Abstract
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.
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