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Rural Special Education Quarterly最新文献

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Small Town Transition Services Model: Postsecondary Planning for Students With Autism Spectrum Disorder 小城镇过渡服务模式：自闭症谱系障碍学生的中学后规划
IF 1.5
Rural Special Education Quarterly Pub Date : 2021-09-01 DOI: 10.1177/87568705211027978
Karen L. Eastman, Gail Zahn, Wendy Ahnupkana, Bryson Havumaki
{"title":"Small Town Transition Services Model: Postsecondary Planning for Students With Autism Spectrum Disorder","authors":"Karen L. Eastman, Gail Zahn, Wendy Ahnupkana, Bryson Havumaki","doi":"10.1177/87568705211027978","DOIUrl":"https://doi.org/10.1177/87568705211027978","url":null,"abstract":"Graduating from high school and moving to the next phase of life can be difficult for any student but is particularly so for those with autism spectrum disorder (ASD). Social and communication difficulties, sensory concerns, and narrow interests can negatively affect these students’ opportunity for postsecondary education and employment. Preparing students with ASD for post-school success may be especially challenging in rural schools, due to limited opportunities and resources. This article describes a rural high school transition services program designed to support students with ASD and other disabilities in becoming gainfully employed after high school or accessing post-secondary education. The program, designed by a student’s transition team starting in Grade 9, is based on recommendations from the literature and includes inclusion and co-teaching, work skills classes, collaboration with outside agencies, and the development of a student portfolio.","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/10.1177/87568705211027978","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49452270","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
“Trends Come and Go”: Early Childhood Rural Special Education Teachers’ Use of Reported Practices During Mathematics Instruction “趋势来了又走”:幼儿农村特殊教育教师在数学教学中使用报告实践
IF 1.5
Rural Special Education Quarterly Pub Date : 2021-07-07 DOI: 10.1177/87568705211027981
Corey Peltier, Tiffany K. Peltier, Brittany L. Hott, A. Heuer, Taylor Werthen
{"title":"“Trends Come and Go”: Early Childhood Rural Special Education Teachers’ Use of Reported Practices During Mathematics Instruction","authors":"Corey Peltier, Tiffany K. Peltier, Brittany L. Hott, A. Heuer, Taylor Werthen","doi":"10.1177/87568705211027981","DOIUrl":"https://doi.org/10.1177/87568705211027981","url":null,"abstract":"Data suggest students are not meeting grade-level expectations in mathematics. If high-quality instruction is not provided, the inequitable outcomes observed in schools will be maintained. The goal of this study was to identify the frequency in which rural special education teachers (SETs) serving students in prekindergarten through third grade self-report using practices during mathematics instruction. A secondary focus was to investigate whether rural SETs differed in their reported use of practices compared with (a) suburban and urban SETs and (b) rural general education teachers. Data from 901 teachers serving students in prekindergarten through third grade were retained. Of this sample, 150 teachers identified as SETs in rural (n = 55), suburban (n = 50), and urban (n = 45) schools. Results suggest teachers reported using research-based and unsubstantiated practices frequently. Rural SETs reported using research-based and unsubstantiated practices with similar frequency to urban SETs. Suburban SETs reported using explicit instruction more frequently than rural SETs.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/87568705211027981","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46595727","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
Riding Fences 40.2 骑墙40.2
IF 1.5
Rural Special Education Quarterly Pub Date : 2021-06-01 DOI: 10.1177/87568705211022457
Ginevra Courtade, M. Ault
{"title":"Riding Fences 40.2","authors":"Ginevra Courtade, M. Ault","doi":"10.1177/87568705211022457","DOIUrl":"https://doi.org/10.1177/87568705211022457","url":null,"abstract":"","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/87568705211022457","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47331547","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
Understanding Shared Responsibility Between Special and General Education Teachers in the Rural Classroom 理解乡村课堂中特殊教育教师与普通教育教师的共同责任
IF 1.5
Rural Special Education Quarterly Pub Date : 2021-06-01 DOI: 10.1177/87568705211015681
A. Berry
{"title":"Understanding Shared Responsibility Between Special and General Education Teachers in the Rural Classroom","authors":"A. Berry","doi":"10.1177/87568705211015681","DOIUrl":"https://doi.org/10.1177/87568705211015681","url":null,"abstract":"A shared sense of responsibility for the education of students with disabilities can have positive effects on both teachers and students. When special education (SE) and general education (GE) teachers work together, this collaborative relationship is a positive variable in teacher satisfaction and retention. Furthermore, teacher collaboration and an inclusive delivery of SE services in the GE classroom can foster increased student achievement, motivation, self-esteem, and social growth. In this study, the researcher conducted individually administered surveys with 35 teachers in two rural districts to further explore the variable of a shared sense of responsibility: what tasks, how, and where responsibilities were shared. Following the presentation of the survey results is a description of the professional development that was provided to teachers in collaboration and co-teaching. Barriers and benefits to increasing teacher collaboration and co-teaching are discussed, including outcomes for students in one co-taught classroom over a 2-year period.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/87568705211015681","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42448219","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: 4
WSU ROAR and ROAR Online! Program Description and COVID-19 Response WSU ROAR和ROAR在线！项目说明和新冠肺炎应对
IF 1.5
Rural Special Education Quarterly Pub Date : 2021-06-01 DOI: 10.1177/87568705211015684
Don D. McMahon, Katie Hirschfelder, Marcus I. Poppen, Holly N. Whittenburg, Lauren P Bruno
{"title":"WSU ROAR and ROAR Online! Program Description and COVID-19 Response","authors":"Don D. McMahon, Katie Hirschfelder, Marcus I. Poppen, Holly N. Whittenburg, Lauren P Bruno","doi":"10.1177/87568705211015684","DOIUrl":"https://doi.org/10.1177/87568705211015684","url":null,"abstract":"Washington State University, Responsibility Opportunity Advocacy and Respect (WSU ROAR) is an inclusive 2-year residential postsecondary education program for students with intellectual and developmental disabilities. WSU ROAR is a recognized comprehensive transition program located in rural eastern Washington. Within the program, there are four pillars: WSU ROAR workshops, Washington State University audit courses, employment experiences, and independent living. Individualized instruction guides the WSU ROAR workshops to allow students to develop their independence. Students also participate in audit courses in inclusive settings on campus to gain skills to help with future employment opportunities. Peer Allies, who are students traditionally enrolled at college, provide meaningful social and academic relationships by partnering with the students in WSU ROAR. This program description discusses the development of the postsecondary education program and its adaptation to meet its goals while addressing the challenges of being a rural university in eastern Washington. This program description also describes how the WSU ROAR program adapted to a remote learning platform during the COVID-19 pandemic.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/87568705211015684","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49646127","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
E-Peer Coaching: A Model to Support Rural Special Education Field Placements 网络同伴辅导:一种支持农村特殊教育实地实习的模式
IF 1.5
Rural Special Education Quarterly Pub Date : 2021-01-22 DOI: 10.1177/8756870520982298
Jessica Gugino, S. Raimondi, L. Maheady
{"title":"E-Peer Coaching: A Model to Support Rural Special Education Field Placements","authors":"Jessica Gugino, S. Raimondi, L. Maheady","doi":"10.1177/8756870520982298","DOIUrl":"https://doi.org/10.1177/8756870520982298","url":null,"abstract":"Providing adequate supervision for pre-service teachers enrolled in special education field placements is a challenge. Rural placements often exacerbate this challenge due to the large geographical areas in which these placements are located. The purpose of this article is to describe one approach to early field supervision in rural settings that may provide solutions to this dilemma. E-peer coaching utilizes video-facilitated peer coaching to provide novice pre-service teachers (NPTs) with accurate feedback that is both frequent and timely. This study investigated the use of a Google App that allowed NPTs to record instructional sessions and provide feedback to one another under the supervision of a course instructor. Recommendations for implementation are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520982298","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43111901","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
A Tale of Two Countries: An International Perspective on Non-Traditional Special Education 《两个国家的故事:非传统特殊教育的国际视角》
IF 1.5
Rural Special Education Quarterly Pub Date : 2021-01-19 DOI: 10.1177/8756870520982297
Elif Tekin‐Iftar, Bree A. Jimenez, H. Deniz Degirmenci
{"title":"A Tale of Two Countries: An International Perspective on Non-Traditional Special Education","authors":"Elif Tekin‐Iftar, Bree A. Jimenez, H. Deniz Degirmenci","doi":"10.1177/8756870520982297","DOIUrl":"https://doi.org/10.1177/8756870520982297","url":null,"abstract":"A global perspective of education, special education, rural communities, and non-traditional instruction is provided for two countries. Both Turkey and Australia have responded to the COVID-19 global pandemic in similar yet, different ways. Through the tale of two countries navigating the rapid response to school closure for students with disabilities, we all can gain understanding from examining strategies used by national, state, and local governments; school systems; and support agencies. From these strategies, we can determine effective and efficient models moving forward that support all students (e.g., students with mental health and medical needs) through non-traditional education during natural disasters, pandemics, or unexpected events","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520982297","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48892027","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: 4
Challenges for Rural Native American Students With Disabilities During COVID-19 美国农村土著残疾学生在2019冠状病毒病期间面临的挑战
IF 1.5
Rural Special Education Quarterly Pub Date : 2021-01-19 DOI: 10.1177/8756870520982294
Candi Running Bear, William A. Terrill, Adriana Frates, P. Peterson, Judith Ulrich
{"title":"Challenges for Rural Native American Students With Disabilities During COVID-19","authors":"Candi Running Bear, William A. Terrill, Adriana Frates, P. Peterson, Judith Ulrich","doi":"10.1177/8756870520982294","DOIUrl":"https://doi.org/10.1177/8756870520982294","url":null,"abstract":"The COVID-19 pandemic unexpectedly changed almost all aspects of people’s everyday lives. This included new challenges in the education of Native American students with disabilities who live in rural and remote areas of the United States. Native American students with disabilities living on reservations are served by local schools, tribally controlled schools, and Bureau of Indian Education schools under the provisions of the Individuals with Disabilities Education Act. In rural reservation communities during COVID-19, special education services for students with disabilities were significantly disrupted. Contributing factors were high rates of poverty, lack of adequate funding and staffing for health care, populations with higher rates of chronic illness, high percentages of homes with no running water or electricity, shortages of certified special educators, and barriers to alternative forms of education due to lack of access to high-speed internet and technology.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520982294","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48901398","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: 15
Free Appropriate Public Education in the Time of COVID-19. COVID-19时期的免费适当公共教育
IF 0.9
Rural Special Education Quarterly Pub Date : 2020-12-01 DOI: 10.1177/8756870520959659
J Matt Jameson, Sondra M Stegenga, Joanna Ryan, Ambra Green
{"title":"Free Appropriate Public Education in the Time of COVID-19.","authors":"J Matt Jameson, Sondra M Stegenga, Joanna Ryan, Ambra Green","doi":"10.1177/8756870520959659","DOIUrl":"10.1177/8756870520959659","url":null,"abstract":"<p><p>In the spring of 2020, public schools across the United States were forced to close their campuses due to an emerging public health crisis caused by the detection of the first cases of the COVID-19 virus. Although schools closed their buildings, the delivery of educational services did not stop. This included the ongoing provision of services mandated by federal law under the Americans With Disabilities Act (ADA) and the Individuals With Disabilities Education Act (IDEA), which establish educational protections, processes, and rights for students with disabilities and their families to ensure educational equity. In this article, we describe the potential legal implications of COVID-19 for schools, students with disabilities, and their families with a focus on challenges faced in rural areas. Strategies for mitigating legal impacts are described.</p>","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7585790/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44940120","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
Special Topic Series: Responses to COVID-19 专题系列：应对新冠肺炎
IF 1.5
Rural Special Education Quarterly Pub Date : 2020-11-17 DOI: 10.1177/8756870520971477
M. Ault, Ginevra Courtade
{"title":"Special Topic Series: Responses to COVID-19","authors":"M. Ault, Ginevra Courtade","doi":"10.1177/8756870520971477","DOIUrl":"https://doi.org/10.1177/8756870520971477","url":null,"abstract":"","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520971477","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46717845","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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