Finite Resources, Increasing Demands: Rural Children Left Behind? Educators Speak Out on Issues Facing Rural Special Education

Abstract

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