Rural Special Education Quarterly最新文献

{"title":"Riding Fences","authors":"S. Schultz, B. Barrio, Ginevra Courtade","doi":"10.1177/8756870520923414","DOIUrl":"https://doi.org/10.1177/8756870520923414","url":null,"abstract":"","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520923414","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46896967","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}

{"title":"Students and Perceived Screen Time: How Often Are Students in a Rural School District Looking at Screened Devices?","authors":"Nicholas A. DiMartino, Susan E. Schultz","doi":"10.1177/8756870520921638","DOIUrl":"https://doi.org/10.1177/8756870520921638","url":null,"abstract":"As technology advances across the United States, schools should consider not only the benefits of using screened devices but also the short- and long-term effects on student health. Both the positive and negative effects of using devices are often intensified for students in rural schools, as online learning and the use of e-therapy becomes more prevalent. The purpose of this study was to investigate stakeholders’ perceptions of device use in one eighth-grade cohort in a rural school, differences between device use by students with and without disabilities, and to provide an awareness of student screen time exposure and its potential consequences. Basic qualitative methods were used to assess student, teacher, and parent perceptions of screen time use and perceptions of the recommended daily allowance of screen time in an eighth-grade cohort in a rural western New York school. Findings suggest that students, parents, and teachers perceive screen time as “excessive.” Implications for practice and future inquiry are reported.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520921638","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47831724","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}

{"title":"A Survey of Rural Principals: Preferences Regarding Teacher Candidates","authors":"L. Diamond, M. Demchak, T. Abernathy","doi":"10.1177/8756870520912996","DOIUrl":"https://doi.org/10.1177/8756870520912996","url":null,"abstract":"Rural school principals continue to have difficulty hiring and retaining qualified teachers. Researchers have sought to determine the preferred type of preparation programs and the specific characteristics of teacher candidates, but few have specifically focused on the perceptions of the rural principal. The purpose of this study was to understand current rural school principals’ perceptions regarding various factors affecting the selection of teacher candidates. Using an online, cross-sectional survey of rural school principals, data were collected to understand their perspectives regarding various factors that may affect the selection of potential teacher candidates. Results indicate that rural principals prefer to hire applicants who have completed a traditional 4-year college/university preparation program. In addition, when reviewing applicant materials they 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. Rural school principals specifically reported a preference toward hiring applicants who hold a dual license in elementary and special education.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520912996","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43461917","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}

{"title":"Preventing Summer Reading Slide: Examining the Effects of Two Computer-Assisted Reading Programs","authors":"Sekhar S. Pindiprolu, L. Marks","doi":"10.1177/8756870520914281","DOIUrl":"https://doi.org/10.1177/8756870520914281","url":null,"abstract":"Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school than their reading-proficient peers. Literature suggests that students in rural school districts lag behind their suburban peers in terms of their reading levels and accessibility to resources. Furthermore, students from low socioeconomic status (SES) households and those who have disabilities exhibit greater learning loss during the summer break. This exploratory study examined the effects of two parent-implemented computer-based reading programs on the reading skills of 20 students at-risk for reading failure during a summer break. Parental and students’ perceptions regarding the effectiveness and desirability of the programs were elicited. Results suggested that both programs facilitated gains in phonemic awareness and phonics. Furthermore, students in the Funnix group exhibited large gains in vocabulary and oral reading fluency, and the students in the PLATO group exhibited large gains in comprehension. Most of the students indicated they liked the programs and the programs helped them read. Similarly, most of the parents agreed that the programs were useful, and they were comfortable using the programs. A description of the computer programs, results, implications, and limitations of the study are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520914281","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46928325","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}

{"title":"Young Children With Hearing Impairment and Other Diagnoses: Effects of Sound-Field Amplification","authors":"L. Furno, M. Demchak, A. Bingham","doi":"10.1177/8756870520912473","DOIUrl":"https://doi.org/10.1177/8756870520912473","url":null,"abstract":"This study examined 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 and first and second grades in a rural district. Four focus children who are DHH with additional diagnoses were matched with hearing peers and observed for attending behaviors and latency in compliance to following routine directions with introduction of SFA. The study used a single-case multiple probe across participants design. All participants demonstrated improved attending behaviors and compliance to directions with SFA, with the focus 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. SFA is an effective strategy to improve access to educational opportunities by increasing attending behaviors and promoting participation for children who are DHH with other diagnoses in special and general education preschool and first and second grades.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520912473","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44881266","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}

{"title":"There’s No Place Like Home: Finding Teachers in Your Backyard","authors":"Nancy Mamlin, Jennifer A. Diliberto","doi":"10.1177/8756870520912465","DOIUrl":"https://doi.org/10.1177/8756870520912465","url":null,"abstract":"The current investigation surveyed 83 preservice teacher education candidates enrolled in institutions of higher education (IHEs) to pursue licensure in special education. The purpose of the investigation was to determine why these candidates were pursuing a career as a special education teacher, when they decided, and where they saw themselves teaching in the near future. The survey yielded implications for potential K-12 and IHE initiatives to promote careers in the field of special education to individuals.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520912465","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46394765","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}

{"title":"Facing Double Jeopardy: The Transition Experiences of Latina Family Caregivers of Young Adults With Disabilities Living in a Rural Community","authors":"G. Francis, J. Gross, Carlos E. Lavín, Lu Ankely Casarez Velazquez, N. Sheets","doi":"10.1177/8756870519879069","DOIUrl":"https://doi.org/10.1177/8756870519879069","url":null,"abstract":"The transition for young adults with disabilities from high school to gainful employment is often difficult. This transition is even harder for students from minority or marginalized backgrounds, including young adults who identify as Latino. As the Latino population increases in the United States, it is imperative that the transition from high school to employment becomes more effective for Latino young adults with disabilities. Using a portion of Bronfenbrenner’s Model of Human Development as a framework, we explore the experiences of Spanish-speaking Latina caregivers of young adults with disabilities to better understand the contextual and environmental factors that influence family systems as young adults with disabilities prepare to transition from high school to adulthood. Our findings highlight important factors in the micro-, meso-, exo-, and macrosystems, including the importance of family and community, distrust of authority, and the impact of discrimination. Implications for practice and future research are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870519879069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41850197","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}

{"title":"iCoaching Behavior-Specific Praise in a Rural Classroom","authors":"Kathleen M. Randolph, C. Chubb, Brittany L. Hott, Elisa Cruz-Torres","doi":"10.1177/8756870520982302","DOIUrl":"https://doi.org/10.1177/8756870520982302","url":null,"abstract":"The purpose of this study was to explore the efficacy of iCoaching to increase the use of behavior-specific praise (BSP) by three educators (one teacher, two paraprofessionals) working in a rural center–based classroom for students with emotional and behavioral disabilities using a short, focused professional development and iCoaching. Results of the single-case delayed multiple baseline design study suggest that iCoaching increased BSP delivery by participants. Furthermore, BSP rates were maintained after iCoaching was withdrawn. Implications for using iCoaching with rural educators and future research directions are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520982302","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47612778","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}

{"title":"Enhancing Professional Development for Educators: Adapting Project ECHO From Health Care to Education","authors":"Canyon Hardesty, E. Moody, E. Moody, S. Kern, Wendy Warren, Mary Jo Cooley Hidecker, Susan J. Wagner, Sanjeev Arora, Sandra Root-Elledge","doi":"10.1177/8756870520960448","DOIUrl":"https://doi.org/10.1177/8756870520960448","url":null,"abstract":"Adequately prepared educators are critical to the success of children in rural settings, but many educators receive little training on how to support students with disabilities. Professional development for educators is challenging in rural areas due to the lack of opportunities and travel requirements. Project ECHO™ was originally developed to overcome similar challenges facing physicians. The ECHO Model overcomes these challenges by creating a hub and spoke network that connects local providers with experts. These networks meet regularly over teleconferencing technology to conduct a short professional development workshop, followed by a case-study from one of the local sites. We adapted the ECHO Model for use in education and since 2014 implemented four networks: autism, assistive technology, secondary transitions, and behavioral supports. Educators found ECHO highly acceptable and reported improved skills and knowledge. ECHO for Education is effective and has the potential to improve capacity of education systems in rural settings.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520960448","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48756772","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}

{"title":"Riding Fences 40.1","authors":"Ginevra Courtade","doi":"10.1177/8756870521992897","DOIUrl":"https://doi.org/10.1177/8756870521992897","url":null,"abstract":"In this first issue of Volume 40, I am pleased to present four research reports and a program description from colleagues across the country. In the first article, Randolph, Hott, Chubb, and CruzTorres provide the results of a study implemented to explore the efficacy of iCoaching to increase the use of behaviorspecific praise (BSP). Following a focused professional development (PD), three educators working in a rural center-based classroom for students with emotional and behavioral disabilities increased the use of BSP while participating in iCoaching. Furthermore, BSP rates were maintained after iCoaching was withdrawn. The authors provide a discussion of implications for using iCoaching with rural educators and future directions for research. The next two articles focus on postschool outcomes for youth with disabilities. First, Bouck, Long, and Costello conducted a secondary analysis of the National Longitudinal Transition Study 2012 to examine parent and youth expectations regarding postschool outcomes for students with intellectual disability relative to school locale (i.e., rural, urban, and suburban) and severity of intellectual disability. The authors report that the results of the analysis indicate that youth from rural schools reported high rates of positive postschool expectations with regard to independent living and being employed, and their rates relative to independent living exceeded parental expectations. The authors also report results of logistical regression analyses and discuss findings, implications for practice, and future research. Next, Swindlehurst and Berry report on program improvement efforts by a university to embed more evidence-based transition practices into their preservice teacher preparation program. Preservice teachers’ perceptions of the impact of the revision were measured and are discussed. The authors include an outline of key aspects of the program revision and online resources for faculty to utilize when seeking to improve their special education preparation program in the area of postsecondary transition The final research report, by Beck and DeSutter, focuses on special education professionals as facilitators of Individualized Education Program (IEP) team meetings. The authors used the results of semi-structured interviews to explore how facilitators see their roles during IEP meetings and how the IEP facilitators envision an ideal IEP meeting in school districts with rural schools. Findings indicate that facilitators see their roles in three distinct parts and view an ideal IEP meeting as inclusive of a strong presence by members, parental involvement, and achieving true collaboration. The authors conclude by discussing implications for practice. The authors of the final article in this issue describe a PD model modified to support educators in rural areas who face challenges due to a lack of opportunities and travel requirements. Hardesty et al. adapted the ECHO Model for use in education and have im","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870521992897","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42107565","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}