The shortage of teachers is amplified in rural areas where educators work with students with low-incidence disabilities (LID; visual or hearing impairment; significant cognitive impairment; any impairment for which a small number of personnel with highly specialized skills and knowledge are needed for children to receive early intervention services). This scarcity is closely linked to the lack of accessible knowledge for these teachers. Both a high attrition rate and lack of expertise negatively affect the educational outcomes of students with LID. We propose school–university partnerships (SUPs) to alleviate these challenges. This position paper presents the critical elements of a comprehensive SUP by synthesizing programs reported in the literature, including the following elements (a) instructional, assessment, and online resources; (b) mentorship; and (c) professional development. We specifically identify how these elements can improve outcomes of students with LID and alleviate the rural special education teacher shortage. Finally, we discuss the implications of this proposed SUP and implications for practices, policy, and research.

中文翻译：

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通过大学合作提高教师保留率并支持低发病率残疾学生

在农村地区，教师短缺问题更加严重，因为那里的教育工作者与低度残疾（LID；视力或听力障碍；严重认知障碍；需要少数具有高度专业技能和知识的人员来治疗儿童的任何障碍）的学生一起工作。接受早期干预服务）。这种稀缺与这些教师缺乏可获取的知识密切相关。高流失率和缺乏专业知识都会对 LID 学生的教育成果产生负面影响。我们建议建立校校合作伙伴关系 (SUP) 来缓解这些挑战。本立场文件通过综合文献中报告的计划，介绍了综合 SUP 的关键要素，包括以下要素 (a) 教学、评估和在线资源；(b) 指导；(c) 专业发展。我们具体确定了这些要素如何改善患有 LID 的学生的学习成绩并缓解农村特殊教育师资短缺的问题。最后，我们讨论了拟议的 SUP 的含义以及对实践、政策和研究的影响。