Rural Transition: KNOW NO BOUNDS

In rural communities the aspirations of students to further educate themselves are often limited due to the geographical and economic boundaries (Burnell, 2003; Rojewski, 1989). Educators in these areas are also aware that when students from rural areas choose to continue their education after high school they are more likely than urban or suburban youth to drop out (Brecn & Quaglia, 1991; Burnell, 2003; McCracken & Barcinas, 1991). In spite of this, Parker (2001) points out in her opinion piece Rural 2000 and Beyond, that there is great hope for rural school survival. This survival depends, in part, on students leaving their rural community for a period of time, usually for college, and then returning to assist in the further development of the area. In rural communities, students with learning disabilities (LD) are faced with a limited number of local jobs and lower occupational attainment (Rojewski, 1999). With this realization, students with LD often decide that they must leave their rural communities, in order to expand career opportunities and further educate themselves. Parker (2001) states "While they make contributions elsewhere, they represent yet another extraction of resources from rural areas very much like other resources such as grain, cattle, lumber, fish, minerals, and oil." To combat this loss of resources, rural schools need to use their assets to assist students with LD in making transition plans that include both post secondary and work components. The transition process for rural students with LD consists of a set of activities designed to assist in the preparation and understanding of the impact that "geography and population distribution have on employment" (Rojewski, 1989, p. 613) and new environments they will be entering. For these transition activities to occur successfully, a comprehensive process must be in place within the secondary educational setting. The overarching component within the transition process is the development of an individualized transition education plan (ITEP) that includes objectives to be followed for the student to reach their transition goals. The main goal of the ITEP is to prepare students to lead productive, independent lives after their secondary education experience. Rojewski (1989) suggests that for students with LD in rural areas, critical components must be in place. First, students must be integrated into normalized environments related to their secondary education. Second, paid work experiences are essential to provide the students with experiences needed to secure and hold a job. Third, students must be aware of how their disability will impact their performance on a job. Fourth, they must be able to relate strategies and knowledge gained in academic settings to educational or vocational goals. Finally, one individual is needed to oversee coordination of all services to ensure that all resources and information are being properly and consistently disseminated. Instruction on how to secure a job and assistance in locating a job might be necessary for certain students. Also imperative throughout this process is the support of family and friends. All of these components must be assessed and evaluated so educators can see the impact of the transition process. In rural settings the goal of transition as defined above is further influenced by narrow school curricula, restricted labor markets, and few college and professional role models (Rojewski, 1999). Often students from rural areas desire to remain in the area in which they grew up. This desire and its concurrent social reinforcement renders them place bound. As a result, it is essential to first form a realistic picture of their options within their own community setting, before developing a comprehensive transition education plan. Therefore, one transition model for students with LD from rural areas is represented by KNOW NO BOUNDS: K-Knowledge, N-Navigation, O-Ongoing, W-Well-informed, N-Niche, O- Observe, B-Background, O-Orchestrate, U-Utilize, N-Negotiate, D-Determination, S-Start. …