Rural Special Education Quarterly最新文献_第3页

Collecting Field-Based Oral Language Data: Experiences and Reflections 基于现场的口语数据收集:经验与思考

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-08-07 DOI: 10.3126/jeqtu.v4i1.57244

K. Poudel, K. Devkota, B. Luitel

{"title":"Collecting Field-Based Oral Language Data: Experiences and Reflections","authors":"K. Poudel, K. Devkota, B. Luitel","doi":"10.3126/jeqtu.v4i1.57244","DOIUrl":"https://doi.org/10.3126/jeqtu.v4i1.57244","url":null,"abstract":"This article unfolds our experiences and reflections of field-based oral corpus collection from the Nepali language in the business setting applying observation, audio-recording, interview and field notes as qualitative techniques. Understanding our own role as auto ethnographic researchers-as-authors, in this article, we draw a set of fieldwork traits: the simplicity of the fieldworker(s), context-dependence of appropriating research ethics, and understanding fieldwork as a spiral process. Based on our practical experiences, we recognize that the qualitative interview is an inefficacious technique for collecting functional linguistic data. Likewise, preserving the linguistic-cultural identity of the source language in terms of its forms, functions and sense while translating the corpus is challenging. We also recognize some fundamental traits to be followed by an oral corpus collector: relative simultaneity of data collection and analysis, the researcher’s autonomy in selecting the topic, the value of good planning in research, research as work and habits, and life and health as being more important than research. The insights derived herein are expected to be pivotal for the researchers working in a similar field.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82956761","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

Strategies for Coping with Teaching and Learning Difficulties During COVID-19 应对新冠肺炎期间教学困难的策略

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-08-07 DOI: 10.3126/jeqtu.v4i1.57245

M. P. Koirala

{"title":"Strategies for Coping with Teaching and Learning Difficulties During COVID-19","authors":"M. P. Koirala","doi":"10.3126/jeqtu.v4i1.57245","DOIUrl":"https://doi.org/10.3126/jeqtu.v4i1.57245","url":null,"abstract":"Finding the reality of the strategies for coping, t teaching, and learning difficulties during the COVID-19 pandemic situation is the primary objective of this study. The study employed a mixed-method research design and drew on primary and secondary data sources. Surveys, field observations, personal interviews with students, teachers, parents, and focus group discussions were used to collect primary data. Two secondary schools involved in online teaching-learning were purposively selected from Lalbandi Municipality in the Sarlahi district of Madhesh Pradesh. Secondary data were collected from policy documents, empirical reports, theoretical literature, and e-resources. The finding shows that schools were not ready for the situations like COVID-19 lockdown. After the lockdown, schools made managerial and policy changes to provide an alternative mode of learning to students in the form of online classes. Schools followed the Student Learning Facilitation Guidelines to some extent and provided training to faculties on how to operate online classes. Those students who had no access to online classes tended to study in groups with teachers, friends, and families. The schools provided textbooks to the students. Thus, this paper concludes the important role local government played in providing effective alternative solutions to online classes rather than leaving students on their own.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"17 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83547854","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

Home Literacy Environment and Literacy Development of Appalachian Preschool Children with Disabilities 阿巴拉契亚学龄前残疾儿童的家庭识字环境与识字发展

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-07-20 DOI: 10.1177/87568705231185083

Naomi L. Rahn, C. Coogle, Jennifer R. Ottley, Sloan O. Storie, Terri Collier, Ami Cook, Shannon Cottrill, Kelly Hicks, Kimary McNeil, Margaret Miltenberger, David Roberts, Mollie Toppe, Lesley Sears, C. Trivette

{"title":"Home Literacy Environment and Literacy Development of Appalachian Preschool Children with Disabilities","authors":"Naomi L. Rahn, C. Coogle, Jennifer R. Ottley, Sloan O. Storie, Terri Collier, Ami Cook, Shannon Cottrill, Kelly Hicks, Kimary McNeil, Margaret Miltenberger, David Roberts, Mollie Toppe, Lesley Sears, C. Trivette","doi":"10.1177/87568705231185083","DOIUrl":"https://doi.org/10.1177/87568705231185083","url":null,"abstract":"A variety of systemic inequities place young children from Appalachian communities in the United States at greater risk for poor academic outcomes than children in other parts of the country. Young children with disabilities are at increased risk for poor academic outcomes because of similar inequities and their need for more intensive learning opportunities. The purpose of this study was to examine associations between early literacy skills and home literacy environment of Appalachian preschool children with disabilities. We completed an online literacy screening tool with 57 children between 3 and 6 years of age who had an Individualized Education Program. Parents completed a questionnaire measuring home literacy environment (parenting beliefs and practices). Children’s scores on the screening tool were not associated with parent reading beliefs but were associated with modeling writing and communication. Neither parent beliefs nor practices were predictive of children’s literacy screening scores. Implications for research and practice are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"42 1","pages":"152 - 161"},"PeriodicalIF":1.5,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43694997","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

Exploring Preparedness to Enter the Field: A Q Method Approach to Understanding a Beginning Rural Special Education Educator Preparation Program 探索进入领域的准备：一种Q方法理解一个初级农村特殊教育教育工作者准备计划

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-07-20 DOI: 10.1177/87568705231182439

Bethany R. McKissick, Melissa Wrenn, Sarah Vach

引用次数: 0

Career Development in Rural Districts: Opportunities and Limitations Regarding Students With Disabilities 农村地区的职业发展:残疾学生的机会与限制

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-07-10 DOI: 10.1177/87568705231179939

Michele A. Schutz, Hilary E. Travers

引用次数: 0

School and Intrapersonal Predictors and Stability of Rural Special Education Teacher Burnout 农村特殊教育教师职业倦怠的学校与人际关系预测因素及稳定性

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-07-02 DOI: 10.1177/87568705231180885

Lisa A. Ruble, J. McGrew, Melanie W Fischer, Jordan A. Findley, Rebecca Stayton

{"title":"School and Intrapersonal Predictors and Stability of Rural Special Education Teacher Burnout","authors":"Lisa A. Ruble, J. McGrew, Melanie W Fischer, Jordan A. Findley, Rebecca Stayton","doi":"10.1177/87568705231180885","DOIUrl":"https://doi.org/10.1177/87568705231180885","url":null,"abstract":"Special education teacher attrition is a significant and chronic problem that has worsened since the pandemic. A longitudinal survey of burnout was conducted with rural special education teachers (N = 48) over four timepoints through the school year just prior to COVID-19. Both school and intrapersonal predictors of burnout obtained at the beginning of the school year were used to predict burnout at the end of the school year. Findings revealed that burnout is highly stable over the course of the school year. Furthermore, the strongest predictors of burnout at the end of the school year were baseline scores of burnout. Only one school factor—excessive work demands—and several teacher intrapersonal variables—coping, social support, and mindfulness skills—predicted at least one indicator of burnout. In a regression analysis, the baseline scores of each of the different domains of burnout (emotional exhaustion, depersonalization, personal accomplishment) accounted for the most variance in burnout reported at the end of the school year, except for passive avoidance. Passive avoidance accounted for unique variance with depersonalization. These findings suggest that burnout is stable and help identify teacher intrapersonal or school factors that might be useful targets for prevention or intervention research related to burnout.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"42 1","pages":"124 - 135"},"PeriodicalIF":1.5,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47145030","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

Serving Individuals With Autism Spectrum Disorder in the Age of COVID-19: Special Considerations for Rural Families. 在 COVID-19 时代为自闭症谱系障碍患者提供服务：农村家庭的特殊考虑。

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-06-01 Epub Date: 2023-05-02 DOI: 10.1177/87568705231167440

Theodore S Tomeny, Caitlin M Hudac, Evie A Malaia, Laura M Morett, Kimberly R Tomeny, Laci Watkins, Rajesh K Kana

{"title":"Serving Individuals With Autism Spectrum Disorder in the Age of COVID-19: Special Considerations for Rural Families.","authors":"Theodore S Tomeny, Caitlin M Hudac, Evie A Malaia, Laura M Morett, Kimberly R Tomeny, Laci Watkins, Rajesh K Kana","doi":"10.1177/87568705231167440","DOIUrl":"10.1177/87568705231167440","url":null,"abstract":"This position paper explores the needs of rural families of children, adolescents, and adults with autism spectrum disorder (ASD) during the COVID-19 pandemic. Prior to COVID-19, literature portrays elevated stress in families of individuals with ASD and health and socioeconomic disparities for rural and underserved populations. These disparities were exacerbated due to COVID-19 and subsequent lockdowns and economic turmoil. Academic and adaptive skills training were particularly impacted due to school closures, with parents tasked with taking some responsibility for training these skills. Our goals for this article focus on special considerations for rural families regarding (a) neurobiological and developmental impacts of stressful experiences like COVID-19, (b) delineation of the impacts on individuals with ASD and other comorbid and related conditions, and (c) education and intervention needs during these times. Finally, we offer suggestions for future care during pandemic events, including recommendations for improving service delivery under such conditions.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"42 1","pages":"105-118"},"PeriodicalIF":1.5,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10155053/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66120519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Connecting Behavioral Health Specialists With Schools: Adapting a Telementoring Series During COVID-19. 将行为健康专家与学校联系起来:在COVID-19期间调整远程教学系列。

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-06-01 DOI: 10.1177/87568705231152619

E Zhang, Skylar Bellinger, Leni Swails, Stephanie Punt, Katy Tepper, Eve-Lynn Nelson

{"title":"Connecting Behavioral Health Specialists With Schools: Adapting a Telementoring Series During COVID-19.","authors":"E Zhang, Skylar Bellinger, Leni Swails, Stephanie Punt, Katy Tepper, Eve-Lynn Nelson","doi":"10.1177/87568705231152619","DOIUrl":"https://doi.org/10.1177/87568705231152619","url":null,"abstract":"To address the daunting behavioral and mental health needs of Kansas' rural and underserved communities, Telehealth ROCKS (Rural Outreach for the Children of Kansas) Schools project partnered with school-based health centers, school districts, and special education cooperatives to provide a range of telebehavioral health intervention services and teletraining. This project used the Project Extension for Community Healthcare Outcomes (ECHO) telementoring framework to connect specialty providers with school/community providers for web-based continuing education and case consultation to support students with special education needs. Our team created the Function Friday for Better Behavior ECHO series to address challenging behaviors in schools, based on the concept of functional behavior assessment and function-based treatment. Part of the ECHO series came into being after the onset of the COVID-19 pandemic. This article describes how our ECHO series provided an effective mechanism for supporting school and community providers during the pandemic, and participating educators utilized skills as they transitioned from onsite education to the virtual learning environment with students.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"42 2","pages":"94-104"},"PeriodicalIF":1.5,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9908514/pdf/10.1177_87568705231152619.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9940000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Riding Fences 骑行围栏

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-05-02 DOI: 10.1177/87568705231168689

Ginevra Courtade

引用次数: 0

Improving Access to General Education via Co-Teaching in Secondary Mathematics Classrooms: An Evaluation of Utah’s Professional Development Initiative 通过中学数学课堂的联合教学改善接受普通教育的机会：对犹他州职业发展倡议的评估

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-05-02 DOI: 10.1177/87568705231167340

Kaitlin Bundock, Kristen R. Rolf, Anna P. Hornberger, Chamy Halliday

{"title":"Improving Access to General Education via Co-Teaching in Secondary Mathematics Classrooms: An Evaluation of Utah’s Professional Development Initiative","authors":"Kaitlin Bundock, Kristen R. Rolf, Anna P. Hornberger, Chamy Halliday","doi":"10.1177/87568705231167340","DOIUrl":"https://doi.org/10.1177/87568705231167340","url":null,"abstract":"Co-teaching may be a promising strategy to improve inclusive secondary mathematics education in rural schools. Professional development (PD) aids in special and general education teachers’ co-teaching implementation, yet little empirical research examines how to effectively train and support co-teachers. In this study, we describe one U.S. state’s PD model for secondary mathematics co-teaching, evaluate outcomes of the PD on co-teachers’ behaviors and beliefs, and examine the impact of co-teaching on students’ mathematics achievement. We examined data from observations, surveys, and students’ pre/post assessments across nine classes within seven U.S. school districts, including three rural school districts, over 3 years. We report data from a total of 19 teachers and 281 students in sixth through ninth grades. The PD participants implemented effective co-teaching strategies and reported positive viewpoints toward co-teaching. Additionally, students with and without disabilities improved their mathematics scores. We present key findings for rural schools to guide future implementation and research.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"42 1","pages":"78 - 93"},"PeriodicalIF":1.5,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45471537","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