Abstract
Rural special education teachers of students with severe disabilities and the institutions that prepare them often are faced with unique challenges. This article discusses the need for these teachers to be prepared as independent researchers, the need for a link between core content and functional skills in the curriculum that they teach, and the need for creativity in addressing transition options. In addition, the article discusses the need for personnel preparation programs in severe disabilities to have alternate routes to certification, distance education delivery, continued federal funding, and flexibility in meeting the law regarding the requirement that all teachers be highly qualified.
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