Introduction to Special Issue: Innovations in Rural Teacher Preparation in Special Education

Abstract

Of all the school-related factors that impact academic outcomes of students, great teachers matter most, and that is especially true for students with disabilities. For those living in small towns and rural communities, shortages of fully credentialed teachers who have the knowledge and skills to use evidence-based instructional and intervention practices to address the diverse learning and development needs of students can negatively affect academic outcomes and the quality of services provided to infants, toddlers, and children with disabilities and their families. To improve learning and developmental outcomes for all children, especially those with disabilities and served by rural local educational agencies (LEAs), it is essential that teachers have access to effective preparation, on-going support, and resources they need to succeed. Unfortunately, while there are many strong programs throughout the country, too many special education preparation programs fall short, and that makes access to effective teachers for those living in rural communities even more challenging.As part of a comprehensive plan to improve the quality and increase the number of personnel qualified to serve children with disabilities under the Individuals with Disabilities Education Act (IDEA), the Office of Special Education Programs at the United States Department of Education funded 5-year discretionary grants to institutions of higher education (IHEs) for use in improving their personnel preparation programs (i.e., CFDA 84.325T Preservice Training Improvement Grants). Specifically, from 2007 through 2011, 325T grants were funded to support the redesign and restructuring of special education preparation programs to ensure program graduates would meet the requirements for highly qualified teacher (HQT) under IDEA and be prepared to effectively serve children with high incidence disabilities. That is, graduates who would be providing instruction in a core academic subject would have to be able to meet State special education licensure or certification requirements and also have the necessary content knowledge in order to meet the HQT requirements in IDEA.Awards were made to 72 IHEs across the country representing a diverse cross section of special education education programs in the country; that is, both large and small IHEs in urban, suburban, and rural areas; and many preparing personnel to serve in small towns and rural communities. All were required to ensure program graduates would enter the field prepared with the knowledge and skills to use evidence-based practices to improve results and outcomes for children, including infants, toddlers, and preschoolers, with high incidence disabilities based on program improvement addressing (a) training aligned with state licensure (or certification) standards, (b) organizational structure and instructional delivery, (c) curricula and course content, (d) support for candidates, and (e) development and use of a comprehensive program evaluation.This special issue of Rural Special Education Quarterly, Innovations in Rural Teacher Preparation, includes descriptions of six innovative special education preparation programs and how they addressed the challenges of preparing special education teachers who met HQT requirements for effective practice in rural settings, in full or in part using funds awarded under the 325T grants. …