bluuebunny/crossref_metadata_2025 huggingface dataset:
Rural perspectives and special education policy: Consideration of equity, efficiency and choice
Authors: Berkeley Terry R.
Published: April 2017

Rarely has the rural perspective been included specifically in federal special education policy statements, a form of social policy. This article discusses the importance of such an inclusion from an original view: the culture of policy. The culture of policy includes the dynamic characteristics that allow policy to be implemented in particular ways from the federal level to the local level. In this article, special education policy is utilized to portray the cultural aspects of policy so that this notion can be incorporated into service implementation.
Emotionally disturbed, gifted/talented students in rural schools
Authors: Davis C. R. (Bob) , Bull Kay Sather
Published: April 2017

This paper examines the concept of the emotionally disturbed gifted/talented student in rural areas. Areas examined include: definitions of emotional disturbance (ED) and intellectually gifted/talented (G/T), factors related to growing up rural and/or gifted which can cause conflict which may lead to emotional disturbance, school-related sources of conflict for rural gifted students, the teacher's role in climate setting and intervention to reduce conflict and to ameliorate problems of emotional disturbance, and an example of where and when to get additional help (when the teacher is not equipped to intervene).
Equity in education for gifted rural girls
Authors: Kleinsasser Audrey M.
Published: April 2017

For some parents and teachers of gifted girls, the excitement and relief of completing the gifted identification process is followed by feelings of vague discomfort or concern. Often, the formal process of labeling girls gifted presents a contradiction that is especially evident in rural or small school environments.
General career skills for the exceptional elementary student
Authors: Slate Neldea M.
Published: April 2017

Concerned elementary teachers in schools serving rural populations frequently ask about providing career education skills for their exceptional students, and for assistance in addressing general career needs of other elementary students. This article identifies general career skills that may be successfully incorporated in an elementary curriculum for both regular and exceptional students, and suggests a procedure for teacher and student monitoring of progress.
Crossing the boundaries: A transdisciplinary approach to migrant student education
Authors: Albers Amy E. , Eagen Carol S.
Published: April 2017

The transdisciplinary approach offers an alternative to the challenge of identifying and educating the young migrant student with special needs. Educators of migrant students have often encountered difficulty in maintaining continuity and consistency in assessment and delivery of service. This article discusses the transdisciplinary team model, specifically addressing staff training, “arena” evaluation, and ongoing staff development. Potential uses of the transdisciplinary approach and the Migrant Student Record Transfer System are explored.
Self-Management procedure for serving behaviorally disordered children and youth in rural settings
Authors: Smith Deborah J. , Nelson J. Ron , Young K. Richard
Published: April 2017

This article presents a program for teaching rural children and youth who are behaviorally disordered to assume responsibility for managing their own classroom behavior. The rationale for adopting a self-management approach to behavior change is discussed. A self-management procedure, which has been field tested in rural settings with children and youth who are behaviorally disordered, is presented.
Using a phone answering machine to provide feedback to rural parents and improve student behavior
Authors: Minner Sam , Prater Greg
Published: April 2017

A rural student with behavior disorders consistently engaged in numerous aggressive behaviors while in a special education classroom. Attempts at reducing these aggressive acts using a token economy system were not effective. An intervention whereby the student's parents called a phone number connected to a phone answering machine was implemented. Every evening, the parents called the special number and heard a brief report concerning the student's behavior. The parents then applied an agreed-upon contingency in the home. Results of this study revealed that the phone intervention approach was an effective way of altering the student's behavior. Advantages and possible disadvantages of this approach are discussed.
Adaptations for rural behavior disordered pupils in the mainstream
Authors: Wood Judy W. , Giacobbe George A. , Miederhoff Jennifer W.
Published: April 2017

Modifying the instructional program of mainstreamed pupils not only meets individual needs but also results in a successful school experience. This article summarizes instructional adaptations which help not only behavior disordered mainstreamed students but all students to be successful. These strategies, field tested by educators teaching in rural settings, easily implemented in regular class settings, can be grouped into five major categories: teaching modes, media, content format, evaluation, and management.
When fieid-based training is not an option: Teaching methods for preservice teachers of students with behavior disorders
Authors: Bacon Ellen H.
Published: April 2017

Preservice training programs in rural areas are frequently limited in the use of field-based training options for training teachers to work with students with behavior disorders. Some of the limitations students encounter as a result are discussed, followed by specific college teaching techniques designed to assist students in developing the competencies needed to begin student teaching. The article describes the use of case studies, role playing, computer simulations, videotapes, and learning packets rather than “hands-on” experience.
Project AIME: Developing a multicultural training program
Authors: Anderson Peggy L , Reiff Henry , Mccray Audrey D.
Published: April 2017

This article describes a demonstration project that focused on revising university special education training to reflect a more pluralistic approach to teacher preparation. Project AIME (Achievement in Multicultural Education) emphasized the undertaking of three major steps: evaluation of the existing training program, development of the framework for program revision. and integration of multicultural objectives and content. In order to evaluate the current training program, a needs assessment was conducted with input from the newly established Advisory Council for Rural and Ethnic concerns. The infusion and unit approaches were selected as the most appropriate methods for achieving program revision. Integration of multicultural objectives and content was accomplished by the two project coordinators who assisted faculty members with coursework modification.
A Special Community: Big Sky Telegraph
Authors: Odasz Frank
Published: April 2017

Big Sky Telegraph is a unique, easy-to-use electronic bulletin board with an unprecedented array of versatile and powerful features that allow information sharing at the convenience of both sender and receiver. Those “online” form a community defined not by physical location, but by common interests in education. Special education cooperatives, rural educators, and handicapped persons enjoy the power of state-of-the-art information technology by transcending distances through informal written communications.
Technology in Early Childhood Special Education - Access for Rural Programs
Authors: Lazzari Andrea M. , Wilds Mary
Published: April 2017

As computer technology has become more accessible and affordable, early childhood special educators have begun to integrate it into their curricula. This article addresses basic considerations for systematic introduction of computer technology in early childhood special education programs. Practical suggestions are offered for developing prerequisite computer skills with the aid of battery-powered toys and switches. Strategies for introducing computer technology to rural programs via a technical assistance network are offered and unique applications of computer technology in rural early childhood special education programs are explored.
“An ounce of prevention… ”: A case study of a migrant gifted student
Authors: Hartley Elizabeth A. , Wasson Elva
Published: April 2017

In efforts to identify their minority gifted population, a small school district discovered a young, Spanish speaking migrant student, The student's background placed him at risk in the public education system. His identification as gifted and the subsequent educational services provided may have prevented his failing or dropping out of school. Examination of the student's test scores and his learning behaviors provided insight into educational stereotypes and gifted learning behaviors of Hispanic students.
The disappearance of “social capital” in rural America: Are all rural children “at risk?”
Authors: DeYoung Alan J.
Published: April 2017

Throughout the twentieth century, continuous waves of school reform in America proceeded under the assumption that the science of teaching and learning, under the control of teachers and administrators and removed from the control of parents and communities, would singlehandedly lead to increasingly better learner outcomes. Furthermore, this belief in the quintessential power of professional technique even now pervades the professional discourse on improving the education for “at risk” youths. Yet, in the last decade, James Coleman (among others) demonstrated the powerful effect that local communities can have for improving educational outcomes, when such communities have been enabled to provide the “social capita!” necessary for so doing. Unfortunately, as many cities and metropolitan areas have begun to discover and utilize stable and progressive community resources for the benefit of their schools and their children, we continue to witness declining economies and unstable communities in rural America. If future schooling outcomes in the U.S. are to be enhanced by renewed partnerships between schools and communities, many if not most students in rural and declining communities will continue to be at risk. The following paper briefly traces this conceptual argument, and illustrates how the erosion of “social capital” has adversely affected children and schools in a West Virginia school system.
Improving the self-concept and social interaction of low incidence children in a rural elementary school through education in the least restrictive environment
Authors: Hulme Bruce W.
Published: April 2017

This report describes a program of mainstreaming multi handicapped children at the elementary level. The program is designed to meet children's individual needs while developing positive social skills, self-concept, communication skills, and daily living skills at each child's developmental level in academic, social, and emotional areas.
Teaching Rural Students with Learning Disabilities: A Paraphrasing Strategy to Increase Comprehension of Main Ideas
Authors: Ellis Edwin S. , Graves Anne W.
Published: April 2017

The study compared the effects of repeated readings versus paraphrasing cognitive strategy instruction. Main idea comprehension skills of rural fifth, sixth, and seventh grade learning disabled students with moderate levels of decoding fluency (100 words per minute), and high levels of decoding accuracy (97%) were used. The study also investigated the relative power of combining the two procedures. Results indicated that paraphrasing instruction was superior to the repeated readings procedures. Pairing repeated readings with the paraphrasing strategy was no more effective than teaching the paraphrasing strategy alone. Instructional implications are discussed.
Two Roads Diverged in the Woods and I…took the Bus: Rural Transportation for Exceptional Students
Authors: Raper Trina L.
Published: April 2017

School transportation for exceptional students is a complicated and involved operation, especially for exceptional students who live in rural areas. Concerns covered in the article are: a) federal requirements, b) IEP development for transportation services, c) specialized equipment needs, d) safety concerns, and e) transporter training needs. A program designed to respond to special transportation needs is also mentioned.
PL 99–457 and Adapted Physical Education: What Rural Administrators Need to Know
Authors: Churton Michael W.
Published: April 2017

This article describes the PL 99–457 Education of the Handicapped Act (EHA) statutory inclusions of physical education. Each section is described relative to Congressional language and intent. Interpretations relative to rural program compliance are cited. Recommendations for providing appropriate physical education services to the disabled in rural settings are also discussed.
Rural implications of a needs assessment of physical educators with mainstreamed disabled students: A case study in Colorado
Authors: Vogler E. William
Published: April 2017

Results of a physical education needs assessment survey in the state of Colorado were compiled to determine comparative needs of rural and non-rural teachers and programs. Five hundred and eighty teachers were surveyed, 87 of whom served in rural areas. Physical educators in rural areas had the least number of disabled students in regular classrooms, yet were the most involved teachers in the placement process. Rural physical educators were the most likely to share their financial resources with programs for the disabled, but had the smallest budgets from which to draw funds. They also did the best overall job of partici-pating in the IEP process, yet seemed least trained in assessment and evaluation.
Rural adapted physical education teacher preparation programs: A pilot study
Authors: Palma Gloria M. , Depauw Karen
Published: April 2017

The purpose of this study was to investigate the teacher preparation programs in adapted physical education among colleges and universities in the United States. Twenty-two adapted physical educators from colleges and universities representing 13 states were interviewed during the 1987 AAHPERD convention in Las Vegas, Nevada. The interview questions focused on the existence of an adapted physical education program and the inclusion of training in rural adapted physical education programming. Significant among the findings were that (a) 67% of the respondents were provided with a segment of rural-oriented information during a 3-unit undergraduate course, (b) the amount of time allocated to rural adapted physical education ranged from less than one week to four weeks, (c) from the total of 22 institutions, 10 respondents indicated the existence of a major in adapted physical education, and (d) four (40%) of ten institutions with an adapted physical education major required practical training in rural districts. Although variations exist in the content, requirements, and enrollment in adapted physical education, the conclusion from this investigation is that training in rural adapted physical education is minimal.
An inquiry into rural special education: A discussion with Judy Schrag, Director, Office of Special Education Programs, United States Department of Education
Authors: Berkeley Terry R. , Lipinski Teri A.
Published: April 2017

In March 1990, a discussion took place at the ACRES annual meeting in Tucson, with Dr. Judy Schrag, Director, Office of Special Education Programs, United States Department of Education. During that time, she provided significant insight into her vision of special education through the new decade. The authors appreciate her willingness to share her perspectives, and to teach and inform us about leadership that began in rural locales.
Use of IEP generators by rural special educators
Authors: Minner Sam , Prater Greg
Published: April 2017

Twelve special education teachers working in rural schools were trained to use IEP generators and allowed to use those generators for 18 months. Teachers were asked their perceptions regarding the software over time. Results indicated that teachers were initially quite positive about IEP generators, but that their perceptions deteriorated as they had more experience with the software. Teachers cited problems such as hardware malfunctions and time constraints as major concerns related to IEP generators.
Native American Independent Living
Authors: Clay Julie Anna
Published: April 2017

The question of whether independent living (IL) services can be provided to Native Americans with disabilities living on reservations is introduced. Native American history is briefly reviewed. The cultural and practical connections and obstacles to implementing several key components of the IL philosophy are discussed. An actualizing process – one that recognizes the tremendous diversity across reservations and individuals – is discussed as one method for merging these two perspectives and implementing IL services on reservations. This is only the start of a process which will be developed to examine the need for a model which addresses the issues and problems facing American Indians with disabilities.
Identification of the Advantages and Disadvantages of Special Education Service Delivery in Rural Kentucky as a Basis for Generating Solutions to Problems
Authors: Collins Belva C.
Published: April 2017

This article describes a class project in which rural special education personnel in Kentucky were asked to identify critical incidents in which providing services in their local area had been an advantage or a disadvantage. The 48 incidents collected were divided into categories for discussion and, subsequently, served as a basis for the generation of solutions to local problems encountered In rural special education service delivery.
Facilitating Effective Transition in Early Intervention Services: Parent Involvement
Authors: Wheeler Wendy Polsky , Reetz Linda J. , Wheeler John J.
Published: April 2017

The transition of students with disabilities from programs serving birth to 2-year- olds to preschool special education programs serving 3 to 5-year-olds in public schools and other agencies must be accomplished through communication and collaboration between parents and professionals. This article highlights how to enable parents to make an informed decision in the selection of a future program for their child. It further identifies factors parents may wish to consider in selecting a new preschool program: home-based vs. center-based, time in program, curriculum, family support, and family involvement in the educational program.
Comparison of Scores on the WISC-R and the Stanford-Binet, Fourth Edition, for Rural Gifted Students
Authors: Ellzey John , Karnes Frances A.
Published: April 2017

The WISC-R and Stanford-Binet, Fourth Edition scores of 40 gifted students were compared. The results indicate that the mean WISC-R Full Scale IQ was 13.52 points higher than the mean SB:FE composite score. The T-test between the two scores was significant at the .001 level. Eleven of the fifteen possible correlations were significant, with two at the .001 level, three at the .01 level, and six at the .05 level.
Degree of Ambulatory Disability: Effects on Rural Siblings1 Social Development
Authors: Chamberlain Theresa Nowak , Ross-Reynolds Jane
Published: April 2017

This study examined the effects of degree of ambulatory disability on the social development of nondisabled siblings. Using the Schwirian Interview Schedule, the four areas of sibling social development examined were (a) general home responsibilities, (b) child care responsibilities, (c) independence, and (d) social activity. Twenty-two mothers of children with varying degrees of ambulatory disability and 33 nondisabled siblings from rural southeast Louisiana participated. The results yielded a significant difference only in siblings' social activity as reported by the mothers. Mothers' reports indicated this to be a sensitive issue, which suggested mothers make conscious efforts to avoid adverse effects on siblings' social development.
Training and Retaining Rural Special Educators
Authors: Wei Susan B. , Shapero Susan , Boggess Beverly W.
Published: April 2017

The state of New Hampshire has developed a unique outreach program to meet the special challenges faced by rural states in training and retaining qualified special educators. Through inter-agency collaboration, afield-based, competency-based program of independent study has been created. Individualized assessment and training under the supervision of experienced mentors have qualified many teachers for special education certificates. This method of providing training and the opportunity for hands-on experience to professionals in a rural state has helped to solve the problems of isolation, commuting distances, and retention of experienced personnel in less accessible areas. It is a program worth emulating and adapting to other states with similar concerns.
ChoiceMaker: Transitioning Self-Determined Youth
Authors: Martin James E. , Oliphint John H. , Weisenstein Greg R.
Published: April 2017

Individuals who are successful are self-determined. Unfortunately, too many youths with disabilities are not self-determined. Many individuals with disabilities exit our schools faced with a quality of life that looks quite different from their non-handicapped peers. Transition activities must be based on students' needs, preferences, and interests. School based transition planning should be directed toward employment outcomes. Students need opportunities to learn their vocational preferences, interests and skills relative to the available job market. By using a Self-Directed Employment Model, students will empower themselves to make and implement their own decisions. The Self-Directed Employment approach teaches students to choose a job that matches their interests and skills, and facilitates on-the-job self-management skills. Participating students systematically complete a three phase structured vocational curriculum as they progress through a choose, manage, evaluate, and adjust model. To help make a successful transition from school to work, the Individualized Education Plan needs to reflect student interests. The authors of this article describe the Self-Directed Employment model as a method to teach student self-determination.
The Collaborative Transition Model: An Interdisciplinary Approach to Meeting the Transition Needs of Rural Communities
Authors: Lombard Richard C.
Published: April 2017

The author of this article describes an interdisciplinary transition model which is being utilized in various school districts in rural Wisconsin. The Collaborative Transition Model promotes the formalization of transition planning for special populations by linking vocational assessment, IEP development, program placement, instructional support, exit transition conferences, and post school follow-up into a systematic process. The importance of collaborative planning between students, parents, educators, and adult service providers will be highlighted.
Promoting Post-secondary Education for High School-Aged Youth with Disabilities: A Model of Empowerment
Authors: Miller Robert J. , Corbey Stephanie , Asher Gregg
Published: April 2017

Youth with disabilities are not realizing enrollment in post-secondary education at the same rate as their nondisabled peers. In rural Minnesota an attempt was made to increase the likelihood that youth with disabilities from rural communities would participate in post-secondary education. A conference for secondary youth with disabilities and their teachers was sponsored by a collaboration of state and local agencies, private business, organizations, and post-secondary institutions. The role of young adults with disabilities that were involved in a variety of post-secondary education institutions was a significant factor in the result of an increased number of youth with disabilities envisioning a future that includes post-secondary education after participating in the conference.
Going the Distance with Life Centered Career Education
Authors: Brolin Donn E. , Cook Iva Dean , O'keefe Stephen
Published: April 2017

Federal and state mandates to provide transition services to students in the public schools requires educators to be trained to understand the concept and how to implement appropriate instruction and collaborative efforts in their programs. The authors of this article describe a distance learning project which can provide school personnel this training via satellite technology, on-campus courses, or inservice activities from their own staff. The Life Centered Career Education (LCCE) Curriculum, a comprehensive K-12 functional/life skills approach, is the focus of this training program. The distance learning option of the training program should be especially appealing to educators in rural areas for whom the cost and time involved in traveling to university campuses often limits their access to new information and training.
Factors Impacting the Employment and Retention of Speech-Language Pathologists in Rural Public Schools
Authors: Neeley Richard A. , Diebold Martin H , Dickinson Gerald
Published: April 2017

Rural pubic schools are mandated by federal and state laws to provide all necessary educational services for their constituents including the therapy services rendered by speech-language pathologists (SLP). However, due to extensive competition for these professionals in the last decade, rural public school administrators have experienced considerable difficulty in recruiting and retaining SLPs. The purpose of this investigation was to identify reasons why SLPs employed in rural public schools opt to remain in that employment setting. A 32 item questionnaire was developed and used to survey SLPs employed in rural public schools in a mid-south state. Of the 169 respondents, 93 reported having been employed in the same rural public school for four or more years. These 93 respondents were chosen as subjects for this investigation. Respondents chose the following seven factors as the most important reasons for continued public school employment: salary, vacation, support for continuing education, satisfaction with types of clients, caseload selection, the school's reputation for providing quality services, and relationships with other professional staff.
Improving Staff Development in Rural Communities Using Distance Education and Communication Technology
Authors: Knapczyk Dennis , Rodes Paul , Brush Thomas
Published: April 2017

There are many challenges to universities and school corporations in offering quality staff development to teachers in rural communities. This article describes an innovative approach to staff development that uses distance education and computer-based audiographic communications technology. This approach enables rural schools to over come many of the challenges to staff development because it gives them the ability to link with outside experts, to share in the ownership of the training, to devise experiences that improve the on-the-job performance of the staff, and to increase overall collaboration among personnel.
An Investigation of the Role of the School-Level Team in Transition Planning
Authors: Roessler Richard T.
Published: April 2017

Members of school-level transition teams in four school districts in a predominantly rural state completed a mail survey (response rate of 58%, 24 of 41) regarding their experiences on the team. Respondents evaluated the effectiveness of school-level teams, identified barriers to transition success in the schools, and indicated the impact of written policies and procedures on team and individual activities. Results support the need for improved post-school case management and follow-up services, additional financial and transportation resources, and incorporation of career education models in the curriculum.
The Collaborative Career Adjustment Project (CCAP): A Model to Recruit and Retain Speech-Language Pathologists in Rural Communities
Authors: Farmer Stephen S.
Published: April 2017

The Collaborative Career Adjustment Project (CCAP) is a program that was developed in 1990 to provide the required undergraduate Communication Disorders leveling courses to Master's degree students working as regular and special education teachers in rural areas of New Mexico. It allows licensed teachers to continue teaching while at the same time taking the courses necessary to change careers from education to speech-language pathology. The program retains the accreditation standards of the American Speech-Language-Hearing Association (ASHA) so that students who complete the program will meet academic and clinical requirements for national certification and state licensure. The CCAP recruits from the population of individuals who have chosen a rural lifestyle and who want to expand their career options within their communities.
The Rural Early Intervention Training Project
Authors: Squires Jane , Ryan-Vincek Susan
Published: April 2017

The Rural Early Intervention Training Project (REITP) provided master's level training to personnel working in rural sites in Oregon. Two-day classes covering foundations in early intervention, assessment and curricula, and family issues were conducted at the rural site once a month. Supervisors observed students twice monthly in their practicum placement. During the summer, students attended the University of Oregon 8-week summer session in order to complete required on-campus course work and specialized practicum. Evaluation results revealed high student satisfaction with course work, practicum, and supervision. On the Self-Rating Instrument for Assessing Professional Knowledge and Skills in Early Intervention, students rated their skills in all eight areas (e.g., assessment, intervention, program management) significantly higher at post test. Pre-post differences for ratings of knowledge in early intervention were significant for seven of eight areas; however, ratings of knowledge in the area of Infant and Child Development were significantly lower at post test while ratings for the remaining six areas were significantly higher. The benefits of the program design and use of self-rating evaluation measures are discussed.
Do We Keep Driving? Effectiveness of Rural Augmentative and Alternative Communication Mobile Service Delivery
Authors: Stuart Sheela , Massey Anne
Published: April 2017

Over a twelve month period, a mobile unit was used to meet Augmentative and Alternative communication (AAC) evaluation needs in rural New Mexico through a team comprised of an experienced faculty and graduate students in communication disorders. Two questionnaires were used to evaluate the efficacy of service delivery for clients and educational value for graduate students. Positive responses from both questionnaires indicated that more persons with disabilities received evaluations for AAC and more real world training experiences for preprofessionals was made available. However, there also was evidence of need for improvement in specific procedural details. Graduate students which participated in the AAC evaluations reported that providing service in this manner was a highly demanding experience in terms of time and commitment.
Leadership in Rural Special Education
Authors: Brown David W. , Mcintire Walter G.
Published: April 2017

In this paper the changing expectations Americans have for their schools, the challenges for providing leadership in rapidly changing rural school settings, and the changing nature of students served in rural schools are explored. It is suggested that the Individual Education Plan (IEP) process developed by special educators for special education students can be a model for educational planning for all students, given the nature of group cohesion that results from having a common goal.
What a Long, Strange Trip It's Been
Authors: Cole Jack T. , Leeper Linda H.
Published: April 2017

In this article a distilled view is presented of the authors' beliefs regarding rural special education based upon more than half a century of combined experience in the field. It is presented as a list of the top ten truths which distinguish rural professional practice as we have come to know the field du ring our own professional journey.
Relationship of Retention to Parental Aspirations of Students with Learning Disabilities
Authors: Bornfield Gail
Published: April 2017

The present study was an investigation into retention effects on parental aspirations for students with learning disabilities. Results indicated that retention occurs twice as frequently for students with learning disabilities as for those in the general student population. Parents of retained students with learning disabilities tend to have lower educational as-pirations for thier children than do parents of nonretained students. Implications for use of retention as a prereferral strategy are discussed.
Montana's Big Sky Country: A CSPD Runs through It!
Authors: Fishbaugh Mary Susan E. , Christensen Linda , Bailey Susan
Published: April 2017

Montana, known as Big Sky Country, is a vast, varied, and sparsely populated state. Montana is rural and Montana's educators face the perennial problems of rural educators nationwide–professional isolation, inadequate funding and resources, and few professional development opportunities. In order to restructure and strengthen special education services throughout the state, Montana has supported growth of its Comprehensive System of Personnel Development (CSPD) Council at the state level and has initiated a council in each of the five special education regions. Montana's organizational structure for CSPD and the systems approach used for state and regional strategic planning provide a model for other rural states to consider.
Factors Affecting Delivery of Special Education Programs in Non-Urban Areas of New Zealand
Authors: Stile Stephen W. , Mitchell David
Published: April 2017

This project was conducted to identify factors which affect delivery of special education programs in non-urban areas of New Zealand. The opinion of the New Zealand Ministry of Education (1991) was that education for children and youth with disabilities had developed in a piecemeal fashion which had led to a number of problems. Areas studied were (a) frequency of problems in non-urban areas, (b) additional problemactic factors, (c) perceptions of selected issues, (d) the affect of the size of the community in relation to service delivery, (e) possible solutions, and (f) comparison to prior findings in the United States. Information was gathered from Special Education Service (SES) area managers or their representatives on both the North and South islands, and from parents and educators at one secondary urban, one minor urban, and one rural primary school in the Waikato region of the North island.
Using Child Care Services: Families with Disabled Children in Nonmetropolitan Areas
Authors: Huang Gary G. , Van Horn Patricia
Published: April 2017

Little information is available about how rural families with disabled young children use child care services. This study, drawing data from the 1991 National Household Education Survey, examined the child care arrangement by these families. The total sample, representative to the national population of households with children aged 3 to 5, consists of 7,655 households, including 380 cases with disabled children. Our analysis found: (a) the prevalence of early childhood disabilities is higher among families in nonmetropolitan areas than it is in metro areas; (b) nonmetro families fare less well socio-economically relative to metro families; (c) rural residence, however, does not directly relate to disadvantage of arranging child care (including center-based care, relative-proved care, nonrelative-providedcare, and parents' own care); (d) holding other factors equal, nonmetro families are more likely to receive nonrelative-provided care; and (e) two strong interaction effects: the effect between the rural locale and poverty limits the use of center-based care and increases parents' own care; whereas the effect between the rural residence and single mother household increases the use of center-based care and reduces parents' own care.
Deaf Education in Rural/Remote Areas: Using Compressed/Interactive Television
Authors: Luetke-Stahlman Barbara
Published: April 2017

Compressed/interactive video is a relatively new format for providing preservice and inservice courses to rural and/or remote areas (Willis, 1993). At the University of Kansas Medical Center only two programs, those of Nursing and the Deaf Education, have engaged in this format of distance education. While the methodology was expected to assist graduate students in areas of the state who could not travel to participate in courses on one of the three urban campuses, it was also expected to challenge instructors to teach effectively while still encouraging active learning activities. Surveys of questions to rural and urban students were given to 13 graduate students in two courses in the fall of 1992, and to three additional students in the fall of 1993. Analyzed results documented the success of the compressed/interactive (ITV) video teaching format for this small group of master level students in Kansas.
Practitioner Guide to Publication in the Rural Special Education Quarterly
Authors: Fletcher R. , Gerke Robert E. , Medina Catherine , Cole Jack T.
Published: April 2017

Editors and staff of the Rural Special Education Quarterly (RSEQ) provide practitioners in the field of rural special education with practical knowledge of the criteria and procedures needed for submitting manuscripts to be considered for publication in the RSEQ. An historical overview of the RSEQ's publication rate, major topical strands, and a brief review of literature addressing publication practices of refereed journals are included. Specific guidelines for manuscript preparation and style are provided.
The Rural Special Education Project: A School-Based Program that Prepares Special Educators to Teach Native American Students
Authors: Prater Greg , Miller Susan A. , Minner Sam
Published: April 2017

The preparation, recruitment, and retention of teachers for rural areas and Native American reservations has long been a serious problem. This article describes a teacher preparation program that prepares preservice special education teachers to effectively work with Native American children and their families in a remote reservation area. University students receive practical classroom experience. The instruction is managed by an on-site instructor. The university students also experience almost total immersion in the Navajo culture. Recommendations are made for establishing similar programs in other locations.
Potential of the Portfolio Development in Rural Schools
Authors: Fishbaugh Mary Susan E. , Ayres Barbara , Gregory Susan , Christensen Linda , Walker Barbara , Truscott Diana
Published: April 2017

Opportunities for professional development may be scarce in remote, rural schools, yet continuing education and technical assistance are essential components for retaining qualified personnel and maintaining the quality of education in rural areas. This article describes two teacher education programs at Montana State University-Billings and portfolio projects that have been initiated for each program. Reflective portfolios are developed by students in the traditional undergraduate teacher education program, and logs of clinical observation cycles are kept by mentors for the Emergency Certification Program. The potential of these projects for ongiong rural professional development is explored.
An Exploratory Analysis of Parental Satisfaction with Transition Services
Authors: Roessler Richard T. , Peterson Randolph L.
Published: April 2017

This study describes parental evaluations (N=37) of school-based transition services for students with disabilities. The majority of parents (60%) were satisfied with the schools' efforts to prepare students for adult roles, although they felt that the schools placed more emphasis on functional instruction in vocational, personal/social, and domestic areas than in community, transportation, and recreational areas. Parental satisfaction with special education programming was positively correlated with the extent to which they believed the schools offered functional instruction. Parents reported only minimal participation of nonschool personnel in IEP sessions and little discussion of future plans for the student in those meetings.
An Evaluation of Transition Activities by Demonstration Site Professionals
Authors: Roessler Richard T.
Published: April 2017

Survey data obtained from school and agency professionals in eight demonstration sites in the Arkansas Transition Project reported positive perceptions of the transition programs in their schools. Special education teachers, school administrators, counselors, and agency personnel indicated that transition topics were discussed more frequently and significant progress had been made in transition planning and interagency collaboration. No statistically significant differences in opinions about transition services occurred in comparisons of school districts, although special education teachers were less likely than other professionals to report that transition topics were discussed more and that performance of transition teams had improved. This article provides recommendations for improving transition planning for students with disabilities.
Retention of Rural Speech Pathologists
Authors: Foster Felicity , Harvey Brian
Published: April 2017

In recent years the retention of rural Speech Language Pathologists has been of concern in both the U.S. and Canada. American studies have indicated that dissatisfaction with work in rural areas has led many Speech Language Pathologists to leave both the profession and the location in which they work. The current study contains a description of the views of Speech Language Pathologists employed in a rural, Canadian context. Results are similar to American data, suggesting that employment practices, employment benefits, and other personal reasons are mitigating factors in retention of rural Speech Language Pathologists.
Availability of Extracurricular and Cultural Opportunities for Rural Middle Level Gifted Students1
Authors: Macintire Jay A. , Plucker Jonathan A.
Published: April 2017

The two studies presented in this paper examine the level of resources available to middle level gifted students in rural settings. Study one involved 235 middle level gifted students in eight states and compared the opportunities available to rural and suburban students, including cultural (e.g., access to museums, art exhibits, theatre), athletic, and other extracurricular activities. Differences between availability of opportunities for rural and suburban students were quite small. Study one suggested that assumptions that rural gifted students have fewer cultural opportunities and experiences than suburban students may lack validity. Study two, involving 210 middle schools in Maine, compares the level of extracurricular and academic resources available in schools with gifted programs to resources in schools without such programs. Results suggest that rural gifted students with access to gifted programs have greater access to activities and resources, especially athletic teams and late-model computers. Collectively, the results suggest that lack of opportunity is not an inherent rural trait, but that disparity exists within rural American schools. Possible causes of this disparity, including population and funding differences, should be the focal point of future research.
Inclusion in Rural and Urban Classrooms in New Mexico
Authors: D'alonzo Bruno J. , Vanleeuwen Dawn M. , Giordano Gerard
Published: April 2017

The New Mexico Department of Education has recommended that New Mexico schools work toward full inclusion in the classroom. All students regardless of disabilities will be included in the regular classroom to the maximum extent possible. The authors of this article address current inclusion practices in special education. The legislature, professional educators, and parent support groups are continually working to develop better methods for teaching students with disabilities. Special education is currently undergoing major changes related to the least restrictive educational placement. At the forefront of educating students with disabilities is the full inclusion model of education. Proponents and opponents are divided regarding this controversial paradigm. The authors conducted a modified Delphi Survey and examined the pros and cons of full inclusion in one urban and two rural New Mexico communities. Educators responded to a survey instrument concerning the perceived benefits and problems of inclusion in their rural school districts.
An Intergenerational Entrepreneurship Program in an Educational Setting
Authors: Hawkins Melissa Owen , Backman Kenneth F. , Mcguire Francis , Wright Paul
Published: April 2017

Each year masses of children leave their rural schools without the skills they will need to survive in today's competitive job market. Youth in rural areas may suffer deficits in education, cognitive skills and work experience for a multitude of reasons. Lack of parental encouragement, poverty, neglect, and abuse are only some of the factors putting these youth at risk. The intergenerational program described in this article, Howe-To Industries, conveys entrepreneurial education and life skill development. Older adult mentors give youth caring support and leadership, while the youth add purpose to the lives of their mentors. Diversity of the mentors also provides a pool of resources that gives the children a broad learning base and aids in dissolving age and racial stereotypes. This unique educational project is replicable and can be self-supporting, as well as initiated and maintained with little difficulty.
The Preparation of Educational Interpreters for Rural Education Settings
Authors: Powers Ann R.
Published: April 2017

A need exists to prepare interpreters with specific skills to serve students who are deaf and hard of hearing in various educational settings. Specifically there is a need to prepare educational interpreters to serve students who are deaf or hard of hearing in rural areas. Educational interpreters need a comprehensive educational background as a foundation for serving students with hearing losses in rural educational settings, and as members of the educational team. A consortium was formed consisting of The University of Alabama, the University of Alabama at Birmingham, the University of Montevallo, and Jacksonville State University, for addressing this need. The goal for program participants was the demonstration of skills necessary for interpreting in inclusive rural educational settings and in working in multicultural environments with culturally diverse learners and teachers. The classes offered in this project were to have been conducted on each of the four campuses with several of the courses being offered via the interactive intercampus television system to all students on all four campuses simultaneously.
Resourcing Visually Impaired Children and Youth in Rural Settings
Authors: Bull Kay S. , Rupard Jane M.
Published: April 2017

The authors provide information on the accessing of community and school based services for the visually impaired by parents and general/special educational teachers. Development of community services is discussed. Potential groups are presented which can provide services for visually impaired students in the areas of education; employment; family support and advocacy; recreation; social/interpersonal development and medical; financial and other social source agencies. Local and county level resources development is examined and the need and procedures for developing volunteer programs are explored.