Rural Special Education Quarterly最新文献_第6页

Outcomes in Rural and Urban Settings for Students With Disabilities 农村和城市环境对残疾学生的影响

IF 1.5

Rural Special Education Quarterly Pub Date : 2022-04-29 DOI: 10.1177/87568705221087678

Ashley S. Macsuga-Gage, Rachel Kaplan, Brittany Batton, Kaci Ellis, Nicholas A. Gage

{"title":"Outcomes in Rural and Urban Settings for Students With Disabilities","authors":"Ashley S. Macsuga-Gage, Rachel Kaplan, Brittany Batton, Kaci Ellis, Nicholas A. Gage","doi":"10.1177/87568705221087678","DOIUrl":"https://doi.org/10.1177/87568705221087678","url":null,"abstract":"Limited quantitative research has examined similarities and differences between the academic achievement and discipline outcomes, including suspensions, of students with disabilities in rural and urban schools. Therefore, we leveraged a statewide longitudinal data set to explore academic achievement and discipline outcomes for students with disabilities in rural schools and compared those outcomes to students with disabilities in urban schools. We then followed up with analyses to evaluate differences by disability category. The full data set of students in urban and rural schools included 1,306,134 observations from 366,529 unique students with disabilities across 11 consecutive years. We used a series of linear mixed-effects models to evaluate academic achievement for students in Grades 3 to 8 and generalized linear mixed-effects models to evaluate two discipline outcomes, in- and out-of-school suspensions. Overall, we found that students with disabilities in rural schools had lower reading scores, fewer in-school suspensions, and more out-of-school suspensions. Unique patterns across disability categories also emerged.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"61 - 72"},"PeriodicalIF":1.5,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44403071","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

Technology-Supported Shared Storybook Reading in a Rural Classroom Serving Students With Severe Intellectual Disabilities and Complex Communication Needs 以技术支持的农村课堂故事书共享阅读，服务于有严重智力障碍和复杂交流需求的学生

IF 1.5

Rural Special Education Quarterly Pub Date : 2022-03-15 DOI: 10.1177/87568705221075758

Aftynne E. Cheek, Bronwyn A. Harris, D. Koppenhaver, J. Garwood, Betsy R. Laws

{"title":"Technology-Supported Shared Storybook Reading in a Rural Classroom Serving Students With Severe Intellectual Disabilities and Complex Communication Needs","authors":"Aftynne E. Cheek, Bronwyn A. Harris, D. Koppenhaver, J. Garwood, Betsy R. Laws","doi":"10.1177/87568705221075758","DOIUrl":"https://doi.org/10.1177/87568705221075758","url":null,"abstract":"Shared storybook reading offers a potentially rich context for supporting language and communication development in students with severe intellectual disabilities and complex communication needs. Following the framework of community-engaged scholarship, the research team responded to a request for assistance from a special education teacher who sought to accelerate her students’ communication growth. Employing a case study design, researchers investigated the use of online professional development and eCoaching to support the implementation of interactive storybook reading strategies by a special education teacher and three of her students, ages 6 to 9 years. Results, although promising, suggest that the teacher’s use of interactive reading behaviors positively impacted the communication interactions of students with severe intellectual disabilities who have complex communication needs. Furthermore, her students increased their interactive communication, attention to text, and use of shared reading strategies across all study phases. Implications of the findings are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"140 - 152"},"PeriodicalIF":1.5,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43646197","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

Concrete-Representational-Abstract–Integrated as a Tier 2 Instruction to Teach Addition 具体的代表性摘要——整合为二级加法教学

IF 1.5

Rural Special Education Quarterly Pub Date : 2022-03-14 DOI: 10.1177/87568705221075756

Vanessa M. Hinton, Margaret M. Flores

引用次数: 0

Examination and Redesign of Inclusive Special Education Service Delivery in a Rural School 某农村学校全纳特殊教育服务提供的考察与再设计

IF 1.5

Rural Special Education Quarterly Pub Date : 2021-12-15 DOI: 10.1177/87568705211052497

S. Haines, M. Giangreco, K. Shepherd, J. Suter, Mika Moore

引用次数: 0

Augmentative and Alternative Communication and Remote Learning 辅助和替代通信和远程学习

IF 1.5

Rural Special Education Quarterly Pub Date : 2021-12-15 DOI: 10.1177/87568705211052504

Marla J. Lohmann, A. Kappel, Matthew S. Taylor

引用次数: 2

Advocacy Experiences Among Rural Parents of Children With Disabilities 农村残疾儿童家长的倡导经验

IF 1.5

Rural Special Education Quarterly Pub Date : 2021-12-10 DOI: 10.1177/87568705211049337

Molly K. Buren, Kristina Rios, M. Burke

引用次数: 0

Riding Fences 骑行围栏

IF 1.5

Rural Special Education Quarterly Pub Date : 2021-12-01 DOI: 10.1177/87568705211059573

Ginevra Courtade

引用次数: 0

A Model Rural Inclusive Postsecondary Program for Students With Intellectual Disability 面向智障学生的示范性农村普惠性中学后项目

IF 1.5

Rural Special Education Quarterly Pub Date : 2021-11-30 DOI: 10.1177/87568705211032380

Gerlinde G. Beckers, Colleen Klein-Ezell

引用次数: 0

Color-Coding Print Versus Digital Technology to Teach Functional Community Knowledge to Rural Students With Autism and Complex Communication Needs 彩色编码印刷与数字技术对有复杂沟通需求的农村自闭症学生的功能性社区知识教学

IF 1.5

Rural Special Education Quarterly Pub Date : 2021-10-15 DOI: 10.1177/87568705211032378

Colleen E. Robertson, F. Spooner, Charles L. Wood, R. Pennington

{"title":"Color-Coding Print Versus Digital Technology to Teach Functional Community Knowledge to Rural Students With Autism and Complex Communication Needs","authors":"Colleen E. Robertson, F. Spooner, Charles L. Wood, R. Pennington","doi":"10.1177/87568705211032378","DOIUrl":"https://doi.org/10.1177/87568705211032378","url":null,"abstract":"Post-school outcomes in the areas of health, safety, and independent living are poor among students with complex communication needs and autism spectrum disorder, particularly for those in rural areas. This study examined the comparative effects of print versus digital technology instruction on participants’ cumulative accuracy of answering Wh (who, what, where, and when) functional community knowledge comprehension questions during print and digital technology instructional sessions, with four high school–age students with moderate to severe intellectual disabilities and autism. Using a single-case research, alternating treatments design, the researchers provided instruction to the participants through a model-lead-test procedure with shared reading, color-coded vocabulary words, and adapted stories following a Fitzgerald Key Format, using print and digital technology instructional conditions. All participants made gains across conditions. Contributions to the research literature, limitations of the study, recommendations for future research, and implications for practice are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"40 1","pages":"180 - 190"},"PeriodicalIF":1.5,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42867638","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

Using Caregiver Support to Promote Efficacy of Nontraditional Instruction Provided to Students With Extensive Support Needs 利用照顾者支持提高向有广泛支持需求的学生提供非传统教学的效果

IF 1.5

Rural Special Education Quarterly Pub Date : 2021-10-09 DOI: 10.1177/87568705211049338

Brandy N. Brewer, Leah Riggs, Ginevra Courtade, T. Landrum

{"title":"Using Caregiver Support to Promote Efficacy of Nontraditional Instruction Provided to Students With Extensive Support Needs","authors":"Brandy N. Brewer, Leah Riggs, Ginevra Courtade, T. Landrum","doi":"10.1177/87568705211049338","DOIUrl":"https://doi.org/10.1177/87568705211049338","url":null,"abstract":"The COVID-19 pandemic has been one of the most dramatic and far-reaching events to impact education in recent years. At the onset of this global crisis, schools were required to pivot, with little warning or planning, to educate the more than 50 million school-age children in the United States through some form of nontraditional instruction (NTI), which often involved technology-based distance education. While shifts to NTI for short time periods may be feasible for many students, the potential impact of long-term NTI on students with extensive support needs (ESNs) and their families, especially in rural areas, may be particularly acute. In this article, we discuss specific strategies that address and incorporate what we know about extended NTI in rural school districts, including both lessons learned and areas of concern, with particular attention to the role and importance of caregivers. We outline ways that caregivers can be supported and how natural environment teaching provides one useful framework for efforts to reduce skill regression and to increase the overall potential for skill generalization when traditional schooling is interrupted.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"39 - 47"},"PeriodicalIF":1.5,"publicationDate":"2021-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44248203","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: 2