bluuebunny/crossref_metadata_2025 huggingface dataset:
Are Educational Administrators Prepared to Meet the Needs of Employees with Disabilities?
Authors: Griffith Kimberly G. , Cooper Mark J.
Published: April 2017

Although educational administrators have been aware of the needs of students with disabilities since the 1970s, many are still not familiar with the legal rights of school employees with disabilities. Attitudes toward individuals with disabilities as well as knowledge of the Americans with Disabilities Act (ADA) may be factors that influence the recruitment of qualified persons with disabilities into the education profession. The purpose in conducting this study was to determine the extent of the relationship of administrators' attitudes toward disabilities and their knowledge of the Americans with Disabilities Act. Respondents in the study were currently employed as educational administrators and/or educators completing educational administration certification requirements. Results from the study indicated there was a significant relationship between attitudes toward persons with disabilities, experience with individuals with disabilities, personal characteristics and employment characteristics. Both attitudes and knowledge of the ADA were found to be lower for respondents in educational administration positions. Educators who have disabilities are valuable to our schools. Their presence can influence the perceptions and attitudes of coworkers and students as well as provide a role model for students to live their lives fully integrated into our society. A creative look at inclusion of educators with disabilities in our rural schools may be the answer to our search for competent and caring special education teachers.
Supporting Teachers of Children with Autism Using Distance Education and Video Portfolios
Authors: Zahn Gail , Buchanan Michelle
Published: April 2017

This paper describes a distance education program offered by the University of Wyoming to train and support teachers in the field who are working with children with autism. Because of problems posed by the rural nature of the state, distance education is the program delivery mode of choice. The development of video portfolios has proven to be an effective complement to distance education courses and invaluable for teaching and monitoring the acquisition of new skills. Video portfolios have been especially useful in teaching complex skills such as functional behavioral assessment and positive behavior support planning.
Tips and Tricks for Getting Work Published in RSEQ and Other Professional Journals
Authors: Ludlow Barbara L.
Published: April 2017

This article explains the process of writing and publishing in professional journals and attempts to demystify the process as it related to the professional literature in special education and disability services. It offers a 21 step procedure to help beginning and novice writers in generating ideas to write about, planning and preparing the manuscript, and submitting the manuscript for publication. Each step includes insider tips and tricks for becoming a more successful professional writer and reaching the goal of seeing one's written work in print.
Transition Outcomes of Young Adults with Disabilities in Rural Areas: A Research Synthesis
Authors: Sheehey Patricia H. , Black Rhonda S.
Published: April 2017

The efficacy of special education is often measured by employment, independent living and social outcomes. Therefore, the purpose of this review was to synthesize articles concerning outcomes of young adults who have transitioned from secondary school to adult life in rural areas. Articles on transition of young adults with disabilities in rural areas published in numerous refereed journals between 1990 and 1998 were reviewed to determine the rates of employment and independent living. Additional variables included demographics, job types, wages, and benefits. Results indicated that few empirical studies examined special education outcomes for young adults living in rural areas. Studies that did examine employment outcomes indicated that, overall, fewer than 70% of young adults with disabilities in the studies' samples were employed. However, employment outcomes seem to have improved from 1990 to 1997. The synthesis also indicated that, overall, fewer than 40% of young adults with disabilities in rural areas live independently. More research on additional outcomes of employment, independence, and social well-being is called for as well as research on effective transition programs and processes in rural areas.
RACE: Accelerating Progress in the Acquisition of Literacy Skills
Authors: Mccauley Dana , Friend Susan
Published: April 2017

Crellin Elementary, a rural school in the mountains of Western Maryland faces a variety of literacy needs. With a large percentage of struggling readers, the decision was made to investigate remedial strategies and create a program grounded in research. Read and Comprehend Everyday (RACE), modeled after Marie Clay's Reading Recovery (1993), incorporates the basic tenets in a modified context. Using well-crafted lessons during one-on-one tutoring sessions, students are making accelerated progress in the acquisition of literacy skills. Although the Reading Recovery program is designed for first graders, RACE was adapted to meet the needs of intermediate students as well.
Recruitment and Retention and Special Education Teacher Preparation in Rural Areas: Diversity, Federal Funding, and Technical Assistance Considerations
Authors: Tyler Naomi C. , Cantou-Clarke Cynthia D. , Easterling Jeffrey , Klepper Tanya
Published: April 2017

Eight faculty members at rural colleges and universities who received funding from the Office of Special Education Programs (OSEP) to support personnel preparation efforts in their special education programs were surveyed regarding the impact of those funds. The faculty taught at minority institutions of higher education and the students supported with the grant funding were from historically underrepresented groups. A total of 117 African American, Hispanic/Latino, and American Indian students had graduated from these programs at the time of the survey, and were currently employed in 42 rural school districts. Strategies on recruiting and retaining diverse students in rural areas are provided, as well as a summary of the impact of technical assistance efforts with minority institutions nationwide.
Experiential Learning in a Rural University Clinical Setting: Developing Teaming Skills across Three Courses
Authors: Friedland Billie L. , Walz Lynn M.
Published: April 2017

Collaboration has historically been essential in rural areas due to scant resources. This article presents a rural model for experiential learning of collaborative and consultative teaming skills across three special education teacher preparation courses, Instructional Methods, Behavior Change, and Assessment. A University-based Summer School was provided for area children, some with various disabilities. This Summer School provided a clinical experience to fulfill assessment, teaching, and planning practica requirements. A collaborative, consultative planning team was established for each child. Teams simulated actual Teacher Assistance or Child Study Teams, unavailable in schools over Summer sessions. Instructors observed and documented teaming skills development.
I'm Back! Developing a Transition Plan for Students with Disabilities who Return to Rural School Districts from Mental Health Treatment Facilities
Authors: Nichols Joe , Davis Tina
Published: April 2017

Rural school districts often face the dilemma of students with disabilities returning from mental health facilities without sufficient accompanying information needed to facilitate a transition into the educational setting. The compounding factors in this dilemma are the lack of rural mental health professionals and the proximity of mental health facilities to rural school districts. In order to develop a transition plan to address this dilemma, a mental health facility and twenty-five rural school districts collaborated in constructing The Cognitive/Behavior Management Transition Plan (CBMTP). This individualized plan details the roles of mental health professionals, parents, and educators in assisting the transition of students with disabilities into the rural school environment.
Learning Disabilities or Difference: A Critical Look at Issues Associated with the Misidentification and Placement of Hispanic Students in Special Education Programs
Authors: Fletcher Todd V. , Navarrete Lori A.
Published: April 2017

A new generation of Hispanic students are at risk due to inadequacies in our educational system. The inadequacies which include lack of prepared teachers and misuse of testing and assessment procedures impact special education programs, in particular, when one examines practices relative to Latino students in the area of learning disabilities. The article addresses problems in the definition of learning disabilities, learner variability, and the effects of race, poverty, culture, and language on educational outcomes. The authors call for a new assessment paradigm that would require the restructuring of professional development programs and institutional practices in public schools that are not in line with current research on topics related to this population including second language acquisition and cognitive development.
Leadership Skills of Gifted Students in a Rural Setting: Promising Programs for Leadership Development
Authors: Milligan Julie
Published: April 2017

As leadership abilities are used as one characteristic to identify giftedness, leadership skills should be an integral component of program services for gifted students. In one rural school district, a leadership training program was implemented to provide gifted education services. Gifted students in grades 10–12 volunteered to participate in a year-long program (i.e., Team Lead). Students were administered the Leadership Skills Inventory (Karnes & Chauvin, 2000) before the program began as a pre-assessment of their leadership skills. The inventory yielded scores in nine categories of leadership (i.e., fundamentals of leadership, written communication, speech communication, character- building, decision-making, group dynamics, problem solving, personal skills, and planning). Next, students participated in a book club, leadership activities, and the ropes training course. When administered the LSI as a post-assessment, the gifted students improved scores at a significant level from the pre-assessment.
Preparing Rural Distance Education Preservice Special Educators to Succeed
Authors: Menlove Ronda , Lignugaris/Kraft Benjamin
Published: April 2017

A growing number of students living in rural communities access special education teacher preparation and professional development courses via technology-delivered distance education. Success in these courses depends on the effective use of technology to access information and course materials, complete and submit assignments, and communicate with instructors and classmates. To increase the likelihood that distance education students would have the needed technology skills to succeed as distance learners, program supports were implemented. Supports included a precourse distance learning workshop, on-line technology help files, and access to a technology assistant. Results indicated that student confidence improved in the use of technology skills addressed in the precourse workshop and practiced during the following semester.
Developing Online Courses: Ten Myths
Authors: Maddux Cleborne D.
Published: April 2017

Online education carries many benefits for individuals in rural areas as well as individuals with disabilities. The rapid growth of online courses and the increased number of institutions moving to online education has resulted in many instructors beginning to develop online courses for the first time. The article presents ten common myths that have sprung up concerning online course design and delivery, and offers accurate information regarding these misconceptions.
Increasing Interaction in Web-based Instruction: Using Synchronous Chats and Asynchronous Discussions
Authors: Hines Rebecca A. , Pearl Cynthia E.
Published: April 2017

Incorporating four levels of interaction characteristic of effective course design are possible in online coursework. These levels, including (a) interaction with the content, (b) interaction with the instructor, (c) interaction with classmates; and (d) interaction with self (Lynch, 2002) are critical to effective instruction and difficult to replicate in an online format. The need for students to be involved in the process of activities such as “discussing issues” may pose a significant challenge. Techniques and strategies to manage and maximize the use of synchronous chats and asynchronous discussions are described.
No Child Left behind and Students with Disabilities in Rural and Small Schools
Authors: Mclaughlin Margaret J. , Embler Sandra , Hernandez Glenda , Caron Elizabeth
Published: April 2017

The recently enacted No Child Left Behind Act (2001) places unprecedented pressure on schools to raise the academic achievement of all students. Through annual testing of students, schools are to use the results of these assessments to demonstrate that they are making adequate yearly progress (AYP). The provisions in No Child Left Behind (NCLB) apply to all states, districts, and schools equally, regardless of size or location. There are concerns, however, about applying the law's provisions in rural schools. Specifically, concerns surround the measurement of adequate yearly progress. In many rural schools, the number of students is small and this is especially true when disaggregating results for subgroups. The current study investigated the implementation of accountability reforms in rural schools and sought to identify schools that were experiencing better than expected results for students, especially students with disabilities. Findings indicate that validly measuring AYP in small rural schools is especially problematic given the small number of students in the subgroup, volatility in year to year scores, and changes in service delivery policies. Implications for accountability and policy are discussed.
Scientifically Based Research and Students with Severe Disabilities: Where do Educators Find Evidence-Based Practices?
Authors: Collins Shawnee , Salzberg Charles
Published: April 2017

No Child Left Behind (NCLB) requires that all teachers use scientifically based research (SBR) in their classrooms. Teachers are referred to the What Works Clearinghouse (WWC), which has developed standards to review and rate research to identify evidence-based practices. This article defines SBR under NCLB, summarizes current evidence standards, provides questions to help educators identify SBR and evidence-based practices, discusses the implications of evidence-based practices for rural schools, and briefly discusses why students with severe disabilities need to be included in SBR. It seems that the methodologies preferred by the WWC to determine if a practice is scientifically based are problematic for educators of students with severe disabilities, and even more so for small schools in rural communities.
A Promising Practice: Low Incidence Teacher Education in Rural and Remote California
Authors: Larwood Lou
Published: April 2017

California has a critical shortage of teachers. The US Department of Education reported approximately 2,500 teachers of deaf and hard of hearing are needed annually. The majority of teachers serving deaf and hard of hearing students in the rural northern California areas are not credentialed in the area of Deaf Education. Some of the reasons include: the long distance to a university that offered the credential, limitations of employers, high costs of commuting, and limited access to online learning as well as the hardware necessary to study and complete coursework requirements. This research discusses an alternative method and a promising practice for preparing teachers of the deaf from remote distances and how to support and mentor these new teacher candidates in times when it is critical to be a highly qualified teacher.
Ethical Leadership: Supporting Human Rights and Diversity in Rural Communities
Authors: Rude Harvey A. , Paolucci-Whitcomb Phyllis E. , Comerford Susan
Published: April 2017

The influence of ethical leadership is examined from the perspective of advancing the conditions of human rights and diversity within schools in rural America. The study of ethics is concerned with values and morals that society deems appropriate and/or desirable. The determination of what is “right/wrong” or “good/bad” in the context of rural education settings provides a challenge for all educators who seek to make a difference in the lives of all learners in public education and their families. The authors provide an analysis of the challenges and a set of strategies that guide the development of ethical leadership on behalf of all learners, including those who are significantly disenfranchised from the mainstream of educational systems. The context of rural special education provides significant challenges and promising opportunities to change the conditions of educational practices based on the tenets of transformational leadership.
Finite Resources, Increasing Demands: Rural Children Left Behind? Educators Speak Out on Issues Facing Rural Special Education
Authors: Mitchem Katherine , Kossar Kalie , Ludlow Barbara L.
Published: April 2017

Current legislative mandates for schools to bring all students to the proficient level on state content standards by 2014 have been both commended and criticized by stakeholders across the nation. Schools are expected to meet this challenge by employing only highly qualified teachers who are well versed in content and the use of evidence-based practices. They must document adequate yearly progress toward proficiency for all students, including those with disabilities. Most groups praise the accountability that accompanies these mandates; however, concerns have been voiced by some educators about their impact on rural schools as well as their implications for special education services. Various stakeholders in rural areas across the country were surveyed to examine the perceived impact of the NCLBA mandates for highly qualified teachers and adequate yearly progress. Qualitative research methods were used to analyze responses to open-ended questions asking participants to expand on special education issues related to qualifications of highly qualified teachers, documentation of adequate yearly progress and other general concerns. Some common themes emerged related to the unique circumstances of rural schools as well as the potential impact of NCLBA on rural special educators and special education programs.
Giving Teachers a Chance: Taking Special Education Teacher Preparation Programs to Rural Communities
Authors: Bargerhuff Mary Ellen , Dunne James D. , Renick Patricia R.
Published: April 2017

Over the last several years special education teacher shortages have increased to alarming levels. Remote rural areas face even more critical special education teacher shortages. Many professionals teaching students with disabilities in rural areas do not have formal special education training. This article describes a distance education partnership program between Wright State University and school districts in rural Ohio that addresses special education teacher shortages in these areas. Although the program required intense effort from university faculty, partnership students, and district education staff, program benefits outweighed the work necessary to implement and maintain the program.
Increasing Online Interaction in Rural Special Education Teacher Preparation Programs
Authors: Canter Lora Lee Smith , Voytecki Karen S. , Rodríguez Diane
Published: April 2017

This article will highlight strategies to promote interactive distance education activities through special education teacher preparation programs. We begin the discussion by addressing the need for qualified special education teachers in rural areas. We then introduce the potential of distance education via online instruction as a platform for preparing special education teachers to alleviate the current shortages experienced by rural communities. Effective interactive distance education strategies are introduced as a means to improve the quality of distance education preservice teacher preparation programs.
Issues in Rural Special Education that Affect Students with Severe Disabilities
Authors: Collins Belva C.
Published: April 2017

Rural special education teachers of students with severe disabilities and the institutions that prepare them often are faced with unique challenges. This article discusses the need for these teachers to be prepared as independent researchers, the need for a link between core content and functional skills in the curriculum that they teach, and the need for creativity in addressing transition options. In addition, the article discusses the need for personnel preparation programs in severe disabilities to have alternate routes to certification, distance education delivery, continued federal funding, and flexibility in meeting the law regarding the requirement that all teachers be highly qualified.
TAPS: An Innovative Professional Development Program for Paraeducators Working in Early Childhood Special Education
Authors: Deardorff Pamela , Glasenapp Gary , Schalock Mark , Udell Tom
Published: April 2017

This article describes an innovative professional development program for paraeducators working with children with disabilities in early childhood special education settings. The model includes four components: (a) assessment of learning needs, (b) the formation of an individualized professional development plan, (c) participation in self-directed training using the TAPS curriculum materials, and (d) feedback and support by supervisors. The model was implemented with three cohorts of participants in Early Childhood Special Education programs serving rural and suburban communities in Oregon. Positive outcomes were found for all paraeducators, regardless of experience or education level. Implications for alternative potentially cost-effective rural professional development programs for paraeducators are discussed.
A Framework for Planning Technology Used in Teacher Education Programs that Serve Rural Communities
Authors: West Elizabeth , Jones Phyllis
Published: April 2017

This article presents a planning framework for instructors to reflect upon in their decision making and implementation process of technology use. Detailed components include consideration of factors relating to: (a) context, (b) student, (c) instructor, (d) technology, (e) access, (f) knowledge and content, and (g) the important skill and craft of connecting theory to practice. Developing innovative use of technologies may assist in meeting the demand for highly qualified teachers in the area of low-incidence disabilities. Teacher educators must utilize a deliberative, thoughtful process before engaging in the actual development of online courses and this article offers a strategy that will help promote this process.
Promising Practices and Challenges: E-advising Special Education Rural Graduate Students
Authors: Luna Gaye , Medina Catherine
Published: April 2017

Rural graduate students face numerous barriers and obstacles in attending higher education. One such obstacle is academic advising from a distance. The intent of the authors was to examine the advising experiences of master's degree level special education students who had received e-advising from their academic advisor. A short email survey was designed to collect data relating to e-advising received by rural, part-time students. Results of the survey indicated that in-person advising at a university site (traditional advising model) would not have been suitable and e-advising was meeting their needs at this point in their graduate education. The participants also explained that the necessity of being advised in person is no longer valid.
Project STARS: Using Desktop Conferencing to Prepare Autism Specialists at a Distance
Authors: Ludlow Barbara L. , Keramidas Cathy Galyon , Landers Eric J.
Published: April 2017

Autism spectrum disorders (ASD) is the fastest growing category served in special education, yet there is a serious shortage of personnel appropriately trained and highly qualified to meet the unique needs of children and adolescents with autism in the nation's schools. The need for specialized training and certification in the area of autism (above and beyond qualifications in special education generally) is only now being recognized by state licensure agencies and personnel preparation programs. West Virginia University, an early adopter of technology-mediated distance education, has developed post-baccalaureate certification and Masters degree program to prospective and practicing special education personnel to work with students with autism spectrum disorders in rural areas. This article presents a new graduate program to prepare special educators as autism specialists by 1) describing an innovative distance education model that uses desktop audio conferencing for live interactive classes with other online activities as well as online supervision of practicum experiences; and 2) discussing development and implementation of the program, including initial outcomes and planned changes.
Academic Dishonesty and Online Classes: A Rural Education Perspective
Authors: Sileo Jane M. , Sileo Thomas W.
Published: April 2017

Rural educators must possess high standards of ethical behavior that inform professional practice and improve the communities in which they live and work. The purposes of this article are to discuss rural education and its intersection with online classes as vehicles to meet residents' educational needs; ethical issues that surround online class delivery; and suggestions to deter academic dishonesty in online classes. Key Words: rural education, distance education, academic dishonesty, academic integrity, cheating, ethics, instructional practices, Internet, online instruction, student behaviors/attitude, teacher preparation, World Wide Web.
Political Economy of Rural Schools in the Heartland
Authors: Zacharakis Jeff , Devin Mary , Miller Teresa
Published: April 2017

The sense of serenity and beauty of a drive through the Heartland often hides the desperation that many communities are experiencing as they struggle to survive. Among the winter wheat fields of western Kansas and Nebraska spaced between the center-pivot irrigated fields of corn and alfalfa, towns and cities struggle to maintain their vitality and quality of life. These communities are slowly giving up the civic institutions that for so many generations provided a sense of worth and pride. Children are bused or drive up to an hour to get to schools and in some of the more remote areas, families take up apartments and second homes “in town” where “mom and the kids live” during the week so they can mitigate the daily commutes. New immigrants fill the void left by the out-migration of young adults and families. They assume jobs that either pay poorly or are considered difficult and monotonous. In many communities, in particular some of the most vibrant communities, English is no longer the dominant language. With over 60% of the school-age students living in homes where English is not the first language, towns in Kansas like Garden City, Dodge City, and Liberal are thriving with the growth in feedlots and meatpacking plants. The social and cultural fabric in many of these communities in the western half of the Heartland is rapidly changing.
Impact of Population Growth on Education in Ecotopia
Authors: Canty June
Published: April 2017

The western edge of the United States is the region Joel Garreau called “Ecotopia” in his 1981 book titled The Nine Nations of North America. He explained his use of the name, “Ecotopia,” as coming from a novel by Ernest Callenbach (1975), but originally from the Greek combination of the words “ecology” and “utopia.” Garreau selected this as the best descriptor for the western United States; the concept of an “ecological utopia” serves as the over-arching organizer for this vast and varied region (Garreau, 1981, p. 251). In 1981, Garreau described the region as a dynamic area, closely connected to environmental issues, and amazingly complex in terms of differences among its fast-growing population. The changes that have occurred since 1981 are staggering. This article describes these changes and examines their impact on rural education.
Responsiveness to Intervention: A Review of Field Studies and Implications for Rural Special Education
Authors: Dexter Douglas D. , Hughes Charles A. , Farmer Thomas W.
Published: April 2017

This review summarizes field studies of responsiveness to intervention (RTI) models. Eleven studies were located that met inclusion criteria. Studies were classified as either district/state implemented or researcher implemented. Outcomes demonstrated improved academic performance and a slight overall decrease in special education referral and placement rates. These findings must be met with some reservation however due to research designs and procedures used in the studies. Implications for rural special education and directions for future research are provided.
Response to Intervention as a Suggested Generalized Approach to Improving Minority AYP Scores
Authors: Kashi Terese Lipinski
Published: April 2017

The Response to Intervention (RTI) model has been of growing interest to educators for several decades, culminating in the 2004 enactment of federal regulations. The mutual and cooperative dependence between research and practice is evident regarding practical RTI implementation. The RTI process shows promise to meet the individual education needs of diverse populations. An Alaska school district that includes rural/remote schools and varied populations including minority majority classrooms describes its positive experience with the RTI process. The RTI process may be a key to improving minority student Annual Yearly Progress (AYP) scores. Further statistical research is clearly warranted.
From Two-way Television to the Internet: The Evolution of a Rural Distance Education Program
Authors: Sebastian Joan P. , Egan Winston M. , Mayhew Jack C.
Published: April 2017

This first part of this article describes the beginnings of a rural distance teacher education program developed using two-way interactive television. The authors share lessons learned from data gathered over several years of teaching on television. The second part of the article describes an online distance teacher education program that prepares large numbers of special educators in both urban and rural settings. The effectiveness of an online approach is discussed along with knowledge gained through ongoing evaluation of the program. The article ends with thoughts about the future of rural teacher preparation through the use of new technologies.
An Evaluation of the Differences between Big City and Small Town Special Education Services for Students with Low Incidence Disabilities in Kentucky
Authors: Pennington Robert , Horn Channon , Berrong Amy
Published: April 2017

Researchers have suggested that educational programming for students with low incidence disabilities in rural settings may be limited. In the current study, researchers surveyed special education teachers across Kentucky and collected demographic data on two exemplar districts. Results indicated that differences existed between urban and rural districts on several variables but that some rural communities in Kentucky were able to overcome barriers to the provision of educational programming for students with low incidence disabilities prevalent in other parts of rural America.
Internet Usage by Native Americans with Disabilities Living on American Indian Reservations in the Great Plains
Authors: De Mars Annmaria
Published: April 2017

It has been assumed that, due to limited Internet access, electronic media is an ineffective means for information dissemination to Native Americans with disabilities. In this investigation, we surveyed a sample of 467 households of Native Americans with disabilities living on Great Plains reservations regarding access to electronic resources. Of these, we asked 194 respondents questions on frequency of use of electronic and traditional media. Another 97 respondents reported on usage of the same media specifically for information related to Individualized Education Program/Individualized Family Service Plan (IEP/IFSP) meetings. A majority of the 467 households had a computer, and nearly half had Internet access. However, very few respondents used the Internet for information related to their child's IEP/IFSP. Use of traditional mass media was also very low. The most common resource consulted to obtain information on mass media was neither the Internet nor mass media but rather the advice of family and friends. Given this primacy of social networks, an increase in electronic information targeted toward Native Americans with disabilities is recommended, with an emphasis on Web 2.0 technologies.
Distance Education Programs Preparing Personnel for Rural Areas: Current Practices, Emerging Trends, and Future Directions
Authors: Ludlow Barbara L. , Brannan Sara A.
Published: April 2017

In this study, a review of the professional literature from 1985 through 1999 was conducted to identify any reports of technology-mediated distance education programs designed to prepare special education and related services personnel in rural areas. Data collection involved an index search of refereed journals as well as conference programs or proceedings of professional organizations, an online search of Web sites of colleges and universities, and contacts with professional colleagues known to be engaged in distance education. For each reference or report located, data were collected to answer questions related to the target population, the technologies used for delivery, the program components, the funding sources, and the intended outcomes of the program. Where needed data were lacking, researchers sought additional information by reviewing the program's Web site, brochure or other material, and interviewing personnel reposnsible for each program to clarify inconsistencies or obtain missing data. Analysis of the data revealed that many of the distance education programs that currently exist in special education and related services are focused on personnel preparation in rural areas. In addition. the technologies utilized for distance education have changed considerably over time as new options became available, with most programs making use of a combination of media for distance delivery. The demonstrated longevity of many distance education programs suggests that this mode of delivery will continue to have a major impact on personnel supply and demand in rural special education and disability services in the years to come.
Impact of Occupational Instruction on the Performance and Vocational Identity of Special Education Students
Authors: Roessler Richard T. , Foshee Karen
Published: April 2017

A special education teacher in a small rural high school instructed 23 students with disabilities in the occupational domain of the Life Centered Career Education curriculum. The students increased their Performance Battery scores from pre to post test, achieving both mastery on the competency tests and a skill level comparable to that of regular education students (n=15). Although the instructed students tended to report increased levels of occupational information from pre to post testing, they did not report fewer barriers to employment or increased vocational identity on the My Vocational Situation test.
Highly Qualified Teacher Requirements for Special Educators: Perceptions of West Virginia Stakeholders
Authors: Courtade Ginevra R. , Servilio Kathryn , Ludlow Barbara L. , Anderson Kelly
Published: April 2017

Federal law mandates that all teachers, including special educators, must be highly qualified by meeting standards for licensure in the academic content areas they teach. This provision has an impact on prospective and practicing teachers, on schools and school systems, and on colleges and universities, especially those in rural areas. This study surveyed special education teachers, school administrators, and faculty members in a rural state to identify their perspectives on the benefits and drawbacks of the highly qualified teacher requirement and its effect on the field of special education. The results reveal that stakeholders' perceptions of the impact of the highly qualified teacher requirements are positive as well as negative and reflect both their respective roles in special education and the rural contexts in which they work.
Are Undergraduate Students Ready for Online Learning? A Comparison of Online and Face-to-Face Sections of a Course
Authors: Keramidas Cathy Galyon
Published: April 2017

Online coursework is common across the United States, and many institutes of higher education include it in their strategic plans (Allen & Seaman, 2011). Special education has embraced distance education technology—especially personnel preparation programs that are in rural areas and/or prepare teachers who will work in rural areas. Undergraduates are increasingly interested in online courses, but some question whether they have the skill sets to be successful in online coursework. This investigation compares two sections of the same undergraduate special education course (i.e., one section was taught in a traditional setting and the other received archived, asynchronous class sessions online) on attendance, grades on course assignments, quizzes, an exam, and final grade. Discussion of the implications includes findings and how they might relate to rural online programs. The findings showed that online students struggled with deadlines and time management skills more than students that attended classes in traditional settings.
Existing and Proposed Child Find Initiatives in One State's Part C Program
Authors: Edwards Nicole Megan , Gallagher Peggy A. , Green Katherine B.
Published: April 2017

Despite a Child Find mandate in IDEA, early detection and screening of infants and toddlers with special needs continues to remain an area in need of improvement. The authors sought to better understand existing and proposed outreach initiatives in one state's Part C Early Intervention (EI) program that ranks among the lowest nationally in the area of Child Find. Undergraduate students (n = 17) completed a Child Find reflection as part of an EI Methods course. Parents (n = 10) whose child had received EI and were currently employed in an information-sharing role supporting EI families and staff participated in a semi-structured focus group. Thematic analyses revealed promising district-specific efforts, perceived roadblocks hindering statewide outreach, and recommended strategies that can be used across states in urban and rural areas. Implications for informing state initiatives, supporting brainstorming efforts in other state Part C programs, and conducting targeted studies to strengthen the evidence-base for Child Find initiatives are discussed.
Self-monitoring of On-task Behaviors Using the MotivAider® by a Middle School Student with a Moderate Intellectual Disability
Authors: Boswell M. Alison , Knight Victoria , Spriggs Amy D.
Published: April 2017

This investigation used an ABAB withdrawal design to determine the effect of self-monitoring using the MotivAider® (MotivAider, 2000) on percentage of intervals of on-task behavior by an 11-year old male with a moderate intellectual disability who attended a rural middle school. The MotivAider® is a small device, the size of a pager, which can be programmed to vibrate on a variable or fixed interval schedule. The student used the MotivAider® as a tactile prompt to self-record the presence or absence of on-task behavior at 3-min time intervals while completing math assignments independently in a resource setting. During 15-min sessions, the student completed a math assignment requiring computation skills for one- and two-digit addition and subtraction facts. The investigators used a pretest-posttest measure to examine the effects of the self-monitoring intervention on the student's math fluency before and after intervention. To enhance social validity, the instructional assistant implemented the intervention and the design of the investigation supported and monitored the student's Individualized Education Program goals for math computation and self-sufficiency. Results of this investigation demonstrated (a) an increased percentage of time on-task during self-monitoring intervention, (b) the ability of the student to accurately self-monitor his on-task behavior, and (c) a 100% increase in math fluency from the pretest to posttest. Implications of these findings and directions for future research are discussed.
Allowing Students to Administer Their Own Interventions: An Application of the Self-Administered Folding-In Technique
Authors: Hulac David M. , Wickerd Garry , Vining Odell
Published: April 2017

This study sought to determine the efficacy of a self-administered folding-in technique to help fourth grade students at-risk for math difficulties improve their fluency with multiplication facts. The investigators used a multiple baseline across participants design during a two-phase intervention. While 4 of the 5 students made progress during the first phase of the intervention, all student participants demonstrated significant gains in math fact performance during the second phase of the intervention. During the second phase, the investigators divided the students' cards into known and unknown piles weekly. This preliminary research suggests interspersal technology may allow students to make progress on fluency tasks with limited adult supervision.
Coaching Parents of Young Children with Autism in Rural Areas Using Internet-Based Technologies: A Pilot Program
Authors: Meadan Hedda , Meyer Lori E. , Snodgrass Melinda R. , Halle James W.
Published: April 2017

The purpose of this paper is to describe a pilot program (i.e., Internet-Based Parent-Implemented Communication Strategies [i-PiCS] program) that provides long-distance training and coaching via the Internet to parents of young children with autism spectrum disorders (ASD). The i-PiCS program is designed to teach parents how to use evidence-based teaching strategies to improve the social communication skills of their children with ASD. We describe components of a parent-training program that capitalizes on evidence-based strategies and highlights the potential for delivering this program via the Internet. Potential barriers, benefits, and implications for practice and research are discussed.
Preparing Special Educators Highly Qualified in Content: Alternative Route Certification for Unlicensed Teachers in Rural Georgia
Authors: Childre Amy L.
Published: April 2017

The shortage of highly qualified special educators is most pronounced in rural schools serving populations characterized by poverty, low achievement, disability, and cultural diversity. The result is often untrained teachers serving students with the greatest education needs. This article describes efforts by a university in rural middle Georgia to address the training needs of uncertified teachers through a high quality alternative route certification (ARC) program leading to both special education and content certification. Key program components, including blended instruction, extensive field-based assessments with supervision, learning community supports, and content training, are described along with implementation challenges and training outcomes.
Improving Adolescent Reading Skills in Rural Areas Using Evidence-Based Practices
Authors: Shippen Margaret E. , Miller Alan , Patterson Dashaunda , Houchins David E. , Darch Craig B.
Published: April 2017

Addressing the reading needs of adolescent learners living in rural areas may create challenges for teachers and administrators in the age of accountability. This study addressed this issue by implementing two explicit instructional approaches with struggling adolescent readers (n = 49) in a rural middle school in the southeastern United States. Both programs were commercially available Direct Instruction (DI) programs. The sixth, seventh, and eighth grade participants were 2 or more years behind in reading achievement as measured by an individualized test of achievement. Placement tests for commercially available DI programs were used as decision points for placing participants in 1 of 2 groups. A 2 × 4 multivariate analysis of covariance (MANCOVA) revealed significant differences between the two instructional groups in that those with more skills demonstrated more gains on reading measures used in this study. These results indicate that systematic, explicit reading instruction can be delivered successfully in general education settings for middle school students who are struggling readers; however, attention must be given to the initial capabilities of students when evaluating the effectiveness of educational programming.
Secrets of Successful Grant Writing to Support Rural Special Education Programs
Authors: Ludlow Barbara L.
Published: April 2017

This article explains the process of identifying grant funding sources and writing a grant proposal and attempts to demystify the process as it relates to grant funding in special education and disability services. It offers a series of simple steps to help new or less experienced grant writers in locating funding agencies, reading and understanding the request for proposals, and preparing a competitive proposal. Each step includes suggestions for how anyone can become a more successful grant writer and reach the goal of having a project funded.
Implementing Response to Intervention: Results of a Survey of School Principals
Authors: Swindlehurst Kelly , Shepherd Katharine , Salembier George , Hurley Sean
Published: April 2017

Response to Intervention (RtI) is a framework schools can use to organize curriculum, instruction, and assessment so all students are screened on a regular basis and those who are at-risk for not meeting standards are provided with appropriate interventions (Batsche, Kavale, & Kovaleski, 2006). This paper explored the quantitative findings from a survey of RtI implementation in one New England state. The researchers used an online platform to design a Likert style survey with 34 closed item responses as well as five qualitative questions. The survey was administered to all principals in the state and had a response rate of 62.4%. Self-reports of “full” or “partial” implementation suggested that about 75% of schools were implementing RtI; however, the results also indicated a lack of consistency across districts. Study findings pointed to the need for additional research and clarity around fidelity of implementation with RtI, specifically with regard to what practices or procedures must be in place to qualify as “full implementation” of the RtI framework. The study offers a number of recommendations for policy and practice including the need for more research and educator training about the framework.
Perceptions of Part C Coordinators on Family Assessment in Early Intervention
Authors: Votava Kristen , Chiasson Kari
Published: April 2017

The purpose of this study was to gain an understanding of six state-wide policies and procedures used in the family assessment process within early intervention services. This qualitative study examined the administrative understanding of the family assessment federal regulations, state policies and procedures, and local implementation from the perspective of the Part C coordinator in the state, using in-depth interviews that included six state Part C coordinators. Based on the findings of this study, two broad conclusions are offered, and recommendations are made for early interventionists in rural settings, Part C coordinators, and researchers in the area of family assessment.