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Rural Special Education Quarterly最新文献

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School-Wide Positive Behavior Interventions and Supports in Rural and Urban California Schools: Effects on Fidelity of Implementation and Suspension Outcomes 加州农村和城市学校的全校积极行为干预和支持:对实施和暂停结果保真度的影响
IF 1.5
Rural Special Education Quarterly Pub Date : 2022-05-13 DOI: 10.1177/87568705221092766
Nicolette M. Grasley-Boy, Nicholas A. Gage, Michael Lombardo, Lucas Anderson, A. Rila
{"title":"School-Wide Positive Behavior Interventions and Supports in Rural and Urban California Schools: Effects on Fidelity of Implementation and Suspension Outcomes","authors":"Nicolette M. Grasley-Boy, Nicholas A. Gage, Michael Lombardo, Lucas Anderson, A. Rila","doi":"10.1177/87568705221092766","DOIUrl":"https://doi.org/10.1177/87568705221092766","url":null,"abstract":"Evidence suggests that implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) with fidelity can reduce behavior problems in schools and, concomitantly, the use of school suspensions. Few studies have explored differences in SWPBIS implementation fidelity and outcomes between rural and urban schools, but research suggests urban locale may moderate the effectiveness of particular interventions. Therefore, the purpose of this study was to assess differences in SWPBIS implementation fidelity and suspension outcomes between rural and urban schools in California during the 2017–2018 school year. Using several subsets of this sample, we applied linear and multinomial regression and multilevel modeling to determine differences between locales. Results suggest no differences in the likelihood of implementing Tier 1 or Tiers 1 and 2 with fidelity between rural and urban schools. However, rural schools are significantly more likely to implement all three tiers of SWPBIS with fidelity. When comparing rural and urban schools and suspension outcomes, we found that urban schools implementing all three tiers were less likely to use out-of-school suspensions for all students and for students with disabilities. Limitations and implications are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45232368","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
Developing the Knowledge and Mentoring Skills of Future Special Education Leaders 培养未来特殊教育领导者的知识和指导技能
IF 1.5
Rural Special Education Quarterly Pub Date : 2022-05-07 DOI: 10.1177/87568705221092765
Shawna P. Ortogero, Tierney O. Barcarse, Amber B. Ray
{"title":"Developing the Knowledge and Mentoring Skills of Future Special Education Leaders","authors":"Shawna P. Ortogero, Tierney O. Barcarse, Amber B. Ray","doi":"10.1177/87568705221092765","DOIUrl":"https://doi.org/10.1177/87568705221092765","url":null,"abstract":"To curb the negative impact that rural Hawaii’s qualified special education teacher (SET) shortage has on students with disabilities, a professional development (PD) course was developed to examine the effect the program had on mentoring beginning SETs. Course programming was aligned to SET preparation coursework, targeted at the ongoing PD needs of beginning rural SETs, in addition to being grounded in the literature on special education teacher retention and Tichy’s (1983) Technical, Political, and Cultural Dynamics Theory. Seven licensed educators and their mentees participated in the course. Data were collected using surveys, knowledge assessment, culminating reflections, and course evaluations. Participants were satisfied with the course and found mentoring and instructional practices beneficial. The course had a positive impact on the overall knowledge of participants. Nearly all mentees discussed that coaching helped them grow as a teacher and resulted in lessons where students were more successful. Implications for practice are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49060835","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
Barriers and Recommendations From Parents in Rural Areas: Experiences With Individualized Education Programs 农村家长的障碍与建议：个性化教育的经验
IF 1.5
Rural Special Education Quarterly Pub Date : 2022-05-07 DOI: 10.1177/87568705221092764
Zoe R. Smith, D. Krieg
{"title":"Barriers and Recommendations From Parents in Rural Areas: Experiences With Individualized Education Programs","authors":"Zoe R. Smith, D. Krieg","doi":"10.1177/87568705221092764","DOIUrl":"https://doi.org/10.1177/87568705221092764","url":null,"abstract":"This study explored the experiences of Head Start parents who were becoming involved in their pre-school–age children’s Individualized Education Program (IEP) process. Seven participants from the rural Midwest engaged in focus group (n = 2) or interview (n = 1) format discussions regarding barriers to involvement in the IEP process and recommendations to alleviate these barriers. Qualitative analysis with thematic coding was used to interpret the data. Results indicated that parents believed they lacked necessary information that could increase their advocacy for their children and reported the wording of the IEP was too difficult to understand. In addition, parents felt that their negative emotions barred them from being active members at IEP meetings. Parents noted that Head Start’s encouragement and positive parent–teacher communication helped alleviate some barriers but believed that a yearly class on IEPs and more frequent one-on-one meetings would help them become better advocates for their young children.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43952200","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
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":null,"pages":null},"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":null,"pages":null},"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
{"title":"Concrete-Representational-Abstract–Integrated as a Tier 2 Instruction to Teach Addition","authors":"Vanessa M. Hinton, Margaret M. Flores","doi":"10.1177/87568705221075756","DOIUrl":"https://doi.org/10.1177/87568705221075756","url":null,"abstract":"Mathematics is crucial to the educational and vocational success of students. The concrete-representational-abstract (CRA) approach is a method to teach students mathematical concepts. The CRA involves instruction with manipulatives, representations, and numbers only in different lessons (i.e., concrete lessons include manipulatives but not pictures or numbers only). Researchers are exploring integrating the phases of CRA, referred to as concrete-representational-abstract–integrated (CRA-I), because it may be a more efficient method of instruction. The CRA-I integrates all phases starting with the first lesson (e.g., Lesson 1 includes manipulatives, pictures, and numbers only) and then fades concrete and representational instruction. The purpose of this article is to provide information about a CRA-I Tier 2 mathematics intervention on additive reasoning for second-grade students in a rural school in the southeastern United States. The researchers describe CRA-I, the lessons implemented, and implications for teacher use.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47473871","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
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
{"title":"Examination and Redesign of Inclusive Special Education Service Delivery in a Rural School","authors":"S. Haines, M. Giangreco, K. Shepherd, J. Suter, Mika Moore","doi":"10.1177/87568705211052497","DOIUrl":"https://doi.org/10.1177/87568705211052497","url":null,"abstract":"In this article, we describe the self-directed change made by a rural elementary school in response to a data-based examination of its service-delivery model that revealed its lowest performing students were spending most of their time with the school’s least qualified staff. This mixed-method case study describes (a) why and how the school shifted personnel deployment and utilization, (b) factors that facilitated the shifts in service delivery, and (c) perceived effects of the changes. Findings demonstrate how implementing data-based decision-making through strong collaborative leadership led to recognizing, exploring, and modifying the school’s overreliance on paraprofessionals by increasing the availability of more highly skilled personnel to facilitate more inclusive instruction and collaboration. Participants also described challenges and perceived negative aspects related to change. We conclude with implications for practice, including how this study could inform similar change efforts in small rural schools, and suggestions for future research.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42671715","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
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
{"title":"Augmentative and Alternative Communication and Remote Learning","authors":"Marla J. Lohmann, A. Kappel, Matthew S. Taylor","doi":"10.1177/87568705211052504","DOIUrl":"https://doi.org/10.1177/87568705211052504","url":null,"abstract":"For rural locations, the use of remote learning may provide schools the opportunity to meet student needs without requiring students to travel long distances to access services. It is critical that teachers of students with disabilities understand how to support learning and know how to use the accommodations, modifications, and assistive technologies listed in student Individualized Education Programs (IEPs) in online classrooms. Students with language disabilities sometimes require augmentative and alternative communication (AAC) systems to effectively communicate. This article provides teachers with practical tips of teaching students to use AAC online and supporting its continued use in the virtual classroom.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42488150","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
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
{"title":"Advocacy Experiences Among Rural Parents of Children With Disabilities","authors":"Molly K. Buren, Kristina Rios, M. Burke","doi":"10.1177/87568705211049337","DOIUrl":"https://doi.org/10.1177/87568705211049337","url":null,"abstract":"Parent advocacy is an essential component to help children with disabilities receive appropriate school services. However, there are limited studies about parent advocacy for children with disabilities living in rural areas. To address this issue, semistructured interviews were conducted with 12 parents of children with disabilities. The purpose of the study was to identify and define unique barriers to and facilitators of advocacy among families of children with disabilities living in rural areas. Constant comparative analysis was used to analyze the interview data. The findings suggest that families living in rural areas lack the necessary resources to advocate successfully for their children with disabilities. Notably, participants expressed that advocating and maintaining relationships with school personnel took an emotional toll. Participants also reported that relationships with school personnel outside of school affected their experiences with advocacy. Implications for research and practice are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46340042","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 骑行围栏
IF 1.5
Rural Special Education Quarterly Pub Date : 2021-12-01 DOI: 10.1177/87568705211059573
Ginevra Courtade
{"title":"Riding Fences","authors":"Ginevra Courtade","doi":"10.1177/87568705211059573","DOIUrl":"https://doi.org/10.1177/87568705211059573","url":null,"abstract":"","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42073945","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
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