Rural Special Education Quarterly最新文献

Preparing Future Special Education Faculty for Service in Rural Communities 培养未来的特殊教育教师为农村社区服务

IF 1.5

Rural Special Education Quarterly Pub Date : 2024-09-18 DOI: 10.1177/87568705241277548

Kera B. Ackerman, Melinda Jones Ault, Ginevra Courtade, Mary Elliott, Tara D. Harmon, Kristie N. Jones, Katherine L. Jordan, Abbi M. Long, Janet Nutt, Kai M. O’Neill, Lorita N. Rowlett, Kate Snider, Rasheeda R. Swain, Enrika Wright

{"title":"Preparing Future Special Education Faculty for Service in Rural Communities","authors":"Kera B. Ackerman, Melinda Jones Ault, Ginevra Courtade, Mary Elliott, Tara D. Harmon, Kristie N. Jones, Katherine L. Jordan, Abbi M. Long, Janet Nutt, Kai M. O’Neill, Lorita N. Rowlett, Kate Snider, Rasheeda R. Swain, Enrika Wright","doi":"10.1177/87568705241277548","DOIUrl":"https://doi.org/10.1177/87568705241277548","url":null,"abstract":"In this program description, the authors explain how a doctoral-level embedded service-learning opportunity, part of Project PURPLE (Preparing Urban and Rural Personnel as Leaders in Education), a collaborative personnel preparation training program, taught future faculty to meet the needs of urban and rural schools in high-need settings. The collaboration between two large institutions in the same state offered scholars a unique opportunity to engage in teaching, research, and service across institutions. For the service-learning project, teams of cross-institution scholars partnered with consultants from a regional special education cooperative that provides technical assistance to a large rural geographical area. Eleven scholars completed seven diverse service projects, ranging from training education professionals to engaging caregivers. This description discusses these projects, along with the benefits to the scholars and the regional cooperative. It also explores implications for practice for future personnel preparation collaborations and possible avenues for future research.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"203 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142257419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Riding Fences 骑马围栏

IF 1.5

Rural Special Education Quarterly Pub Date : 2024-09-14 DOI: 10.1177/87568705241275153

Ginevra R. Courtade

引用次数: 0

Inference Instruction for Students With Reading Disabilities 针对阅读障碍学生的推理教学

IF 1.5

Rural Special Education Quarterly Pub Date : 2024-08-28 DOI: 10.1177/87568705241268687

Amy E. Barth, Ethan R. Ankrum, Cathy Newman Thomas

引用次数: 0

Environmental and Educational Systems for Gifted Students: Rural and Central Contexts 资优学生的环境和教育体系：农村和中部背景

IF 1.5

Rural Special Education Quarterly Pub Date : 2024-04-29 DOI: 10.1177/87568705241246009

Yael Grinshtain, Shirley Miedijensky, Alexander Zibenberg

{"title":"Environmental and Educational Systems for Gifted Students: Rural and Central Contexts","authors":"Yael Grinshtain, Shirley Miedijensky, Alexander Zibenberg","doi":"10.1177/87568705241246009","DOIUrl":"https://doi.org/10.1177/87568705241246009","url":null,"abstract":"Drawing on the bioecological theory developed by Bronfenbrenner, the researchers of this study examined four environmental systems—microsystem, mesosystem, exosystem, and macrosystem—for gifted children in Israel as perceived by their parents, focusing on a comparison between rural and central contexts. The rural context comprises peripheral areas that are located in distant areas and characterized by small settlements. The central context refers to settlements that are located in the center of the country, characterized by large urban municipalities. The researchers developed a questionnaire that was taken by 284 Israeli parents of gifted students. Results indicated that parents perceived the macrosystem as less contributory to the development of gifted students in rural areas. Parents in rural areas also believed the governance system was less supportive of the needs of gifted students and offered fewer practical and educational and learning resources. The microsystem, in contrast, was seen as contributory in rural areas: Community, friends, and home/family were significantly stronger in the rural context. Thus, the contribution of the microsystem seems to balance the weaknesses or shortcomings of the macrosystem. This study identifies the best systems for gifted students in rural areas by highlighting the importance of the community while also pointing out the lack of support from government.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"113 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140841598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Compassion Fatigue, Resilience, and Endurance of Special Educators in Rural P-12 and Higher Education 农村小学至十二年级和高等教育中特殊教育工作者的同情疲劳、复原力和耐力

IF 1.5

Rural Special Education Quarterly Pub Date : 2024-04-27 DOI: 10.1177/87568705241244576

Kim K. Floyd, Annemarie Horn, Melissa Sherfinski

{"title":"Compassion Fatigue, Resilience, and Endurance of Special Educators in Rural P-12 and Higher Education","authors":"Kim K. Floyd, Annemarie Horn, Melissa Sherfinski","doi":"10.1177/87568705241244576","DOIUrl":"https://doi.org/10.1177/87568705241244576","url":null,"abstract":"The effects of mental health challenges in the United States are growing and affect both P-12 special education teachers and faculty at institutions of higher education (IHE). Educators struggle with compassion fatigue and associated burnout. With educators leaving the field for a plethora of reasons, it is vital to examine factors that support those who remain in education. Thus, we analyzed factors that support the retention of educators at both levels of instruction. In a qualitative analysis of data from survey respondents ( N = 200), we examined the resiliency and endurance of practicing rural P-12 special educators and faculty at IHEs. Results from inductive content analysis indicate that factors leading to persistence in education begin with educators finding meaning in their teaching. Educators who demonstrate career endurance have a strong sense of self-efficacy in their teaching abilities, receive emotional benefits from their students, and have quality opportunities to mentor and collaborate with others. By contrast, some educators indicate burnout is a key factor for leaving the field, and reported reasons include low pay, paperwork, poor work/life balance, lack of respect, and the mental health of themselves and their students. Based on these findings, we offer recommendations for research and practice.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"11 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140811029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bridging the Rural Special Educator Gap: Mentoring to Support Alternative Teacher Preparation Candidates 缩小农村特殊教育工作者的差距：指导支持替代性教师准备候选人

IF 1.5

Rural Special Education Quarterly Pub Date : 2024-03-04 DOI: 10.1177/87568705241234686

Mary Elliott, Abbi M. Long, Jennifer M. Pollard, Caroline M. Fitchett, Ginevra Courtade

引用次数: 0

Increasing Teacher Retention and Supporting Students With Low-Incidence Disabilities Through University Partnership 通过大学合作提高教师留任率并为低发病率残疾学生提供支持

IF 1.5

Rural Special Education Quarterly Pub Date : 2024-02-29 DOI: 10.1177/87568705241232388

Emerson Barnett, Ting Huang

{"title":"Increasing Teacher Retention and Supporting Students With Low-Incidence Disabilities Through University Partnership","authors":"Emerson Barnett, Ting Huang","doi":"10.1177/87568705241232388","DOIUrl":"https://doi.org/10.1177/87568705241232388","url":null,"abstract":"The shortage of teachers is amplified in rural areas where educators work with students with low-incidence disabilities (LID; visual or hearing impairment; significant cognitive impairment; any impairment for which a small number of personnel with highly specialized skills and knowledge are needed for children to receive early intervention services). This scarcity is closely linked to the lack of accessible knowledge for these teachers. Both a high attrition rate and lack of expertise negatively affect the educational outcomes of students with LID. We propose school–university partnerships (SUPs) to alleviate these challenges. This position paper presents the critical elements of a comprehensive SUP by synthesizing programs reported in the literature, including the following elements (a) instructional, assessment, and online resources; (b) mentorship; and (c) professional development. We specifically identify how these elements can improve outcomes of students with LID and alleviate the rural special education teacher shortage. Finally, we discuss the implications of this proposed SUP and implications for practices, policy, and research.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"5 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140020026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Online Communication Partner Training Program: POWR+ Intervention Results for Teachers, Paraeducators, and Children 在线交流伙伴培训计划：教师、辅助教育工作者和儿童的 POWR+ 干预成果

IF 1.5

Rural Special Education Quarterly Pub Date : 2024-02-26 DOI: 10.1177/87568705241231599

Sarah N. Douglas, Ryan Bowles, Joshua Plavnick, Sarah M. Dunkel-Jackson, Tiantian Sun, Atikah Bagawan

{"title":"An Online Communication Partner Training Program: POWR+ Intervention Results for Teachers, Paraeducators, and Children","authors":"Sarah N. Douglas, Ryan Bowles, Joshua Plavnick, Sarah M. Dunkel-Jackson, Tiantian Sun, Atikah Bagawan","doi":"10.1177/87568705241231599","DOIUrl":"https://doi.org/10.1177/87568705241231599","url":null,"abstract":"Paraeducators frequently support children who use augmentative and alternative communication (AAC) but often lack access to effective training opportunities. Similarly, special education teachers are responsible for supervising paraeducators but often lack effective training on AAC and paraeducator supervision. The POWR+ (Prepare the activity and AAC, Offer opportunities for communication, Wait for the child’s communication, Respond to the child’s communication, + model AAC) intervention provides training to both paraeducators and supervising teachers to support communication for children who use AAC. In this study, a single-case multiple probe design was used to examine the effects of the POWR+ intervention (e.g., communication opportunities, responses to child communication, and plus AAC models provided by paraeducators) for three teacher–paraeducator–child teams. As a result of the POWR+ intervention paraeducator communication opportunities and paraeducator AAC models increased for all paraeducators. Increases were also noted for communication turns for one child and paraeducator responses to child communication for two paraeducators. Results indicate that the POWR+ intervention may be a viable training option for paraeducators and teachers who support children who use AAC.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"295 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139977800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Just Dollars and Cents: Making Change via a Virtual Money Manipulative 只需美元和美分通过虚拟货币操纵器实现变革

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-12-14 DOI: 10.1177/87568705231216449

Holly M. Long, Emily C. Bouck, Carrie O’Reilly

引用次数: 0

Evaluating the Effects of Online Instruction and Virtual Peer Coaching on Rural Teachers’ Use of Behavior-Specific Praise 评估在线教学和虚拟同伴辅导对农村教师使用特定行为表扬的影响

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-12-12 DOI: 10.1177/87568705231214781

Jessica N. Torelli, Christina R. Noel, Kaitlin A. Morris, Evyn B. Hendrickson

引用次数: 0