Riding Fences

Abstract

In this third issue of Volume 39, we are pleased to present four research reports and a program description from colleagues across the country. In the first article, Pindiprolu and Marks provide the results of an exploratory study examining the effects of two parent-implemented computer-based programs on the reading skills of students at-risk of reading failure during a summer break, as well as a description of parental and student perceptions regarding the effectiveness and desirability of the programs. The results suggest that both programs facilitated gains in phonemic awareness and phonics. The authors provide a description of the computer programs, results, implications, and limitations of the study. Next, DiMartino and Schultz provide the results of a study focused on stakeholders’ perceptions of device use in eighth grade cohort in a rural school, differences between device use by students with and without disabilities, and an awareness of student screen time exposure and its potential consequences. The authors used qualitative methods to assess student, teacher, and parent perceptions of screen time use and perceptions of the recommended daily allowance of screen time. Findings suggest that students, parents, and teachers perceive screen time as “excessive.” The authors offer implications for practice and future inquiry. Diamond, Demchak, and Abernathy sought to understand current rural school principals’ perceptions regarding various factors impacting the selection of teacher candidates. The authors used data collected from an online, crosssectional survey to investigate these perceptions. Results indicate that rural principals prefer to hire applicants who have completed a traditional 4-year college/university preparation program; look for specific factors such as experience, those who are known in the community, cooperating/ lead teacher evaluations, and areas of licenses held among teacher candidates; and report a preference toward hiring applicants who hold a dual license in elementary and special education. Implications for practice and suggestions for future research are also discussed. The final research report is delivered by Furno, Demchak, and Bingham. In this piece, the authors describe the results of a multiple probe across participant design used to examine the effects of sound-field amplification (SFA) use for children who are deaf or hard of hearing (DHH) with additional diagnosed conditions enrolled in preschool, first, and second grade in a rural district. All participants demonstrated improved attending behaviors and compliance to directions with SFA with the focus on children who are DHH, with additional diagnoses showing stronger results than their hearing peers. Teachers indicated SFA was beneficial to the children who are DHH and they would use it again. The authors describe SFA as an effective strategy to improve access to educational opportunities by increasing attending behaviors and promoting participation for children who are DHH with other diagnoses. Implications for practice and future research are also discussed. The final article in this issue focuses on supporting preservice special education teachers in rural areas to incorporate self-determination skills (e.g., self-regulation) into student learning. Rivera, McKissick, and Adams provide a description of how a special education department sought to assist preservice special educators in embedding selfregulatory behaviors within lesson plans to better promote self-determination for their students in rural communities. The authors describe the development of a self-regulation plan/checklist, how to embed self-monitoring into a lesson plan, and preliminary results of the change in programming for preservice teachers. I would like to thank all of the authors who contributed to Volume 39, Issue 3 of Rural Special Education Quarterly. I hope you enjoy this new issue and will be able to use some of the ideas in your own community of practice. As we begin another school year and semester in the throes of the COVID-19 pandemic, I wish each of you good health and safety as you begin to teach. Look forward to an upcoming issue about supporting educators during COVID-19.