Abstract
The significant shortages of special educators across the United States, particularly in our rural communities, can negatively affect the delivery of high-quality services that enable young children and families to flourish (National Coalition on Personnel Shortages in Special Education and Related Services, 2019). We present our Project STRIDE (STrengthening Rural Inclusive Diverse Early Educators) program description along with longitudinal and reflective data collected from a cohort of graduate students working in rural communities in a southwestern U.S. state who were completing their degrees in Early Childhood Special Education (ECSE). Twenty STRIDE Scholars demonstrated significant growth in self-ratings from midpoint to end of program. Evaluative data obtained on program components revealed overall program satisfaction. We discuss how characteristics of learners potentially contribute to the self-reflection process and the value of purposeful embedding of self-reflection in distance teacher education programs.
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