack of contemporary professional development. This article describes the efforts of one rural school district to improve its referral process for ELs in grades K-5 implemented through a university-school district partnership. We developed and piloted a culturally responsive referral guide with findings, providing promising implications for appropriate referrals of ELs in rural county school districts.
Implementation of a Writing Strategy for Students with Learning Disabilities in a Rural Setting
Authors: Gabriel Kathleen F. , Davis Teresa M.
Published: April 2017

This study reports findings on the fidelity of implementation of the Strategic Instructional Model (SIM), Proficiency in the Sentence Writing Strategy (Schumaker & Sheldon, 1999) in five rural secondary special education classrooms. Participants were 5 special education teachers and 38 secondary students identified with mild to moderate learning disabilities. Major findings indicated a significant difference between the level of fidelity of implementation and student gains in writing complete sentences and identified specific factors that influenced the treatment delivery. Results from student attitude surveys suggested little difference in their perception of the value of writing as a result of the intervention.
The Effects of Teacher Professional Development on Rural Students' Lexical Inferencing Skills
Authors: Collins Ginger G. , Goforth Anisa N. , Ambrose Laura M.
Published: April 2017

Rural students are at risk for vocabulary underdevelopment and often have less access to educational resources. The purpose of this investigation was to examine the effectiveness of an Internet-based Speech/Language Pathologist (SLP)-teacher consultation to support rural teachers' vocabulary instruction to improve their students' lexical inferencing skills. The investigators probed rural fourth-graders' lexical inferencing skills three times throughout a semester. The experimental group's teachers participated in SLP-teacher consultation, while the control group's teachers did not. Although both groups demonstrated increases in lexical inferencing skills, there were significant differences in the groups' error patterns. Clinical implications of these findings are discussed.
Exploring the Special Education versus Regular Education Decisions of Future Teachers in the Rural Midwest
Authors: Desutter Keri L. , Lemire Steven Dale
Published: April 2017

Persistent shortages of special education teachers, particularly in rural areas, exist across the country. This study assessed the openness of teacher candidates enrolled in an introductory education course at two rural Midwest universities to a special education career path. Survey findings confirmed that work or volunteer experience involving people with special needs is a significant predictor of choosing special education as a career path. Findings also revealed that not all students who have experience with individuals with special needs choose to pursue special education. Considerations for teacher education faculty hoping to attract more special educators to the field are discussed.
Friendship with Old Order Mennonite Teachers Develops Cultural Responsiveness in Preservice Special Education Teachers
Authors: Knotts J. Dusteen , Keesey Susan
Published: April 2017

Developing preservice teachers with a strong understanding of culturally relevant pedagogy should be a priority for all teacher education programs. Although much focus is placed on diversity in urban areas, diverse classrooms are found in all education settings. This paper demonstrates how a rural opportunity expanded the cultural awareness and culturally responsive teaching of four preservice special education teachers. Knowledge shared between teachers in an Old Order Mennonite community and these preservice teachers resulted in growth for all participants. Through immersion with the Mennonite community, four key themes emerged: (a) culturally relevant communication, (b) goal setting, (c) culturally sensitive curriculum materials, and (d) creation of a classroom to match the students' needs.
Involving families in the education of young handicapped children
Authors: Karnes Merle B. , Santelli Betsy , Johnson Lawrence J.
Published: April 2017

This paper examines the importance of including families in the education of young handicapped children and discusses trends in the foci of family involvement programs of recent years. The family involvement component of the Precise Early Education of Children with Handicaps outreach project is described.
Project SERT: Special education training for regular educators of Native Americans
Authors: Foster Carl G.
Published: April 2017

The Bureau of Indian Affairs, Chinle Agency is responsible for the education of 3,500 Navajo children; 230 are special education students. A Special Education Office questionaire revealed that regular teachers felt inadequately prepared to teach the special education student. Project SERT was established to provide instruction in special education knowledge and skills.
PL 94-142 and New Mexico: Perceived impact on programs for rural students with severe handicaps
Authors: Stile Stephen W. , Wirth Paul A.
Published: April 2017

Two postcard survey studies were conducted to determine perceptions of administrators and teachers regarding the impact of PL 94-142 on programs for students with severe handicaps in New Mexico's small (average daily attendance <1000), rural school districts. A preliminary survey indicated that immediately after implementation (academic year 1984-85), improvement was projected by both groups of respondents for 100% of the program/classroom considerations. Participants in a follow-up survey responded to the same Likert-scale items one year after implementation (1985-86). With one exception (“classroom materials and supplies”), the original five considerations achieved less than projected status. The highest and lowest total mean ratings in the follow-up were achieved for “student referral and identification” and “new services.” These two areas were not addressed in the preliminary survey. One year after the infusion of federal funding, 55% of the respondents perceived no improvement in the level of services.