Abstract
While there is a steady increase in the prevalence of autism spectrum disorder (ASD), relatively little is known about the unique experiences of students with ASD in rural communities. This study investigates how the rural context influences the educational experiences of students with ASD. The researchers used an online questionnaire and in-person interviews of special education teachers, general education teachers, and parents to collect their perceptions of the unique experiences for students with ASD living in a remote rural community of Appalachia. Data generation and analysis led to the discussion of three salient themes: limited parental knowledge, lack of resources and need for professional development, and low socioeconomic status and family or community structures. The authors discuss how these findings manifest in rural communities and make suggestions for further research and professional development.
Highlights
The unique characteristics of rural schooling attributed to geographic isolation and infrastructural challenges have long been noted in the literature on rural education (Biddle & Azano, 2016)
Findings from this study suggest that the difficulties faced by teachers, families, and students living with Autism Spectrum Disorder (ASD) in rural areas are pervasive
While studies suggest that early diagnosis and treatment of ASD are critical (Blane & Borden, 2008), schools in rural areas and early educators like Lacy are often the first to identify students with ASD
Summary
The unique characteristics of rural schooling attributed to geographic isolation and infrastructural challenges have long been noted in the literature on rural education (Biddle & Azano, 2016). When compared to urban prevalence rates, lower incidence of rural ASD has been noted in studies exploring geographical variation (Lauritsen et al, 2014); this discrepancy can be attributed to diagnostic patterns or physical access to facilities that screen for ASD (Williams et al, 2006). While some studies suggest urban areas may have higher instances of ASD, they recognize that rural areas have less access and available options for services and treatment when compared to these areas (Chen, Liu, Su, Huang, & Lim 2008). These unique, geographic challenges result in later diagnoses and implementation of related services for students with ASD in remote rural areas. In Appalachia, these issues may be even more pronounced as the region has higher poverty levels, is medically underserved, and has weakened access to health insurance when compared to other areas in the U.S (Behringer & Friedell, 2006; Haverson, Ma, & Harner, 2004)
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