Abstract
Traditional models designed to provide a continuum of services to handicapped students are inadequate for rural schools attempting to serve students with low-incidence disabilities. Because of the tremendous diversity in rural schools and communities, there is no “one” rural service delivery model. This article delineates factors that must be considered and variables that must be controlled by the rural service delivery model planner. Samples of successful statewide and local district models are described. Each model was designed by manipulation of variables such as staffing, transportation, and governance systems after consideration of district and community characteristics.
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