Rural Special Education Quarterly最新文献

{"title":"A Model Rural Inclusive Postsecondary Program for Students With Intellectual Disability","authors":"Gerlinde G. Beckers, Colleen Klein-Ezell","doi":"10.1177/87568705211032380","DOIUrl":"https://doi.org/10.1177/87568705211032380","url":null,"abstract":"Lions Connected (LC) is an inclusive postsecondary program approved by the U.S. Department of Education; thus meeting rigorous program standards and accountability. Equally important is that it gives eligible students from rural areas the opportunity to receive federal financial aid to attend college. The purpose of developing LC was to meet the needs and desires of the surrounding rural communities by providing postsecondary opportunities for students with intellectual disability (ID) to enhance their social, academic, and employment skills alongside peers without disabilities. This article describes the program in detail as well as program outcomes, including employment in rural home communities. LC students receive a true college experience while preparing to become contributing members in society regardless of where they live. By following LC’s program structure, there are multiple opportunities for supporting students with ID in rural settings and helping them garner a college experience and become successfully employed in their community and reach their full potential.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49525916","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":"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":null,"pages":null},"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}

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

{"title":"Examining National Trends of Teacher Certification in Autism: Implications for Rural Schools","authors":"J. Albright, T. Williams","doi":"10.1177/87568705211031548","DOIUrl":"https://doi.org/10.1177/87568705211031548","url":null,"abstract":"This study examined the national trends of teacher certification in autism in an effort to better understand the characteristics of individuals who seek this credential, how these characteristics change over time, and where teachers with this certification are currently working in an effort to identify recruitment and retention strategies to areas most in need. This ex post facto study consisted of a secondary analysis of the 2011 to 2012 Schools and Staffing Survey Teacher Questionnaire and the 2015 to 2016 National Teacher and Principal Survey Teacher Questionnaire. The results suggest that the majority of licensed teachers who receive an autism certification are working in special education. In addition, while overall trends indicate an increase in the number of teachers who report an autism certification, fewer teachers with this certification are working in rural school districts. These results have important implications for school-service delivery for students with autism spectrum disorder, specifically those living and attending school in rural communities.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43029235","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":"Distance Delivery of Function-Based Skill Training for Providers in Rural Settings","authors":"Abby Hodges, Jaclyn D. Joseph, P. Strain","doi":"10.1177/87568705211042328","DOIUrl":"https://doi.org/10.1177/87568705211042328","url":null,"abstract":"Children with diagnosed disabilities, teachers and classroom staff, and families living in rural areas have difficulty accessing any and all behavioral services, including parent training, due to a lack of providers, distance to clinics, cost of transportation, low income and/or inadequate health insurance, and confidentiality concerns from living in small communities. In this study, Project ECHO (Extension for Community Healthcare Outcomes) was used to train early childhood professionals on how to implement Prevent–Teach–Reinforce for Young Children, which is a step-by-step manualized approach to the assessment and treatment of challenging behavior that reflects a commitment to evidence-based practice. Results of the pilot study, study limitations, and future directions are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47659997","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":"“It Would Be Nice If”: Analysis of Transition Experiences Through Grand Challenges","authors":"Suzanne Kucharczyk, Johanna M. Thomas, Peggy J. Schaefer Whitby","doi":"10.1177/87568705211027970","DOIUrl":"https://doi.org/10.1177/87568705211027970","url":null,"abstract":"The adult outcomes of youth with disabilities continue to lag behind those of their peers without disabilities, especially for youth living in rural communities. Interdisciplinary teaming is identified as an important component of effective transition planning. Transition planning and collaborative teaming are challenged further in rural communities due to lack of resources, distances between services and providers, and access for youth and their families. Social workers, given their multisystem perspective on aligning youth and family needs with resources, may be well poised, though currently underutilized, to address the challenges of transition in rural contexts. Through the transition experiences of 20 families and young adults with high need disabilities from a rural southern state, this study analyzes the potential alignment between the tenets of the Individuals with Disabilities Education Act for transition and the priorities of social work described in the Grand Challenges. Implications for practice and policy for special education transition planning in rural communities are offered.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/87568705211027970","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42561758","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","authors":"Deborah L. Rooks-Ellis, Sarah K. Howorth","doi":"10.1177/87568705211038226","DOIUrl":"https://doi.org/10.1177/87568705211038226","url":null,"abstract":"In the third issue of Volume 40, we are pleased to present the first part of a special series: Postsecondary Supports for Students With Autism and Intellectual Disability. The Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004) mandates that transition planning occur in conjunction with the individualized education program for secondary-age students with disabilities beginning by age 16. In addition, the goal of the federal Workplace Innovation and Opportunity Act (WIOA) is competitive employment for those most vulnerable and “at risk,” including individuals with disabilities. Yet, transitioning from adolescence to adulthood can be challenging for those people with disabilities who are seeking opportunities for postsecondary education, employment, and independent living. Historically, individuals with disabilities have seen a significant decrease in formal systems of support, as well as mentoring opportunities, once their formal educational opportunities stop at age 21. In this special series, our aim is to highlight how to enhance the transition supports in rural areas, including university accessibility services, faculty professional development (PD), model postsecondary education programs, and social skills for postsecondary students. Part 1 of this special series begins with a research article by Kucharczyk, Thomas, and Schaefer-Whitby, who discuss opportunities for interdisciplinary support of transition processes. With a focus on rural communities, the authors use this qualitative study to share transition experiences of young adults with autism spectrum disorder and/or related disabilities and their families through the framework of the American Academy of Social Work and Social Welfare’s Grand Challenges. The authors discuss implications for engaging social workers as important team members in the transition process. In the next article, Deardorff, Peltier, Choiseul-Praslin, Williams-Diehm, and Wicker examine differences in teachers’ knowledge about the transition planning process based on locale (e.g., rural, suburban, and urban). The authors discuss how differences identified by locale can inform the allocation of resources to provide high-quality, evidencealigned PD models to improve teacher knowledge in underserved and underresourced rural locales. Specifically, they address how professionals might collaborate to better promote self-determination instruction, family involvement, and PD. Postsecondary programs at colleges and universities offer unique learning and social opportunities for students with disabilities to access advanced curricula, enhance interpersonal skills, and develop vocational competency. Douglas, Idol, and Chung share the results of a single-case multiple baseline design across student and peer pairs to evaluate the effectiveness of peer-delivered strategies on students’ social communication in rural college classrooms. The authors discuss peer training, targeted academic and social conversational ","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46648541","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":"eCoaching in Rural Secondary Settings When Teaching Students With Intellectual and Other Developmental Disabilities","authors":"Annemarie L. Horn","doi":"10.1177/87568705211027980","DOIUrl":"https://doi.org/10.1177/87568705211027980","url":null,"abstract":"Special education teachers in rural settings face unique challenges related to providing transition services to secondary students with intellectual and other developmental disabilities (IDD). Geographically isolated school districts tend to have limited collaborative partnership opportunities and access to quality professional development to offer teachers and paraeducators, including classroom-based coaching. Fortunately, advances in technology have shown eCoaching with Bug-in-Ear (BIE) technology to be a viable method for providing performance feedback (PF) to both teachers and paraeducators in real time without requiring the physical presence of the eCoach. This article examines literature specific to applying eCoaching procedures when teaching transition-age youth with IDD. Correspondingly, three related practice recommendations for using BIE in rural settings are offered. Our recommendations support practical application of eCoaching with BIE technology in rural settings for the purpose of improving transition-focused instruction and optimal student outcomes in secondary students with IDD.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/87568705211027980","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44570902","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":"Increasing Social Communication of Students With Intellectual Disability in Rural College Classrooms","authors":"Karen H. Douglas, Whitney A. Idol, Yun-Ching Chung","doi":"10.1177/87568705211027977","DOIUrl":"https://doi.org/10.1177/87568705211027977","url":null,"abstract":"As more students with an intellectual disability are attending postsecondary programs at colleges and universities, these students are presented with new opportunities for socialization (e.g., conversing with peers and faculty across campus environments, joining organizations of interest, and participating in campus events). The generalization of social skills to new settings and classrooms with unfamiliar people may be challenging for some individuals with an intellectual disability. We conducted a single-case study using a multiple baseline design across student and peer pairs to evaluate the effects of peer training on the social communication of students in rural college classrooms. Specifically, we collected data on students taking three or more turns during conversations, initiating or responding to their peer partners, and discussing academic or social topics (communication function) using partial interval recordings. After a brief training session with peers, all students increased the percentage of intervals taking three or more turns, with the majority of student responses focusing on academic content. We conclude the article by discussing key findings, limitations, future research directions, and implications for practice.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/87568705211027977","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46191224","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":"Teacher Knowledge in Transition Planning: Does Locale Matter?","authors":"Malarie E. Deardorff, Corey Peltier, Belkis Choiseul‐Praslin, Kendra L. Williams-Diehm, Melissa Wicker","doi":"10.1177/87568705211027982","DOIUrl":"https://doi.org/10.1177/87568705211027982","url":null,"abstract":"The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning process. However, the majority of special educators do not receive coursework dedicated to transition in their undergraduate programming. Furthermore, teachers in under-resourced and underserved rural districts may have inequitable professional development opportunities to bolster their transition planning knowledge. This lack of transition-related education potentially leads to inadequate and noncompliant transition plans for students with disabilities. The current study examined differences in teachers’ knowledge based on locale: rural (n = 75), suburban (n = 48), and urban (n = 64) from one southern state. Determining whether differences are identified by locale can inform the allocation of resources to provide high-quality, evidence-aligned professional development models to improve teacher knowledge in underserved and under-resourced rural locales. In addition, identifying gaps in teacher knowledge will inform pre-service and in-service teacher preparation. We provide an avenue of needed future research to improve transition-planning processes for students with disabilities.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/87568705211027982","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47445514","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}