Rural Special Education Research Articles

Common sense coping: Improving sensory resources in rural schools

Special education funding and resources for schools are often limited and prevent inclusion of specialized sensory items. Litvinov (2015) argues the government has done a poor job of funding the special education initiative. Although the use of sensory materials has proven to be successful in reducing distress and improving self-soothing among youth (Novak, Scanlan, McCaul, MacDonald, & Clarke, 2012), many children with special needs receive only materials and resources districts are able to afford. While this lack of funding poses an issue for all districts, rural communities may be placed at an even greater disadvantage (Azano & Tackett, 2019). The proposed project seeks to incorporate sensory materials into a rural special education classroom to assess behaviors and benefits. Data will be gathered using a pre-posttest method to compare behavioral data charted by the school during the 2019/20 school year to the 2020/21 school year following implementation of sensory items. Specifically, data will be compared in the following areas: regulated behavior, disruptive behavior, aggressive behavior, and overall time of dysregulation. Future directions and implications for the project will be discussed.

An Examination of Resiliency in Rural Special Education

Retention of rural special education teachers is a dilemma for many school districts. Districts in rural areas suffer from a lack of qualified special educaiton teachers. Therefor, the problem of having enough qualified special educators is not easily solved. Many rural distrits are able to hire teacher candidaes, but fail to retain them for various reasons. Building resiliency in new teachers and educators during the first several years of teaching may be part of the answer to addressing the high rate fo teacher turnover in rural areas. This paper summarizes highlights from research completed with rural Nebraska teachers on th topics of intrinsic resiliency and building resiliency in rural teachers.

Increasing the Rural Special Education Teacher Pipeline Through Asynchronous Online Instruction: A Program Description of the Colorado Christian University Alternative Certification Program

There is a documented shortage of special education teachers nationwide, and many rural school districts report hiring uncertified or temporary teachers to fill the open positions. To meet the needs of rural schools in our state, Colorado Christian University developed an asynchronous online alternative special education teacher certification program. Colorado Christian University’s program includes 12 months of online coursework, as well as remote video supervision. This article provides a brief description of the program and preliminary data supporting its effectiveness in meeting the needs of rural Colorado schools.

Endorsement by Exam: Policy and Practice in Rural Special Education

National- and state-level education policies are evolving to address teacher shortages that are pervasive across the United States and are particularly problematic in rural special education. In this article, we describe a policy we call “endorsement by exam” in which teachers certified in one subject area can become certified in other areas by passing a content knowledge test. Although such add-on endorsements are not uncommon in some content areas (e.g., chemistry teachers adding certification in biology), some states have extended this practice to include special education certification. The purpose of this article is to explore what state agencies have adopted endorsement by exam for special education. Despite difficulties in obtaining reliable information, we determined approximately eight states have adopted some form of this policy. We discuss results in terms of rurality and conclude by explaining our position that endorsement by exam is a potentially harmful quick fix that may in fact exacerbate teacher shortages in the long term and thus is ill advised.

The Founding, Evolution, and Impact of the American Council on Rural Special Education

Interest in documenting the history and evolution of the American Council for Rural Special Education (ACRES), from the perspective of its original members, resulted in distribution of a survey and interviews. The data collected recount the original mission of ACRES and describe the organization’s impact over the past 37 years. Overarching themes that emerged from the data include the unique needs of rural special education, ACRES’s voice for rural environments, people with a passion for rural special education, and friendliness of the organization. The results identified future directions of the organization.

Using Computer-Assisted Instruction to Teach Science Vocabulary to Students With Autism Spectrum Disorder and Intellectual Disability

Rural special educators face unique challenges in providing high quality special education services, especially when teaching grade-aligned science content. Computer-assisted instruction (CAI) is one strategy that has the potential to address two major challenges (i.e., a lack of preservice training and limited professional development opportunities) in providing grade-aligned content instruction with fidelity. This study investigated the use of a CAI intervention package to teach three middle school students with autism spectrum disorder and intellectual disability the structure and function of five key elements of an amoeba. Results showed a functional relation between the number of correct responses made during probe sessions and introduction of the CAI intervention. Implications for practice and suggestions for future research are also discussed.

Barriers to Providing Extended School Year Services to Students With Disabilities: An Exploratory Study of Special Education Directors

The purpose of the current study was to examine barriers, if any, reported by special education directors to providing extended school year (ESY) services. Results indicate four barriers to providing ESY services listed in order of importance by special education directors: difficulty in finding qualified personnel to work over the summer, determining eligibility for ESY services, compliance of parents, and limited financial resources to provide ESY services. Rural special education directors reported the barrier of difficulty in finding qualified personnel significantly more often than nonrural directors. Rural special education directors also reported significantly more barriers to providing ESY services in general.

Best Practices for Students With Moderate and Severe Disabilities: A Rural Retrospective

The field of special education’s focus on moderate and severe disabilities (MSD) has undergone a number of changes in the past five decades. Some have been philosophical, some based on research, some based on mandated practices through U.S. law, and some based on the development of better technologies. While pioneers in the field first established the basic principles on which an appropriate education for students with MSD is based, subsequent scholars and professional organizations have determined how those principles are best implemented. As rural special educators involved in the field since the 1970s, we provide a reflection on the barriers and challenges faced by rural special education teachers as they continue to address the needs of rural students with MSD and make suggestions for current and future practices.

Policy Challenges and Opportunities for Rural Special Education

This article reviews current developments in state and national policies that affect rural special education. A brief overview of the federal role in rural education is provided, with emphasis on the implications for the provision of special education services in rural communities. A variety of challenges are identified, including (a) the variable contexts of rural communities and the associated problems with the identity of rural education, (b) influences of rural poverty and accompanying decline in economic development in many rural communities, (c) ongoing personnel shortages in rural schools that pose unique dynamics for recruitment and retention of rural educators, (d) the disparities in available resources targeted for education in rural communities in comparison with urban counterparts, and (e) the influences of increased learner diversity on schools in rural America. A number of promising practices that address the challenges are identified, including attention to comprehensive statewide systems of educator identification, preparation, and ongoing support for educators and schools located in rural communities across America. A set of recommendations for policymakers and policy implementers is offered for consideration to advance the improvement of special education programs and services for learners in rural communities.

Mixed-Methods Analysis of Rural Special Educators’ Role Stressors, Behavior Management, and Burnout

The researchers of this study used a mixed-methods approach to understand issues of rural special education teacher burnout. Results of survey responses ( n = 64) and follow-up focus group interviews ( n = 12) from rural special education teachers indicated several factors contributing to stress and burnout. Teachers noted that lack of clarity in their roles, too many facets to the roles, emotional exhaustion, and lack of accomplishment contributed to their perceptions. Good working relationships with colleagues and administrators, building relationships with students, and a high level of self-advocacy were noted as helping to maintain mental health and a work–life balance. Possible steps to alleviate risk factors of rural special education teacher burnout are discussed.

Guidelines for Becoming a Teacher Leader in Rural Special Education

Special education teachers have a unique set of skills and opportunities to become leaders in the field of education. Some rural special education teachers, however, may not see themselves as potential leaders or believe they have opportunities to be leaders. This article provides guidelines for rural special education teachers to consider in becoming leaders at the school, community, and national levels.

Increasing Academic Rigor Through Comprehensive, Ongoing Professional Development in Rural Special Education: A Description of the SPLASH Program

SPLASH is a 3-year professional development program designed to work with classroom teachers of students with moderate and severe disabilities. The program targets new teachers and employs methods aimed at supporting rural classrooms. The training content focuses on evidence-based practices in English language arts, mathematics, and science, as well as support for overall classroom practices that allow for academic rigor. Each teacher is paired with a coach for the duration of the 3-year participation and, in addition, receives observation support from university personnel with bug-in-the-ear intervention and ongoing support through virtual professional learning communities. Coaches also receive training and ongoing support throughout the program. This article describes the design, application, and outcomes of the SPLASH program. Implications and considerations for future directions are discussed.

Using Technology to Address Barriers in Rural Special Education for Students With Autism: A Do-It-Yourself Guide

Providing high-quality special education services in rural settings has a variety of challenges such as geographic isolation and a lack of resources. One particularly challenging aspect of rural special education is providing general curriculum access. Computer-assisted instruction is one way to provide high-quality specialized instruction that does not require the attention of another teacher nor a paraprofessional while still possessing the ability to implement research-based specially designed instruction with fidelity. This article provides teachers with task analyses and considerations for creating their own computer-assisted instruction using widely available computer software.

Professional development in adapted physical education with graduate web-based professional learning

ABSTRACTBackground: The field of adapted physical education (APE) has long struggled to overcome significant and persistent personnel shortages [Healy, S., M. E. Block, and J. Judge. 2014. “Certified Adapted Physical Educator’s Perceptions of Advantages and Disadvantages of Online Teacher Development.” Palaestra 28 (4): 14–16]. Moreover, many PE teachers are inadequately prepared to provide support and accommodations needed in self-contained and/or inclusive classrooms [Erickson, A. L., P. M. Noonan, and Z. McCall. 2012. “Effectiveness of Online Professional Development for Rural Special Educators.” Rural Special Education Quarterly 31 (1): 22–32. doi:10.1038/vital1285]. Career long professional development in APE is limited in scope, can be ineffective or inappropriate [Armour, K. M. 2010. “The Physical Education Profession and Its Professional Responsibility … or … Why “12 Weeks Paid Holiday” Will Never Be Enough.” Physical Education and Sport Pedagogy 15: 1–13], and is conducted as one or two day workshops. However, scholars recommend that intensive programs where participants spend several months in a cohort together can produce better results. The purpose of this study was to investigate in-service PE teachers’ professional development experiences during and after online APE graduate professional learning.Participant and setting: Eight participants were purposefully selected for this study. All participants were in-service PE teachers enrolled in a state-approved online graduate APE endorsement program at a Midwestern public university in the United States. The program included two online courses (three credit hours each and 45 contact hours) titled Introduction of APE and Practicum in APE. All students were required to complete one course each semester (15 weeks) and program completion took two semesters (30 weeks). Data collection included face-to-face interviews (during courses and follow-up), e-mail communication, and bulletin board discussion logs.Research Design: This study adopted a descriptive-qualitative methodology using an explanatory case study design [Yin, R. 2003. Case Study Research Design and Methods. 3rd ed. Thousand Oaks, CA: Sage]. Qualitative studies typically focus ‘in depth on relatively small samples, even a single case (n = 1), selected conveniently’ ([Patton, Q. M. 2002. Qualitative Research and Evaluation Methods. 3rd ed. Thousand Oaks, CA: Sage], 169). The main principle of the case study method is to better understand complex educational and/or social phenomena while retaining the holistic and meaningful particularities of real-life circumstances [Yin, R. 2003. Case Study Research Design and Methods. 3rd ed. Thousand Oaks, CA: Sage].Data Analysis: A constant comparative method [Boeije, H. R. 2010. Analysis in Qualitative Research. London: Sage.] was used to interpret the data, and this allowed themes to emerge from the data as well as from the theoretical framework generated by researchers and peer debriefers. We defined andragogy theory concepts as overarching themes. The basic strategy of this analytical process was to do what its name implies – that is, constantly compare pieces of data.Findings: Explainable in the logic of andragogy theory [Knowles, M. S. 1989. The Making of an Adult Educator. San Francisco, CA: Jossey-Bass], three interrelated themes emerged from the data. The first theme, role transformation, described how participants expanded their roles as physical educators, and were motivated to gain knowledge of medical conditions and intervention techniques, which could be embedded into PE lessons for students with disabilities. The second theme, professional community development – mentorship, explained experiences where participants, during and after completion of their courses, were assigned to serve as APE resource specialists to help their PE colleagues learn to teach, assess, and evaluate students with disabilities at their school district. The last theme, understanding the current status of PE, represented the participants’ views that taking online APE professional development courses was the only opportunity to know about work conditions, APE resources, and policy of other school district.

Target, Act, Graph (TAG): Teachers Empowering Classroom Resource Personnel in Monitoring Student Progress

This article provides teachers in rural settings with suggestions on how to engage classroom resource personnel (i.e., volunteers, instructional assistants) in monitoring students' achievement. The target, act, and graph (TAG) strategy offers rural special educators ways to empower classroom resource persons through training and use of the TAG Form. The TAG Form provides a comprehensive and easy-to-use snapshot of learner's needs, a data-collection reporting section, and a graphing tool. The three-step TAG Form implementation process is suggested for rural special educators' engagement of classroom resource personnel in recording and graphing the progress of rural students with exceptionalities towards their educational goals.

Defining and Describing Rural: Implications for Rural Special Education Research and Policy

A critical aspect of rural research is carefully defining and describing the rural context. This is particularly important in rural special education research because different definitions of rural may influence resource allocation, grant funding eligibility, and/or research findings. In order to highlight the importance of operationalizing rural, we discuss the challenges of defining rural, provide descriptions of commonly used definitions to familiarize readers with standardized coding schemes, and summarize an empirical example demonstrating the implications different definitions can have on rural special education research and policy. We conclude by providing recommendations for both producers and consumers of research.

One is the Loneliest Number, So Go Online

You have accessThe ASHA LeaderGet Social1 Jan 2016One is the Loneliest Number, So Go OnlineThe only educational audiologist in a four-county school system relies on a combination of social media—Twitter, listservs and discussion forums—to network with colleagues. Caleb McNieceAuD, CCC-A Caleb McNiece Google Scholar More articles by this author , AuD, CCC-A https://doi.org/10.1044/leader.GS.21012016.np SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In Just out of graduate school, I found a great position working for a rural special education consortium. (Un?)fortunately, I’m the only educational audiologist for the four counties I serve. As Three Dog Night says, “One is the loneliest number!” Being both a new and an only audiologist, I greatly expanded my personal learning network (PLN) to surround myself with resources to help me succeed. Audiologists and speech-language pathologists in a variety of settings might find this approach useful. We often find ourselves working as a department of one or two. We leave grad school with a wide variety of clinical experiences and knowledge, but our first jobs probably put us in never-before-encountered situations. My supervisors are wonderful, but they aren’t audiologists. So although they share plenty of information regarding special-education policies, they can’t offer much help with audiology-specific questions. Virtual resources and networking quickly became key to my career. I make a point of keeping in touch with friends I made in my graduate school program as well as people I met through NSSLHA and at various conferences. Taking advantage of groups specific to educational audiology offers abundant benefits important as well. I joined the Educational Audiology Association, which produces a listserv used by educational audiologists around the country to compare notes on how our various schools handle things, such as FM system procurement and management. Members also offer tips on helping students with various technologies and dealing with captioning, interpreters, testing accommodations and many more informative discussion points. For example, I work with a high school student with hearing loss who is interested in nursing. She takes a course through the high school that will enable her to get her certified nursing assistant license. An important skill for nurses is using a stethoscope. Obviously, hearing loss affects the ability to use a stethoscope. As a way of meeting her specific educational needs, I ordered an amplified stethoscope for her. The ThinkLabs One is a digital stethoscope that has a built-in amplifier, which she can use with circumaural headphones. In addition, the stethoscope interfaces with an iPhone app to create audio recordings and visual waveforms and spectrograms. Another resource I plan on sharing with her is The Association for Medical Professionals with Hearing Loss, which features a student mentor program. Being able to help that student by finding the amplified stethoscope and mentoring program shows what a thriving PLN provides for me—and therefore my students. I left grad school with the vague idea that amplified stethoscopes existed, but I had never worked with one. In this instance, a blog I follow offered a solution: AU Bankaitis, vice president of an audiology supply company, routinely blogs about her passion for assistive listening devices. Even though many of us work independently, we can tap into this huge pool of collective information, research, cutting-edge technology and advice from colleagues we meet in person or online and follow them, like or comment on their posts, email them, instant message them or tweet them. I encourage each of you to cultivate your own network. I see many insightful discussions on ASHA Community pages, Twitter, Facebook, blogs, listservs and more. Even as a lone practitioner serving multiple schools, clients or facilities, we can continually learn and develop as professionals by staying on top of this knowledge pool the Internet allows us to easily access. Author Notes Caleb McNiece, AuD, CCC-A, is an educational audiologist for the Mid-Shore Special Education Consortium serving four county-wide school districts on Maryland’s Eastern Shore. [email protected] Advertising Disclaimer | Advertise With Us Advertising Disclaimer | Advertise With Us Additional Resources FiguresSourcesRelatedDetails Volume 21Issue 1January 2016 Get Permissions Add to your Mendeley library History Published in print: Jan 1, 2016 Metrics Current downloads: 246 Topicsleader_do_tagasha-article-typesleader-topicsCopyright & Permissions© 2016 American Speech-Language-Hearing AssociationLoading ...

The Advocacy Efforts of African American Mothers of Children with Disabilities in Rural Special Education: Considerations for School Professionals

Legislation maintains expectations that educators form partnerships with parents, specifically within the field of special education (IDEA, 2004), and requires schools to allow parents to participate in all phases of educational assessment and planning for students who receive special education services. Many parents, however, encounter barriers in their advocacy efforts. This study adds to the research on parent involvement in special education by examining the advocacy experiences of African American mothers of children with disabilities and providing a perspective that will enable educators to focus on the strengths of rural African American mothers while understanding the barriers they face.

Implementation of a Writing Strategy for Students with Learning Disabilities in a Rural Setting

This study reports findings on the fidelity of implementation of the Strategic Instructional Model (SIM), Proficiency in the Sentence Writing Strategy (Schumaker & Sheldon, 1999) in five rural secondary special education classrooms. Participants were 5 special education teachers and 38 secondary students identified with mild to moderate learning disabilities. Major findings indicated a significant difference between the level of fidelity of implementation and student gains in writing complete sentences and identified specific factors that influenced the treatment delivery. Results from student attitude surveys suggested little difference in their perception of the value of writing as a result of the intervention.

Virtual Reality: Emerging Applications and Future Directions

Virtual reality is an emerging technology that has resulted in rapid expansion in the development of virtual immersive environments for use as educational simulations in schools, colleges and universities. This article presents an overview of virtual reality, describes a number of applications currently being used by special educators for personnel preparation in colleges and universities and for service delivery to children and adults with disabilities in K-12 schools and community services, and discusses possible future directions in virtual reality applications and their implications for rural special education.