Rural Special Education Quarterly最新文献_第4页

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":null,"pages":null},"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":null,"pages":null},"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

Voices of a Rural Community: How to Sustain and Improve Work Experiences for Youth with Disabilities 农村社区之声:如何维持和改善残疾青年的工作经历

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-04-29 DOI: 10.1177/87568705231165341

Joy Mahiko

引用次数: 0

Riding Fences 骑栅栏

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-03-01 DOI: 10.1177/87568705231158478

Ginevra Courtade

引用次数: 0

Examining the Rural Context: Supporting Paraeducator Training and Development With Limited Resources 考察农村语境:以有限资源支持辅助教育工作者的培训与发展

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-02-13 DOI: 10.1177/87568705221150020

Reesha M. Adamson, Jessica Nelson, J. Turner, Felicity Post

引用次数: 0

Preparing Early Childhood Educators/Interventionists: Scoping Review Insights Into the Characteristics of Rural Practice 准备幼儿教育工作者/干预主义者:农村实践特征的范围审查见解

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-02-07 DOI: 10.1177/87568705221150514

Silvia L. Vilches, Maria J. Pighini, M. Stewart, Verena Rossa-Roccor, Beth S. McDaniel

{"title":"Preparing Early Childhood Educators/Interventionists: Scoping Review Insights Into the Characteristics of Rural Practice","authors":"Silvia L. Vilches, Maria J. Pighini, M. Stewart, Verena Rossa-Roccor, Beth S. McDaniel","doi":"10.1177/87568705221150514","DOIUrl":"https://doi.org/10.1177/87568705221150514","url":null,"abstract":"Rural regions struggle to retain early intervention (EI), special education (SE), and early childhood education (ECE) supports for children with developmental delay and/or disability, yet there is little guidance to prepare pre-service students for rural practice. This exploratory scoping review of rural EI/SE/ECE practice in the United States and Canada, where EI for children birth to 8 years is part of the education and development continuum (as opposed to health), found four characteristics: a broader scope of practice, the importance of being a whole person, doing more outreach to engage families, and negotiating personal/professional boundaries. Retention is enhanced when educators feel effective and appreciated. Regionalized (not national) funding sources may be limiting disciplinary advances, and cultural/racial inclusivity, equity issues, travel, and distance barriers were under-studied. Cross-national variation in EI/SE/ECE terms impeded the search. Future research should highlight the unique multidisciplinary and multijurisdictional nature of rural EI/SE/ECE practice across the developmental span.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41494924","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: 1

"Press On, Continue On": Rural Parents' Experiences of Transitions Within Early Intervention. “坚持下去，继续下去”:农村父母在早期干预中的转变经验。

IF 1.5

Rural Special Education Quarterly Pub Date : 2022-12-01 DOI: 10.1177/87568705221097080

Kalli B Decker, Alexandra J Feigel, Tricia D Foster, Rachel L Kepl

{"title":"\"Press On, Continue On\": Rural Parents' Experiences of Transitions Within Early Intervention.","authors":"Kalli B Decker, Alexandra J Feigel, Tricia D Foster, Rachel L Kepl","doi":"10.1177/87568705221097080","DOIUrl":"https://doi.org/10.1177/87568705221097080","url":null,"abstract":"Although all families experience a variety of transitions over time, families of children with exceptionalities tend to encounter more transitions during their children's earliest years. Transitions can be stressful and often include changes as part of early intervention or special education services. It is important to understand these transitions because the support families receive can influence child and family well-being. Therefore, we interviewed parents (N = 28) across a rural state about their experiences of transition over time. Using thematic analysis, three common themes emerged: (a) change is constant, (b) positive relationships support changing needs and priorities, and (c) parents need more support, information, or access to services or providers. Parents reported relationships and collaboration with providers to be important, yet insufficient, in supporting transitions. Rurality added some challenges to parents' experiences with transition. Recommendations include empowering families, providing more access and/or removing barriers to services, and building family efficacy through family-focused services.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10153472/pdf/nihms-1865052.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9409920","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

Reducing Isolation in an Online Teacher Preparation Program: Reflections From STRIDE Scholars 减少在线教师准备项目中的孤立：来自STRIDE学者的思考

IF 1.5

Rural Special Education Quarterly Pub Date : 2022-11-23 DOI: 10.1177/87568705221135813

Jody Marie Bartz, Karen Applequist, J. Aruguete

引用次数: 0

A Preliminary Look at Reasons for Attrition Among Special Educators Teaching Students with Autism Spectrum Disorder 自闭症谱系障碍特殊教育者流失原因初探

IF 1.5

Rural Special Education Quarterly Pub Date : 2022-11-23 DOI: 10.1177/87568705221136115

Jennifer McFarland-Whisman, S. Whisman, D. Lockwood

引用次数: 0