bluuebunny/crossref_metadata_2025 huggingface dataset:
Live Broadcasting Online: Interactive Training for Rural Special Educators
Authors: Ludlow Barbara L. , Duff Michael C.
Published: April 2017

This paper describes how to use a desktop computer and inexpensive software plus a PC or Macintosh streaming server to deliver live interactive class sessions via video with audio streaming on the Internet. Although the use of Web-based instruction for preservice and inservice program delivery in special education and disability services is expanding rapidly, most existing programs rely primarily on text presentation and asynchronous (delayed time) technologies such as threaded discussions. Relatively little use has been made to date of the Web's multimedia capabilities or synchronous (real time) technologies such as audio- or video-conferencing. The use of webcasting technology (both simulcasts in real time and re-broadcasts on demand) represents a fairly inexpensive, simple to use mechanism for delivering personnel preparation programs for practitioners working in early intervention, special education, or adult disability services in rural areas without the need for high bandwidth connections. The distance education program in Severe/Multiple Disabilities and Early Intervention Special Education at West Virginia University has successfully utilized webcasting technology to deliver a graduate certification and degree program to practicing but uncertified special educators working in rural areas of the United States as well as in several other locations around the world.
Rural, Poverty-level Mothers: A Comparative Study of those with and without Children who have Special Needs
Authors: Thurston Linda P. , Navarrete Lori A.
Published: April 2017

A study of low-income rural mothers in four states investigated the differences in demographics, school experience, social support, and school involvement for mothers with children with and without special needs. Forty percent of the mothers reported having at least one child with special needs. Twice as many mothers who did not complete the eighth grade had a child with a disability. Significant differences were found in marital status, mother's retention in school, mother reporting having special needs in school and receiving services, amount of homework, and writing notes to the teacher. Almost all mothers reported being somewhat involved in school. Results suggest that poverty may be a more salient factor in educational considerations than disability. Suggestions for educators include providing special programs for female students with disabilities, considering the material and emotional hardships of poor families when designing family involvement programs, and acting as an advocate for comprehensive anti-poverty programs.
Desktop Videoconferencing: Examples of Applications to Support Teacher Training in Rural Areas
Authors: Pemberton Jane B. , Cereijo Maria Victoria Perez , Tyler-Wood Tandra , Rademacher Joyce
Published: April 2017

This article presents examples of desktop videoconferencing used as a tool for supporting teacher training, particularly in rural settings. The accessibility of videoconferencing desktop systems makes it possible to directly observe and supervise students in actual teaching situations. Videoconferencing presents unique opportunities for working with students in rural settings, as well as other students with limited access to university programs. The benefits and challenges of using desktop videoconferencing are discussed. The discussion section addresses the need for additional research to determine the appropriate application of desktop videoconferencing systems as the technology becomes more available for school use.
An Outcome Measure for Social Goals of Inclusion
Authors: Smoot Sharene L.
Published: April 2017

Teachers in rural areas are finding that more and more special needs children are being included in their K-12 classrooms to comply with the mandate for a free and appropriate public education even in isolated small school systems. For students with mild intellectual disabilities (MID) this placement is meant to accomplish both the academic and the social goals in their individualized educational programs (IEP). Measuring progress in the achievement of social goals is less straightforward than measuring academic improvements. This study used a simple sociometric assessment technique to measure how much general education peers socially accepted the students with MID in the general education setting. At the time of this study, the students with MID were placed in general education classrooms using the old “mainstreaming” model for a minimal length of time in a limited number of nonacademic settings. The participants were 61 students with MID and their 286 general education peers. Preservice special education teachers were trained to use nominal sociometry to measure peer acceptance. The data were aggregated for statistical analysis. The procedure used was counting the number of students who were not named at least once as a friend by general education peers during two opportunities. The findings were that only 43% of the students with MID were named at least once by a nondisabled peer while 85% of general education students were chosen at least once. There were no differences by gender or educational level. These data can provide a baseline for school systems desiring to measure the effectiveness of inclusion programs in rural elementary, middle or secondary schools. The newer inclusion programs that increase the amount of time that students with MID spend in general education with appropriate supports should have better social outcomes when measured in a similar manner.
Culturally Relevant Classroom Management Strategies for American Indian Students
Authors: Hammond Helen , Dupoux Errol , Ingalls Lawrence
Published: April 2017

This study contrasted the perspectives of families of American Indian students on discipline issues to the typical classroom management practices of K-12 schools on two rural reservations. In general, school strategies used for behavior improvement focus on individual students and are micro-managed by teachers. Families were concerned that these practices may elicit resistance in children who were raised to evaluate their conduct and self-impose behaviors that meet the standards of the group. Results suggest that American Indian students respond to modeling in a context that supports independence and the practice of humility to facilitate group process.
Creating Culturally Dynamic Materials for Rural Culturally and Linguistically Diverse Exceptional Students
Authors: Peterson Patricia J. , Montfort Lela
Published: April 2017

In order to provide culturally appropriate instructional materials for rural Culturally and Linguistically Diverse Exceptional (CLDE) students, a variety of culturally dynamic methods and materials have been developed for teachers of Mexican-American and Native American CLDE students in rural areas of Arizona. The instructional materials that are described can be easily adapted for use with other rural CLDE populations by changing the native language and native culture frame of reference to match those of the rural students in the local community.
Ethnically Diverse Rural Special Educators who are Highly Qualified: Does NCLB Make this Impossible?
Authors: Prater Mary Anne
Published: April 2017

Ethnically diverse special educators are in short supply not only in urban and suburban schools, but in rural areas as well. Finding teachers who meet the highly-qualified definition under the No Child Left Behind Act of 2001 worsen the shortage problem. This article addresses the impact of the definition of highly-qualified teachers on the recruitment and retention of ethnically diverse special educators and provides some suggested solutions for rural schools and districts to consider.
Rural Transition: What Are the Limitations?
Authors: Kinnison Lloyd R. , Fuson Sue , Cates Dennis
Published: April 2017

Transition to adult life and adult service settings is challenging for any student with severe intellectual and multiple disabilities, but more so if she or he lives in a rural area. This article discusses the barriers to effective transition in rural communities using Oklahoma as an example and describes a community survey procedure used to identify opportunities for youth in rural communities in this state.
Meeting the Needs for Special Education Teachers in New Mexico
Authors: Rowlison Teresa
Published: April 2017

To meet the needs for special education teachers who are not fully certified (on waiver) throughout the state of New Mexico, an online distance education program was developed through the Office of Licensure and Endorsements for Alternative Preparation in Education at New Mexico State University in the College of Education. In addition to 539 special education teachers who were not fully certified in New Mexico for the 2002–2003 school year, there is a significant shortage of special education teachers in the state. The online special education alternative licensure program was developed in response to these specific state needs. As of the 2004–2005 school year, there were only 58 special education teachers who were not fully certified in New Mexico.
Distance Education Strategies to Support Practica in Rural Settings
Authors: Jung Lee Ann , Galyon-Keramidas Cathy , Collins Belva , Ludlow Barbara
Published: April 2017

Personnel preparation programs in special education at the preservice and inservice levels have made extensive use of distance education program models to offer teacher education and staff development to rural schools. While distance education technology, such as interactive video and the Internet, are used to deliver content coursework, the supervision of practica at a distance can be challenging. The University of Kentucky and West Virginia University, early users of distance education and current implementers of programs that use online or interactive video delivery, have developed practicum models for providing supervision to prospective and practicing special education personnel in rural areas. This article describes three different models across four programs of supporting practica at a distance now in operation at these institutions, discussing formats used for coordinating the experience and interacting with students and on-site supervisors.
Characteristics of Effective Rural Elementary Schools for Students with Disabilities
Authors: Nagle Katherine M. , Hernandez Glenda , Embler Sandra , Mclaughlin Margaret J. , Doh Frances
Published: April 2017

While 25 to 30 percent of U. S. children attend schools in rural areas, there is little research into how teachers in these schools are responding to the challenges of including students with disabilities in standards-based reform. In response to this concern, we identified 13 high-poverty, high-performing rural elementary schools in Delaware, Maryland, and Pennsylvania that were also effective for students with disabilities. We conducted classroom observations and in-depth interviews. Our analyses of these data revealed four school-level characteristics of effective, low-income rural elementary schools. Finally, we present recommendations that principals and school improvement teams at the elementary level can use to better understand how to engage in continuous improvement of special education services.
The Impact of One State's Alternate Assessment upon Instruction and IEP Development
Authors: Towles-Reeves Elizabeth , Kleinert Harold
Published: April 2017

This study investigated: (a) the degree to which one rural state's alternate assessment influenced daily instruction and IEP development for students with the most significant cognitive disabilities; and (b) in those instances in which teachers reported no influence or a negative influence on daily instruction or IEP development, the reasons teachers gave for these phenomena. The results of this survey support other findings that teachers perceive the alternate assessment to have a greater influence upon daily instruction than upon IEP development (Towles-Reeves, in press). Implications for teacher support and training in alternate assessments, especially in rural areas, are discussed.
Parent Involvement in Educational Decision-Making: A Hawaiian Perspective
Authors: Sheehey Patricia H.
Published: April 2017

This article describes the results of a qualitative case study involving the parents of three children of Hawaiian descent living in rural Hawaii. Parents shared their experiences of educational decision-making for their children with disabilities. Results revealed that parents responded to obstacles with a determination to advocate for themselves and their child. Parents defined involvement in educational decision-making as (a) talking with teachers, (b) helping in the classroom, and (c) searching for information regarding special education. They experienced a range of feelings, including fear, insecurity, frustration, intimidation, determination, satisfaction, and pride. Discrepancies between the home culture and school culture which seemed to contribute to discomfort on the part of the parents were (a) the context of the IEP meeting, (b) the skills and behaviors targeted for instruction, and (c) the lack of collaboration at IEP meetings. Implications for professionals working with parents of diverse cultures are discussed.
Special Education Services in Rural Schools: A Study of the Kindergarten Population Using the ECLS-K
Authors: Jung Lee Ann , Bradley Kelly D.
Published: April 2017

Although the benefits of inclusive education for students with and without disabilities are well documented, many schools continue to struggle with implementing inclusive practices. Rural schools in particular face unique challenges including shortages in personnel, training, and materials for special education. The purpose of this study was to explore differences between rural and non-rural schools in the delivery of special education and related services using a sample of 486 children from the Early Childhood Longitudinal Study (ECLS-K) special education dataset. Results revealed that school location accounted for differences in: 1) the amount of time students with disabilities spent more in general education classrooms, and 2) the frequency of communication between special education professionals and families. Possible explanations for the differences and directions for future research are discussed.
Bridges to Success: A Developmental Induction Model for Rural Early Career Special Educators
Authors: Irinaga-Bistolas Chris , Schalock Mark , Marvin Roxanna , Beck Laura
Published: April 2017

This article describes a developmental induction model designed specifically to meet the needs of beginning special educators in rural settings. The Bridges to Success project incorporated activities and resources to support effective orientation, mentoring and professional development components of an induction model. The model was implemented with three cohorts of participants, in two cohorts; not all participating mentees were true beginning special educators. Differential outcomes were found by the amount and types of experience mentees possessed, their proximity to their mentor, and their initial level of competence and confidence. Implications for designing effective induction programs in rural areas are discussed.
Training Rural Special Educators Online to Teach Social Skills
Authors: Koch Steven P.
Published: April 2017

The rural special educator can expect to face challenging student behaviors. Students' problem behaviors are a major roadblock to student learning. Social skills training (SST) has shown promise in reducing difficult behaviors. However, attempts to prepare teachers to use SST have had mixed results. SST requires time-intensive instruction and supervision. The article describes an online training package that can surmount these barriers. These components include asynchronous lectures, virtual office hours, video supervision, access to instructional videos, and ongoing assessment of learner progress. The program shows great promise for ongoing rural teacher preparation and in-service training.
Ethical Practices and Parental Participation in Rural Special Education
Authors: Trussell Robert P. , Hammond Helen , Ingalls Lawrence
Published: April 2017

The field of special education has a historical precedent for establishing ethical practices for professionals. These practices have evolved through legal mandates, scientific inquiry, professional research, professional organizations, and consumer concerns and input. A pivotal component of special education ethics focuses on the involvement of parents and/or family members as equal partners within the special education process. The purpose of this article is to examine the ethics of parental involvement in special education from a primarily rural special education perspective. This article reviews current research to date and discusses implications of the disconnect between the ethical responsibility of assuring equal parent participation and research findings. This article provides specific recommendations for future directions in promoting parental involvement in rural special education contexts.
Ethics and Students with Disabilities from Migrant Farmworker Families
Authors: Cranston-Gingras Ann , Paul James L.
Published: April 2017

Students with disabilities from migrant farmworker families face multiple and complex challenges in their pursuit of an appropriate education. An ethical framework based on principles of care and hospitality is presented to help guide educators and policy makers in their decisions regarding these students.
Ethical Considerations in Teaching Self-Determination: Challenges in Rural Special Education
Authors: Smith Tammy L. , Beyer Julia F. , Polloway Edward A. , Smith J. David , Patton James R.
Published: April 2017

The development of self-determination skills in students with disabilities is a priority in special education. Its importance is particularly significant for students who are attending schools in rural areas. Instruction in self-determination also raises important ethical questions. Using a model developed by Bredberg and Davidson (1999), four foundational elements in ethics are explored with reference to self-determination: justice, respect for economy, beneficence, and non-maleficence. Considerations for providing instruction in these skills are highlighted and the challenges of doing so in a rural setting are addressed.
Ethical Issues and Severe Disabilities: Programming for Students and Preparation for Teachers
Authors: Courtade Ginevra R. , Ludlow Barbara L.
Published: April 2017

Professional ethics govern how members of a discipline interact with clients and with each other; in special education in general and in severe disabilities specialization area in particular, there has been too little discussion of the principles of professional behavior that should be applied when ethical dilemmas arise. This article discusses the ethical issues inherent in service delivery for children, adolescents, and adults with severe disabilities and personnel preparation for the professionals who work with them as well as their applications to rural contexts. The goal is to highlight some of the ethical dilemmas educators are likely to face as they work to provide appropriate programs and services to children and adolescents with severe disabilities in rural schools and communities.
The USU Mild/Moderate Distance Degree and Licensure Program: Where We've Been and Where We're Going
Authors: Glomb Nancy , Lignugaris/Kraft Benjamin , Menlove Ronda Rudd
Published: April 2017

Providing access to quality special education teacher training programs for all qualified applicants is particularly pertinent in light of the national shortage of special education teachers. In addition, there are increasing numbers of students enrolling in Utah schools, and a percentage of that increased enrollment includes students with disabilities. The Mild/Moderate Distance Degree and Licensure Program at Utah State University began in 1995 to help address this shortage. Initially, the program was designed to recruit and prepare qualified mild/moderate special education teachers in one rural area of the state that includes two school districts. Over time, the program expanded to other areas of the state in an effort to provide accessibility to qualified individuals for whom financial and family obligations preclude their ability to enroll in and attend a traditional campus-based program. Currently, 108 individuals have graduated from the program and are employed in 27 Utah school districts. In this article, the authors discuss the development of the distance program over the past decade, what worked, and future directions in distance education delivery at Utah State University.
Putting Research in the Collaborative Hands of Teachers and Researchers: An Alternative to Traditional Staff Development
Authors: Alber Sheila R. , Nelson Janet S.
Published: April 2017

The research to practice gap continues to be a prominent concern among professionals in the field of education. Traditional staff development in which teachers attend presentations and workshops for a few days each year has been one method for attempting to bring empirically validated instructional practices into the classroom. Unfortunately, traditional staff development has had little effect on classroom practice. This paper will present an alternative strategy for bridging the research to practice gap—bringing university researchers and classroom teachers together to collaboratively plan and execute classroom research. Because a great many universities are located in or near rural areas, rural school districts can provide rich opportunities for collaborative partnerships. This paper will provide guidelines for uniting researchers and practitioners in the endeavor of collaboratively designing and implementing classroom research.
Using Alternate Assessment to Improve Educational Outcomes
Authors: Hager Karen D. , Slocum Timothy A.
Published: April 2017

All students, including those with significant cognitive disabilities, must participate in accountability testing under NCLB regulations. Each state must provide an alternate assessment for students unable to participate in general accountability testing. Carefully designed alternate assessment systems have the potential to go beyond meeting federal reporting requirements by providing meaningful information about student progress that can guide decision making at the classroom and district level. In this paper, we discuss issues related to alternate assessment, including (a) balancing standardization and individualization, (b) setting performance criteria, (c) establishing links with progress monitoring and instruction, and (d) addressing special challenges of rural school systems that must be considered in designing and implementing an alternate assessment system that can fulfill this vision.
Utility of Oral Reading and Retell Fluency in Predicting Proficiency on the Montana Comprehensive Assessment System
Authors: Atkins Trent L. , Cummings Kelli D.
Published: April 2017

The purpose of this study was to document the relationship between two commonly-used indicators of reading proficiency (i.e., Oral Reading Fluency [ORF] and Retell Fluency [RTF]) and two reading outcome tests in the state of Montana. Third and fourth grade students were assessed over 1 school year (2005-2006). Each student was assessed at three time points (fall, winter, and spring) with both the ORF and RTF measures. In addition, students participated in the standard, end-of-year, state comprehensive reading assessment. Both indicators displayed strong correlations with the criterion tests at the end of the school year. RTF added a small portion of unique variance explained to end-of-year outcomes when the raw scores (rather than ratio scores) were used. We highlight the way in which the ORF and RTF measures might be used together as efficient, economical predictors of important reading outcomes. We also provide information regarding the way in which the findings from this study impact special education services in rural settings.
Improving Schools through a Response to Intervention Approach: A Cross-Case Analysis of Three Rural Schools
Authors: Shepherd Katharine , Salembier George
Published: April 2017

While the basic tenets of the RtI model are well-established in the literature, few studies have been conducted to describe its implementation in rural schools. We conducted a qualitative study in three rural schools that had been designated as pilot sites by our state department of education. A cross-case analysis of the data collected through interviews, observations, and document reviews indicated positive changes, including (a) increased use of databased decision-making, (b) increased collaboration among general and special educators, (c) development of a common knowledge base around RtI, (d) re-definition of principals' roles, and (e) promising trends on statewide tests of reading achievement.
Effectiveness of Online Professional Development for Rural Special Educators
Authors: Erickson Amy S. Gaumer , Noonan Patricia M. , Mccall Zachary
Published: April 2017

Retaining teachers and accessing professional development have been long-standing struggles for rural school districts, particularly with respect to teachers with special education endorsements. This study examined the effect of asynchronous online professional development in secondary special education and transition for 86 rural special education teachers. In addition, the study compared results of teachers in rural and non-rural settings. Results indicated that rural special education teachers who participated in the online professional development gained knowledge, increased personal capacity to apply research-based practices, and implemented research-based transition practices within their classrooms. Furthermore, participants developed meaningful, collaborative relationships with rural colleagues across the country. While rural and non-rural educators both experienced gains as a result of the professional development, rural educators initially rated their competency in providing transition services much lower than their non-rural peers; however, both groups rated their competency at the same levels at the conclusion of the online professional development.
Perceived Effectiveness of Web Conferencing Software in the Digital Environment to Deliver a Graduate Course in Applied Behavior Analysis
Authors: Hudson Tina M. , Knight Victoria , Collins Belva C.
Published: April 2017

This article provides an overview of the planning and instructional delivery of a course in Applied Behavior Analysis using Adobe Connect Pro™. A description of software features used by course instructors is provided along with how each feature compares to resources found to deliver instruction in a traditional classroom setting. In addition, the article describes the results and implications from instructional delivery designed to increase student participation, correct responding, and levels of satisfaction with various features of the software. Outcome from instruction suggest high rates of student participation, correct student responding, and high levels of student satisfaction with the various features of Adobe Connect Pro™.
Collaborating with Cultural and Linguistically Diverse Families of Students in Rural Schools who Receive Special Education Services
Authors: Conroy Paula Wenner
Published: April 2017

The changes in demographics in the United States are creating challenges in today's schools as more children from culturally and linguistically diverse (CLD) backgrounds are identified with disabilities and live in rural areas. Collaboration with families is a foundation for the success of all CLD students with disabilities (Harry, 2008). This collaboration, however, can be difficult in rural schools due to historical challenges (e.g., distrust of school personnel and the special education process) and practical challenges (e.g., language differences, geographic isolation and lack of transportation). Understanding cultural issues, providing frequent informal encounters and formal meetings, and maintaining open communication can help teachers build trusting relationships with families. The development of family support systems, including cultural liaisons and parent-to-parent partnerships, can empower CLD families in rural areas and help them become comfortable with the special education process. When teachers focus on building relationships and empowering families in the school process, CLD families will have the opportunity to play a meaningful role in the appropriate education of their children.
Research and Practice in Distance Education for K-12 Students with Disabilities
Authors: Vasquez Eleazar , Serianni Barbara A.
Published: April 2017

This review of literature highlights the empirical work to date in the area of K-12 distance education and online learning. While research indicates that distance and online learning can be equally effective as compared to more traditional learning environments for many students, there is little empirical evidence to suggest that previously validated face-to-face best practices can be effective in the online environment or if students with disabilities have similarly parallel experiences. Technology/media—the debate as to whether it is a part of instructional design or an inert component of the learning environment seems to be ending as the sophistication of technology changes the very nature of instruction and demonstrates the need for empirically validating practices in this new environment. The potential impact on rural schools and districts is of particular import in light of their often-critical need for access to qualified teachers and advanced coursework for their students. We conclude with considerations for research including lingering questions as well as a call for action on the part of educational researchers.
Assistive Technology Service Delivery in Rural School Districts
Authors: Ault Melinda Jones , Bausch Margaret E. , Mclaren Elizabeth M.
Published: April 2017

Little is known about the implementation of assistive technology (AT) services for students in rural areas. This study investigated the AT service delivery in 10 rural districts across six states. The results indicated that students use AT across functional areas, but considerably fewer number of devices than do those not living in rural areas. AT experts attended a low percentage of IEP meetings, and the AT expertise of related service personnel is rated highly. Teachers reported that rural students have access to the technology they need; however, they also indicated they needed more training on available technology for their students.
Rethinking Professional Development in Rural Communities for Students with Autism Spectrum Disorder
Authors: Mueller Tracy G. , Brewer Robin D.
Published: April 2017

In this manuscript the authors propose a professional development model for teachers of students with autism spectrum disorder who are served in rural communities. The components of this four-tiered model include: (a) education through ongoing workshops, (b) coaching, (c) parent information meetings, and (d) ongoing data collection. After implementing the model for 1 year in three school districts, the researchers conducted qualitative interviews with educators to explore their perceptions and experiences with the training model. Data analysis indicated coaching was one of the most beneficial aspects of this model. Teacher perceptions of the successes and challenges with the model are presented, along with implications for meeting the needs of students with autism spectrum disorder through professional development in rural communities.
Scaling up in Rural Schools Using Positive Behavioral Interventions and Supports
Authors: Fitzgerald Carrie B. , Geraci Laura M. , Swanson Michelle
Published: April 2017

Many educators struggle with the challenges of effective behavior management. In rural schools, this frequently means that educators are struggling to do more, with little or no additional resources. Positive behavioral interventions and supports (PBIS) is one approach to proactive behavior management. In order to facilitate PBIS in a regional area, researchers implemented a week-long training and year-round ongoing coaching for representative members of participating schools/districts to create a plan for implementation suited to the needs of their schools/districts. This article provides a brief overview of school-wide positive behavioral interventions and supports with a particular focus on one rural school's successful implementation.
Building Special Education Teacher Capacity in Rural Schools: Impact of a Grow Your Own Program
Authors: Sutton Joe P. , Bausmith Shirley C. , O'connor Dava M. , Pae Holly A. , Payne John R.
Published: April 2017

Rural education has a legacy of unique challenges, with highest priority needs in the South. Chief among these challenges are the conditions of poverty associated with many rural districts and the education of students with disabilities. Compared with their urban and suburban counterparts, rural teachers experience higher rates of turnover, and rural schools find it more difficult to recruit teachers from the start. The purpose of this study was to determine the extent to which a grow your own (GYO) program equitably increased special education teacher capacity in one Southern state's rural and non-rural school districts. The sample included 638 participants who completed special education teacher licensure programs over the 8-year period, 2003-2011. Statistical analysis revealed a significant difference in one demographic variable, licensure area. The rural group had disproportionately fewer program completers in emotional disabilities and more in multi-categorical. Additional analysis showed a significantly higher percentage of program completers in the rural group. Limitations and implications for future research are discussed.
School Counselors Training Paraprofessionals: A Practical Model for Providing Technical Assistance in the Rural School Setting
Authors: Darch Craig , Shippen Margaret E. , Darch Eric , Patterson Dashaunda , Massey Cynthia
Published: April 2017

The roles and responsibilities of school counselors who serve in rural settings have increased dramatically over the years. One new aspect of the school counselor's role is to provide inservice/preservice training for teachers and school staff. With the increasing numbers of paraprofessionals now working in the schools, there is a need to provide them with training in critical teaching functions. In this paper, we propose a model for providing technical assistance on teaching and classroom management to paraprofessionals serving in rural settings. Our model for school counselors to train paraprofessionals has four features: (1) provide clear explanations of teaching assignments, (2) provide a clear rationale and purpose of the teaching or management strategy, (3) provide frequent positive feedback to the paraprofessional on his or her implementation of the teaching and management technique, and (4) provide specific corrective feedback in areas of improvement. We highlight the discussion of our model by presenting vignettes to illustrate the model's effective implementation in rural school settings.
Increasing Rural Special Education Teacher Candidates' Ability to Implement Evidence-Based Practices: A Program Description of the Boise State University TATERS Program
Authors: Johnson Evelyn S.
Published: April 2017

The Technology Accentuated Teacher Education for Rural Specialists (TATERS) program aimed to: (a) prepare highly qualified special education teachers across a state comprised of more than 70% rural districts, (b) develop a system of support through a mentor network and institutions of higher education collaboration to address the needs of teacher candidates in rural areas, (c) ground special education teachers in the use of evidence-based practices to improve the instructional services that students with disabilities in Idaho receive, and (d) develop a mechanism to evaluate and provide feedback on teacher candidates' implementation of evidence-based practices. This article describes the application of a special education teacher evaluation system to a teacher preparation program designed to improve special education teachers' ability to implement evidence-based practices for students with disabilities in rural areas. Key program components are described and future directions for continuous improvement are highlighted.
Merging Expertise: Preparing Collaborative Educators
Authors: Altieri Elizabeth M. , Colley Kenna M. , Daniel Leslie S. , Dickenson Kathie W.
Published: April 2017

In this article, teacher education faculty of a medium-size university, historically grounded in teacher preparation within a rural context, describe their ongoing work to transform their practice in order to prepare special and general educators who co-plan, co-teach, and co-assess with their counterparts in the field. Follow-up research with their graduates revealed insights into the impact of a collaborative preparation model on teachers and students and suggested positive effects on teacher retention problems. These insights inform their continuing program transformation and their recommendations for the field of teacher preparation.
Virtual Reality: Emerging Applications and Future Directions
Authors: Ludlow Barbara L.
Published: April 2017

Virtual reality is an emerging technology that has resulted in rapid expansion in the development of virtual immersive environments for use as educational simulations in schools, colleges and universities. This article presents an overview of virtual reality, describes a number of applications currently being used by special educators for personnel preparation in colleges and universities and for service delivery to children and adults with disabilities in K-12 schools and community services, and discusses possible future directions in virtual reality applications and their implications for rural special education.
Signing Avatars: Using Virtual Reality to Support Students with Hearing Loss
Authors: Zirzow Nichole K.
Published: April 2017

Students who are deaf or hard of hearing (D/HH) need additional support to learn curricular content and achieve academic outcomes. Students who attend rural schools may face greater challenges since they may have more limited access to services provided specially trained deaf educators. Yet, they need specialized instruction in learning how to use sign language for communication or for learning core academic concepts, especially in content areas such as mathematics and science. Virtual reality has emerged as a new mechanism for providing these students with specialized instruction. This article reviews current and emerging developments in signing avatars and virtual environments for teaching critical skills to D/HH students.
Parental Insights on the Effects of the Secondary Transition Planning Process on the Postsecondary Outcomes of Graduates with Disabilities
Authors: Miller-Warren Vickie
Published: April 2017

Research shows that transition planning for students with disabilities is an ongoing process that requires the collaboration of students, families, and teachers to ensure a successful adult life for students after graduation (Clark, 1996; Clark & Unruh, 2010; Gil, 2007; Kellems & Morningstar, 2010). This study examined the insights of the parents of graduates with disabilities regarding the individualized education program (IEP) secondary transition planning process and the postsecondary outcomes of the graduates. The graduates consisted of students who were enrolled in a special education program at a small rural southern school district who graduated in the year 2011. The results of the study indicate that many of the parents of the graduates perceived their children's IEP secondary transition planning process as inadequate in preparing the graduates for postsecondary success.
Investigating the Factors of Resiliency among Exceptional Youth Living in Rural Underserved Communities
Authors: Curtin Kevin A. , Schweitzer Ashley , Tuxbury Kristen , D'Aoust Janelle A.
Published: April 2017

Resilience is an important social justice concept that has important implications for educators working with exceptional youth in rural underserved communities who may suffer from the consequences associated with economic hardships. This multi-school qualitative study examined resilience among exceptional youth living in rural poverty through the lived experiences of school counselors and teachers who work with this population. Findings include the discovery of unique factors based on the resiliency constructs of risk, positive personal qualities, and positive social conditions. Implications for strengths-based treatment as well as recommendations for future research are highlighted.
TeenACE for Science: Using Multimedia Tools and Scaffolds to Support Writing
Authors: Hitchcock Caryl H. , Rao Kavita , Chang Chuan Chinn , Yuen Joann W. L.
Published: April 2017

TeenACE for Science (TAS) is a writing intervention that combines components of Multimedia Technology, Universal Design for Learning (UDL), and Self-Regulated Strategy Development (SRSD) to help students develop expository writing skills in science. This developmental study examined the effect of the TAS intervention with two groups of culturally and linguistically diverse middle school students. Forty-six students in two classrooms that included general and special education students participated in a 12-week intervention during which they wrote multiple science reports. Students used the multimodal features of a productivity software (PowerPoint) to organize pictures and headings, take notes on a cognitive map, type in text, and record their voices narrating what they had written. This mixed methods study utilized pre-post tests and curriculum-based measures to examine quantitative changes. Qualitative measures included surveys and focus groups. Pre-post test results showed that students scored significantly higher on two Woodcock Johnson III subtests (Writing Fluency and Writing Samples) though no significant change was noted on the Editing subtest. Teachers rated the intervention as relevant, useful, and high quality; they reported continued use of the same protocol at a 1-year follow-up.
Building and Sustaining School-University Partnerships in Rural Settings: One Approach for Improving Special Education Service Delivery
Authors: Maheady Larry , Magiera Kathleen , Simmons Rhea
Published: April 2017

School-university partnerships have been offered as possible solutions for many contemporary educational challenges. These relationships are generally well accepted by university and school personnel; however, unanswered questions remain regarding their nature and utility. This paper describes one teacher preparation program's efforts to strengthen and extend existing partnerships with a small group of primarily rural school districts. Partnership efforts were supported, in part by a 325T professional development grant to prepare highly qualified special education teachers. Three specific, grant-related activities (i.e., improving educators' understanding and use of evidence-based practices, capturing practitioners' professional wisdom, and changing practice through instructional coaching) were highlighted as exemplars of partnership work. Lessons learned over the 5-year partnership with nine rural school districts are summarized and directions for future research and practice are offered.
Service delivery to persons with communication disorders in Micronesia
Authors: Stewart Jean L. , Martinez Velma A.
Published: April 2017

Although PL 94–142 has applied to Micronesia since its passage, there remains a great void throughout the islands in the provision of services to persons with communicative disorders. It is probably the most underserved region within the jurisdiction of PL 94–142. There is evidence of a greater need for services than in other populations of similar size. Isolated, population-density islands, with diverse cultures and many languages, create tremendous obstacles in the delivery of services. Resource limitations in the region further restrict the potential availability of services. A model is presented for providing an initial level of services to the region over the next two decades.
Parents and volunteer partners: Another option of service delivery for rural families with special-needs children
Authors: Nelson Lynda A. , Rogers Deborah C.
Published: April 2017

This article describes a model demonstration project that helps the rural family with a handicapped preschool child. The Volunteers in Partnership with Parents (VIPP) program is designed to alleviate the pressing problems of rural families as well as to provide early intervention to the children. The use of volunteers as partners in working with parents is the crux of the VIPP Project.
Gifted programs: Equal access in rural areas
Authors: Howley Craig B. , Howley Aimee A.
Published: April 2017

This paper considers the issue of equal access to gifted programs as it pertains to rural students, schools, districts, and states. It defines equal access and describes impediments to it. By focusing on educational policy that is amenable to change, the paper proposes techniques to make substantive gifted education programs available to representative numbers of bright rural students.
Response to PL 99-457, Titles I and II: Issues concerning families residing in rural and remote areas of the United States
Authors: Mills Paillette E. , Tazioli Pam , Holder-Brown Loreta , Duncan Marion , Potocik Pam , Rogers Lisa , Taylor Armena , Lazzari Andrea
Published: April 2017

The American Council on Rural Special Education (ACRES) is a national organization dedicated to improving services for rural individuals with disabilities. Within the national organization, a number of task forces focus energy and ability on areas of specific interest and expertise. Task force members contribute ideas and information which are then used to establish priorities and develop effective rural special education strategies and practices. The Early Childhood Task Force is a vital ACRES task force.
Involving rural nonhandicapped children in teaching social interaction skills to behavior disordered/multiply handicapped elementary students
Authors: Buse Susan T. , Cole Jack T. , Rubin Toby , Fletcher R.
Published: April 2017

Severely behavior disordered children with accompanying multiple handicaps usually have little or no appropriate social interaction skills. The purpose of this study was to determine if naive (i.e., untrained), normal children's interaction with severely behavior disordered children would increase the rate of appropriate social behaviors exhibited by the behavior disordered children. Results indicated a significant increase in social interactions when nonhandicapped children were assigned to play with a specific behavior disordered/multiply handicapped child. The described intervention strategies are replicable for rural programs.
Practical solutions for rural educators
Authors: Guernsey Marsha A.
Published: April 2017

The problems of rural educators are numerous. These factors that impact teachers and the instructional process are, in fact, administrative issues. The following discussion provides an analysis of rural educator difficulties and concerns presented from an administrative perspective. Practical solutions are offered in terms of administrative organization and motivational strategies in an effort to increase teacher retention and promote community relationships.
Rural community networking in partnership with families
Authors: Cornwell Janet R. , Snyder Kathy D.
Published: April 2017

Networking is one way that rural families can access needed resources. The networking process developed by Project HAPPEN in Morganton, North Carolina enables families to meet their needs using resources within themselves and their communities. This article shares a description of this approach, along with tips for individuals who “network” on the job.