Rural Special Education Quarterly最新文献

{"title":"Providing Support for Rural Special Educators During Nontraditional Instruction: One State’s Response","authors":"M. Ault, Ginevra Courtade, Sally A. Miracle, Amanda E. Bruce","doi":"10.1177/8756870520959653","DOIUrl":"https://doi.org/10.1177/8756870520959653","url":null,"abstract":"In the midst of the COVID-19 global pandemic, teachers were forced to quickly determine how to deliver a free appropriate public education to their students when in-person instruction was not possible. School districts and states have a variety of ways to provide supports to their teachers. One method for providing technical assistance, professional development, consultation, and mentoring to teachers is through the use of regional cooperatives. In this Practice in Action article, two educational cooperative consultants present their experiences in supporting their teachers in the face of the pandemic. Successful strategies the cooperatives developed for teachers included providing trainings in online formats, creating an organized list of resources appropriate for online teaching, and facilitating opportunities for teachers to work together to problem solve in the era of the novel COVID-19. Challenges for teachers providing instruction for their students when schools were closed to face-to-face instruction are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520959653","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43462738","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 Education Support for Students With Autism Spectrum Disorder and Complex Needs During COVID-19 and School Closures","authors":"Don Stenhoff, R. Pennington, Melissa C. Tapp","doi":"10.1177/8756870520959658","DOIUrl":"https://doi.org/10.1177/8756870520959658","url":null,"abstract":"Schools serve an essential function for individuals with autism spectrum disorder (ASD) and complex needs. However, school-based instruction may be interrupted due to pandemics, natural disasters, and school shootings, and as a result, schools are forced to stop traditional services and begin teaching students in their homes. Fortunately, distance education strategies are available to mitigate brick and mortar interruptions. When rural schools close, they face unique challenges, such as proximity to students, and technology limitations. In this article, we describe strategies for teachers to develop instructional materials, communication supports, and behavioral supports. We also describe how caregivers might provide support, and how to teach caregivers the skills necessary for effective support implementation.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520959658","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44253576","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":"Supporting Strong Transitions Remotely: Considerations and Complexities for Rural Communities During COVID-19","authors":"D. Rowe, E. Carter, Shimul A. Gajjar, Erin A. Maves, Jennifer C. Wall","doi":"10.1177/8756870520958199","DOIUrl":"https://doi.org/10.1177/8756870520958199","url":null,"abstract":"Transition education is a distinctive aspect of special education that extends well beyond the boundaries of the school building, engages partners from all corners of the local community, and addresses so many different life domains. In the midst of a pandemic, creative strategies are needed to equip students with the skills, knowledge, experiences, supports, and relationships that prepare them well for a future of flourishing in adulthood. In this article, we describe key features of high-quality transition education and illustrate some of the ways each area might be addressed remotely or at times when being present together is not possible. In addition, guidance is provided on how to ensure educators and service providers are well-prepared for their roles, as rural districts and communities seek ways to equip students and support their transitions using these new approaches.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520958199","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45731113","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":"Educating Students With Disabilities During the COVID-19 Pandemic: Lessons Learned From Commerce Independent School District","authors":"Patricia Tremmel, Rachel Myers, David A. Brunow, Brittany L. Hott","doi":"10.1177/8756870520958114","DOIUrl":"https://doi.org/10.1177/8756870520958114","url":null,"abstract":"As a result of the COVID-19 pandemic, many school districts have moved from brick-and-mortar instruction to remote instruction with little planning time and limited resources. Rural localities, already facing barriers and hardships, attempted to provide special education and related services in accordance with rapidly changing state and federal guidelines. Despite funding difficulties and challenges with serving students eligible for special education during a pandemic, there are districts that leveraged the strengths of rural communities to meet student and family needs. Commerce Independent School District is one exemplar. The purpose of this article is to highlight successes and lessons learned to offer guidance to districts as we continue to navigate challenges associated with the COVID-19 pandemic.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520958114","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43225861","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":"Ginevra Courtade","doi":"10.1177/8756870520952566","DOIUrl":"https://doi.org/10.1177/8756870520952566","url":null,"abstract":"In this third issue of Volume 39, we are pleased to present four research reports and a program description from colleagues across the country. In the first article, Pindiprolu and Marks provide the results of an exploratory study examining the effects of two parent-implemented computer-based programs on the reading skills of students at-risk of reading failure during a summer break, as well as a description of parental and student perceptions regarding the effectiveness and desirability of the programs. The results suggest that both programs facilitated gains in phonemic awareness and phonics. The authors provide a description of the computer programs, results, implications, and limitations of the study. Next, DiMartino and Schultz provide the results of a study focused on stakeholders’ perceptions of device use in eighth grade cohort in a rural school, differences between device use by students with and without disabilities, and an awareness of student screen time exposure and its potential consequences. The authors used qualitative methods to assess student, teacher, and parent perceptions of screen time use and perceptions of the recommended daily allowance of screen time. Findings suggest that students, parents, and teachers perceive screen time as “excessive.” The authors offer implications for practice and future inquiry. Diamond, Demchak, and Abernathy sought to understand current rural school principals’ perceptions regarding various factors impacting the selection of teacher candidates. The authors used data collected from an online, crosssectional survey to investigate these perceptions. Results indicate that rural principals prefer to hire applicants who have completed a traditional 4-year college/university preparation program; look for specific factors such as experience, those who are known in the community, cooperating/ lead teacher evaluations, and areas of licenses held among teacher candidates; and report a preference toward hiring applicants who hold a dual license in elementary and special education. Implications for practice and suggestions for future research are also discussed. The final research report is delivered by Furno, Demchak, and Bingham. In this piece, the authors describe the results of a multiple probe across participant design used to examine the effects of sound-field amplification (SFA) use for children who are deaf or hard of hearing (DHH) with additional diagnosed conditions enrolled in preschool, first, and second grade in a rural district. All participants demonstrated improved attending behaviors and compliance to directions with SFA with the focus on children who are DHH, with additional diagnoses showing stronger results than their hearing peers. Teachers indicated SFA was beneficial to the children who are DHH and they would use it again. The authors describe SFA as an effective strategy to improve access to educational opportunities by increasing attending behaviors and promoting participation for c","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520952566","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44556994","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":"edTPA: Assisting Rural Special Education Teacher Candidates to Incorporate Self-Regulation Skills in Planning and Instruction","authors":"Christopher J. Rivera, Bethany R. McKissick, Madison Adams","doi":"10.1177/8756870520932919","DOIUrl":"https://doi.org/10.1177/8756870520932919","url":null,"abstract":"Forty-one states and 928 teacher preparation programs across the United States are using the Teaching Performance Assessment (edTPA) as an evaluation tool to determine teacher readiness and/or meet licensure requirements. Nationwide, pre-service special education teachers struggle to demonstrate proficiency in specific areas of the edTPA (i.e., plan assessments to monitor and support student learning, analyze teaching effectiveness, and incorporate learner feedback into future learning goals). A commonality across these areas is the incorporation of self-determination skills (e.g., self-regulation) into student learning. Assisting pre-service special education teachers to help students become more self-determined may increase these lower scores on the edTPA. More importantly, increasing self-determination is particularly important for students with disabilities in rural areas who often face challenges related to poverty, decreased opportunities for post-school employment, and underemployment due to geographic location and isolation. This article provides a description of how a special education department sought to assist pre-service special educators in embedding self-regulatory behaviors within lesson plans to better promote self-determination for their students in rural communities across eastern North Carolina.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520932919","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45777426","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":"Students With Disabilities From Migrant Farmworker Families: Parent Perspectives","authors":"Georgina Rivera-Singletary, A. Cranston-Gingras","doi":"10.1177/8756870519887159","DOIUrl":"https://doi.org/10.1177/8756870519887159","url":null,"abstract":"Children of migrant farmworkers change schools frequently and must navigate through a maze of confusing and often inconsistent academic policies. Migrant students are often identified as English learners and some have disabilities, which results in additional academic and federal policies that families must contend with as they seek to support their children’s educational endeavors. Further affecting the school experience is the difficulty parents often have in working with school personnel who are unable to support the cultural and linguistic needs of migrant families. This study sought to explore the parents’ understanding of their children’s disability and the special education process and to learn about how migrancy affects those experiences specifically when they attempt to obtain special education services. Through an interpretive perspective, four migrant parents of children with disabilities were interviewed using a semistructured interview to collect data related to their perception of the special education process. The findings of the study are discussed, and recommendations for policy and practice are provided.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870519887159","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49310545","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":"Changing Lives on the Border: Preparing Rural, Culturally Responsive Special Educators","authors":"P. Peterson, Alma M. Sandigo, S. Stoddard, Kathleen Abou-Rjaily, Judith Ulrich","doi":"10.1177/8756870519879066","DOIUrl":"https://doi.org/10.1177/8756870519879066","url":null,"abstract":"Arizona teacher education programs are largely concentrated in urban or suburban areas, with the majority of practicum experiences and student teaching placements located in the same metropolitan areas. However, in Arizona, 35% of K–12 students are served by the 135 school districts that qualify as “rural.” In the extreme southwest corner of Arizona bordering Mexico, 70% of these rural K–12 students are of Hispanic background with Spanish as their first language, and 26.7% of these Hispanic families are living below the poverty line. The “Grow Your Own” programs described here, developed through university–school district partnerships, are specifically designed to prepare culturally responsive educators to meet the needs and ultimately improve the lives of students with disabilities in southwestern Arizona rural border communities.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870519879066","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43268343","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":"Promoting Self-Advocacy Through Persuasive Writing for English Learners With Learning Disabilities","authors":"Sara L. Jozwik, Yojanna Cuenca-Carlino","doi":"10.1177/8756870519892883","DOIUrl":"https://doi.org/10.1177/8756870519892883","url":null,"abstract":"Constructing written text in English can be a challenging endeavor for all students, but it holds particular challenges for English Language Learners (ELLs) with learning disabilities (LD). For this reason, effective instruction needs to recognize the gifts of emergent bilingualism and respond to the challenges that ELLs with LD bring to the task of writing. In this article, we explore the benefits of using self-regulated strategy development (SRSD) writing instruction and establish its relevance for supporting the diverse strengths and needs of ELLs with LD in rural settings. First, we highlight the benefits of SRSD instruction. Then, we offer three main connections between the SRSD framework and research-based practices for teaching ELLs in general. Subsequently, we describe ways to individualize SRSD instruction to meet the needs of ELLs with LD. Finally, we walk through an instructional sequence (including lesson plans and scaffolds) to demonstrate how SRSD persuasive writing instruction can be used to promote self-advocacy skills in rural classrooms that include ELLs with LD.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870519892883","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48221467","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":"A Qualitative Examination of Social Changes and Challenges in Rural Adolescents With Traumatic Brain Injury","authors":"Brandon Rennie, Anisa N. Goforth","doi":"10.1177/8756870519892886","DOIUrl":"https://doi.org/10.1177/8756870519892886","url":null,"abstract":"This article describes the results of a qualitative investigation of social changes and challenges for rural adolescents who have a traumatic brain injury (TBI). We interviewed adolescents with mild to moderate TBI and their mothers using an iterative approach based in grounded theory. Interviews focused on social adjustment and interaction as well as environmental variables, especially those related to the adolescents’ rural status. In-depth interviews produced multifaceted and interrelated social process themes expressed by participants in the study. Four umbrella themes emerged, which were personal change, environmental response, social needs, and facilitators and inhibitors of intentional changes (FIICs). These themes, and their subthemes, capture both assets and needs as they develop over time and provide guidance for both researchers and practitioners working with adolescents who have a TBI.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870519892886","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47346653","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}