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Bridging the Rural Special Educator Gap: Mentoring to Support Alternative Teacher Preparation Candidates Rural Special Education Quarterly Pub Date : 2024-03-04 Mary Elliott, Abbi M. Long, Jennifer M. Pollard, Caroline M. Fitchett, Ginevra Courtade
A shortage of certified teacher candidates nationwide is especially challenging in the field of special education. U.S. rural school districts are even more impacted due to limited access to universities because of geographical distance. In this program description, we look at the University Louisville’s fully online special education alternative teacher preparation (ATP) program in moderate to severe
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Increasing Teacher Retention and Supporting Students With Low-Incidence Disabilities Through University Partnership Rural Special Education Quarterly Pub Date : 2024-02-29 Emerson Barnett, Ting Huang
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
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An Online Communication Partner Training Program: POWR+ Intervention Results for Teachers, Paraeducators, and Children Rural Special Education Quarterly Pub Date : 2024-02-26 Sarah N. Douglas, Ryan Bowles, Joshua Plavnick, Sarah M. Dunkel-Jackson, Tiantian Sun, Atikah Bagawan
Paraeducators frequently support children who use augmentative and alternative communication (AAC) but often lack access to effective training opportunities. Similarly, special education teachers are responsible for supervising paraeducators but often lack effective training on AAC and paraeducator supervision. The POWR+ (Prepare the activity and AAC, Offer opportunities for communication, Wait for
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Serving Individuals With Autism Spectrum Disorder in the Age of COVID-19: Special Considerations for Rural Families Rural Special Education Quarterly Pub Date : 2023-05-02 Theodore S. Tomeny, Caitlin M. Hudac, Evie A. Malaia, Laura M. Morett, Kimberly R. Tomeny, Laci Watkins, Rajesh K. Kana
This position paper explores the needs of rural families of children, adolescents, and adults with autism spectrum disorder (ASD) during the age of COVID-19. Prior to COVID-19, literature portrays ...
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Improving Access to General Education via Co-Teaching in Secondary Mathematics Classrooms: An Evaluation of Utah’s Professional Development Initiative Rural Special Education Quarterly Pub Date : 2023-05-02 Kaitlin Bundock, Kristen Rolf, Anna Hornberger, Chamy Halliday
Co-teaching may be a promising strategy to improve inclusive secondary mathematics education in rural schools. Professional development (PD) aids in special and general education teachers’ co-teach...
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Voices of a Rural Community: How to Sustain and Improve Work Experiences for Youth with Disabilities Rural Special Education Quarterly Pub Date : 2023-04-29 Joy Mahiko
The purpose of this study was to develop an understanding of how work experiences in rural communities can be sustained and improved for youth with disabilities. Employing a basic qualitative resea...
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Examining the Rural Context: Supporting Paraeducator Training and Development With Limited Resources Rural Special Education Quarterly Pub Date : 2023-02-13 Reesha M. Adamson, Jessica Nelson, Jon S. Turner, Felicity Post
Supporting the development and training of paraeducators can be complex; however, that support in rural settings can be especially challenging. The unique structure of rural settings, often with li...
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Connecting Behavioral Health Specialists With Schools: Adapting a Telementoring Series During COVID-19 Rural Special Education Quarterly Pub Date : 2023-02-07 E Zhang, Skylar Bellinger, Leni Swails, Stephanie Punt, Katy Tepper, Eve-Lynn Nelson
To address the daunting behavioral and mental health needs of Kansas’ rural and underserved communities, Telehealth ROCKS (Rural Outreach for the Children of Kansas) Schools project partnered with ...
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Preparing Early Childhood Educators/Interventionists: Scoping Review Insights Into the Characteristics of Rural Practice Rural Special Education Quarterly Pub Date : 2023-02-07 Silvia L. Vilches, Maria J. Pighini, Mary J. Stewart, Verena Rossa-Roccor, Beth McDaniel
Rural regions struggle to retain early intervention (EI), special education (SE), and early childhood education (ECE) supports for children with developmental delay and/or disability, yet there is ...
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A Preliminary Look at Reasons for Attrition Among Special Educators Teaching Students with Autism Spectrum Disorder Rural Special Education Quarterly Pub Date : 2022-11-23 Jennifer McFarland-Whisman, Steven Whisman, Debra Lockwood
Research on teacher retention and attrition suggests that it may be particularly difficult to fill special education positions in rural, economically disadvantaged, high-minority, and urban schools...
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Reducing Isolation in an Online Teacher Preparation Program: Reflections From STRIDE Scholars Rural Special Education Quarterly Pub Date : 2022-11-23 Jody Marie Bartz, Karen Applequist, Joseph Aruguete
The significant shortages of special educators across our country, particularly in our rural communities, can negatively affect the delivery of high-quality services that enable young children and ...
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Rurality and the Provision of Extended School Year Services Rural Special Education Quarterly Pub Date : 2022-11-13 Lucy Barnard-Brak, Danielle Fearon-Drake, Kagendo Mutua
We examined differences in the receipt and delivery of extended school year (ESY) services nationwide by locale as being rural, urban, or suburban. We found that there were significant differences ...
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Preparing for Increasing Inclusion in Rural Schools: A University and Rural Educational Service Agency Collaboration Rural Special Education Quarterly Pub Date : 2022-10-21 Todd H. Sundeen
Inclusion rates for students with disabilities in general education settings have increased nationwide. To further extend this progress, schools, districts, and educational service agencies in rura...
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Narrative Writing Progress of Rural Elementary Students in Mixed-Ability Online Pairings Rural Special Education Quarterly Pub Date : 2022-10-01 Sung Hee Lee, Malayna Bernstein
This article reports on a qualitative secondary data analysis of a study of upper elementary students’ narrative writing progress in rural schools. It compares students working online in pairs with...
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Riding Fences Rural Special Education Quarterly Pub Date : 2022-08-29 Nicholas A. Gage, Ginevra R. Courtade
The final two articles from the special series Putting It Together: Positive Behavior Interventions and Supports in Rural Schools are published in this issue. The authors of these studies continue to extend our goal of exploring the experiences of schools implementing Positive Behavior Interventions and Supports (PBIS) in rural settings and explicitly comparing implementation and outcomes in rural
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Riding Fences Rural Special Education Quarterly Pub Date : 2022-06-20 Ashley S. MacSuga-Gage, Laura Kern, Nicholas A. Gage
Positive Behavior Interventions and Supports (PBIS) is a multitiered framework aimed at preventing problem behaviors from occurring in school and intervening when they do. As a school-wide approach to data- and team-based decision making, evidence-based prevention and intervention practices are implemented along a continuum of need and with adherence to fidelity. Over 26,000 schools across the globe
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“Press On, Continue On”: Rural Parents’ Experiences of Transitions Within Early Intervention Rural Special Education Quarterly Pub Date : 2022-06-04 Kalli B. Decker, Alexandra J. Feigel, Tricia D. Foster, Rachel L. Kepl
Although all families experience a variety of transitions over time, families of children with exceptionalities tend to encounter more transitions during their children’s earliest years. Transition...
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Exploring SWPBIS Implementation Outcomes in Rural and Urban Schools in Florida Rural Special Education Quarterly Pub Date : 2022-05-30 Nicholas A. Gage, Laura Kern, Heather Peshak George, Karen Elfner, Karen Robbie
Rural schools experience unique challenges, including teacher quality and teacher retention, limited resources, and availability of funding. Furthermore, access to professional development and, sub...
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Examining Rural School Implementation of Positive Behavioral Supports Across Tiers Rural Special Education Quarterly Pub Date : 2022-05-30 Erin A. Chaparro, Angus Kittelman, Sara C. McDaniel, Heather Peshak George, Janet VanLone, SoLing So
Positive Behavioral Interventions and Supports (PBIS) is a prevention-oriented multitiered system of support. In this article, we discuss how PBIS implementation might be different for schools in r...
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Examining Implementation of Positive Behavioral Interventions and Supports in Rural Schools Rural Special Education Quarterly Pub Date : 2022-05-17 S. Andrew Garbacz, Rachel T. Santiago, Kim Gulbrandson
School-wide PBIS implementation is associated with positive academic and behavioral outcomes. Research supports the importance of school context in implementation and sustainment, but more work is ...
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School Climate in Rural and Urban Schools and the Impact of SWPBIS Rural Special Education Quarterly Pub Date : 2022-05-17 Kaci Ellis, Nicholas A. Gage, Dennis Kramer, Emily Baton, Courtney Angelosante
Positive school climate is associated with myriad positive student, staff, and school outcomes, including increased achievement and decreased problem behavior. Hence, universal evidence-based pract...
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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 Rural Special Education Quarterly Pub Date : 2022-05-13 Nicolette M. Grasley-Boy, Nicholas A. Gage, Michael Lombardo, Lucas Anderson, Ashley Rila
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 sus...
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Barriers and Recommendations From Parents in Rural Areas: Experiences With Individualized Education Programs Rural Special Education Quarterly Pub Date : 2022-05-07 Zoe R. Smith, Dana Balsink Krieg
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 r...
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Developing the Knowledge and Mentoring Skills of Future Special Education Leaders Rural Special Education Quarterly Pub Date : 2022-05-07 Shawna P. Ortogero, Tierney O. Barcarse, Amber B. Ray
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...
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Outcomes in Rural and Urban Settings for Students With Disabilities Rural Special Education Quarterly Pub Date : 2022-04-29 Ashley S. MacSuga-Gage, Rachel Kaplan, Brittany Batton, Kaci Ellis, Nicholas A. Gage
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
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Technology-Supported Shared Storybook Reading in a Rural Classroom Serving Students With Severe Intellectual Disabilities and Complex Communication Needs Rural Special Education Quarterly Pub Date : 2022-03-15 Aftynne E. Cheek, Bronwyn A. Harris, David A. Koppenhaver, Justin D. Garwood, Betsy R. Laws
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
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Concrete-Representational-Abstract–Integrated as a Tier 2 Instruction to Teach Addition Rural Special Education Quarterly Pub Date : 2022-03-14 Vanessa Hinton, Margaret Flores
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
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Examination and Redesign of Inclusive Special Education Service Delivery in a Rural School Rural Special Education Quarterly Pub Date : 2021-12-15 Shana J. Haines, Michael F. Giangreco, Katharine G. Shepherd, Jesse C. Suter, Mika Moore
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
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Augmentative and Alternative Communication and Remote Learning Rural Special Education Quarterly Pub Date : 2021-12-15 Marla J. Lohmann, Alexandria Kappel, Matthew S. Taylor
For rural locations, the use of remote learning may provide schools the opportunity to meet student needs without the need for 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
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Advocacy Experiences Among Rural Parents of Children With Disabilities Rural Special Education Quarterly Pub Date : 2021-12-10 Molly K. Buren, Kristina Rios, Meghan M. Burke
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
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A Model Rural Inclusive Postsecondary Program for Students With Intellectual Disability Rural Special Education Quarterly Pub Date : 2021-11-30 Gerlinde Beckers, Colleen Klein-Ezell
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
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Riding Fences Rural Special Education Quarterly Pub Date : 2021-11-30 Ginevra R. Courtade
In the last issue of volume 40, we are pleased to present the final two articles of the series on postsecondary supports for students with autism and intellectual disability.
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Color-Coding Print Versus Digital Technology to Teach Functional Community Knowledge to Rural Students With Autism and Complex Communication Needs Rural Special Education Quarterly Pub Date : 2021-10-15 Colleen E. Robertson, Fred Spooner, Charles L. Wood, Robert C. Pennington
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
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Examining National Trends of Teacher Certification in Autism: Implications for Rural Schools Rural Special Education Quarterly Pub Date : 2021-10-09 Jordan Albright, Thomas O. Williams
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
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Using Caregiver Support to Promote Efficacy of Nontraditional Instruction Provided to Students With Extensive Support Needs Rural Special Education Quarterly Pub Date : 2021-10-09 Brandy N. Brewer, Leah A. Riggs, Ginevra Courtade, Timothy J. Landrum
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-aged children in the United States through some form of nontraditional instruction (NTI), which often involved technology-based distance education
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Distance Delivery of Function-Based Skill Training for Providers in Rural Settings Rural Special Education Quarterly Pub Date : 2021-10-07 Abby Hodges, Jaclyn D. Joseph, Phillip S. Strain
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
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Riding Fences Rural Special Education Quarterly Pub Date : 2021-09-07 Deborah L. Rooks-Ellis, Sarah K. Howorth
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
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Teacher Knowledge in Transition Planning: Does Locale Matter? Rural Special Education Quarterly Pub Date : 2021-08-03 Malarie E. Deardorff, Corey Peltier, Belkis Choiseul-Praslin, Kendra Williams-Diehm, Melissa Wicker
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
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“It Would Be Nice If”: Analysis of Transition Experiences Through Grand Challenges Rural Special Education Quarterly Pub Date : 2021-07-16 Suzanne Kucharczyk, Johanna Thomas, Peggy Schaefer Whitby
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
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eCoaching in Rural Secondary Settings When Teaching Students With Intellectual and Other Developmental Disabilities in Rural Settings Rural Special Education Quarterly Pub Date : 2021-07-08 Annemarie L. Horn
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
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Increasing Social Communication of Students With Intellectual Disability in Rural College Classrooms Rural Special Education Quarterly Pub Date : 2021-07-07 Karen H. Douglas, Whitney A. Idol, Yun-Ching Chung
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
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Small Town Transition Services Model: Postsecondary Planning for Students With Autism Spectrum Disorder Rural Special Education Quarterly Pub Date : 2021-07-07 Karen Eastman, Gail Zahn, Wendy Ahnupkana, Bryson Havumaki
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
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“Trends Come and Go”: Early Childhood Rural Special Education Teachers’ Use of Reported Practices During Mathematics Instruction Rural Special Education Quarterly Pub Date : 2021-07-07 Corey Peltier, Tiffany K. Peltier, Brittany L. Hott, Andrew Heuer, Taylor Werthen
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
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Riding Fences 40.2 Rural Special Education Quarterly Pub Date : 2021-06-25 Ginevra R. Courtade, Melinda Jones Ault
Special Topic Series: Responses to COVID-19–Part 2
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Understanding Shared Responsibility Between Special and General Education Teachers in the Rural Classroom Rural Special Education Quarterly Pub Date : 2021-06-02 Ann B. Berry
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
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WSU ROAR and ROAR Online! Program Description and COVID-19 Response Rural Special Education Quarterly Pub Date : 2021-06-02 Don McMahon, Katie Hirschfelder, Marcus Poppen, Holly Whittenburg, Lauren Bruno
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
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Riding Fences 40.1 Rural Special Education Quarterly Pub Date : 2021-03-11 Ginevra R. Courtade
In this first issue of Volume 40, I am pleased to present four research reports and a program description from colleagues across the country.
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iCoaching Behavior-Specific Praise in a Rural Classroom Rural Special Education Quarterly Pub Date : 2021-01-23 Kathleen M. Randolph, Caroline Sutton Chubb, Brittany L. Hott, Elisa Cruz-Torres
The purpose of this study was to explore the efficacy of iCoaching to increase the use of behavior-specific praise (BSP) by three educators (one teacher, two paraprofessionals) working in a rural center–based classroom for students with emotional and behavioral disabilities using a short, focused professional development and iCoaching. Results of the single-case delayed multiple baseline design study
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E-Peer Coaching: A Model to Support Rural Special Education Field Placements Rural Special Education Quarterly Pub Date : 2021-01-22 Jessica Gugino, Sharon Raimondi, Larry Maheady
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
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Challenges for Rural Native American Students With Disabilities During COVID-19 Rural Special Education Quarterly Pub Date : 2021-01-19 Candi Running Bear, William P. A. Terrill, Adriana Frates, Patricia Peterson, Judith Ulrich
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
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A Tale of Two Countries: An International Perspective on Non-Traditional Special Education Rural Special Education Quarterly Pub Date : 2021-01-19 Elif Tekin-Iftar, Bree A. Jimenez, Hatice Deniz Degirmenci
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
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Developing Pre-Service Teachers’ Skills in Post-Secondary Transition Through Applied Practice Rural Special Education Quarterly Pub Date : 2021-01-19 Kelly Ann Swindlehurst, Ann Bassett Berry
The need for special educators who can support students with disabilities in the transition to adulthood is well documented in the literature. In this article, we will report on the program improvement efforts by one university to embed more evidence-based transition practices into their pre-service teacher preparation program with the support of a state personnel development grant. Key aspects of
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Special Education Meetings: The Role of the Facilitator in Districts Serving Rural Communities Rural Special Education Quarterly Pub Date : 2020-11-27 Stephenson J. Beck, Keri DeSutter
Special education professionals serve as facilitators of Individualized Education Program (IEP) team meetings. This study explores how facilitators see their IEP meeting roles and probes further in...
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Special Topic Series: Responses to COVID-19 Rural Special Education Quarterly Pub Date : 2020-11-17 Melinda Jones Ault, Ginevra R. Courtade
In the fourth issue of volume 39, we are pleased to begin a special topic series addressing the issue that has altered our world in 2020 in unprecedented ways: the global COVID-19 novel coronavirus pandemic. Never before in our history has the world been so affected by health, educational, social, and economic outcomes as those associated with COVID-19. The articles in this special series were written
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Free Appropriate Public Education in the Time of COVID-19 Rural Special Education Quarterly Pub Date : 2020-10-23 J. Matt Jameson, Sondra M. Stegenga, Joanna Ryan, Ambra Green
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
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Enhancing Professional Development for Educators: Adapting Project ECHO From Health Care to Education Rural Special Education Quarterly Pub Date : 2020-10-07 Canyon Hardesty, Eric J. Moody, Shira Kern, Wendy Warren, Mary Jo Cooley Hidecker, Susan Wagner, Sanjeev Arora, Sandra Root-Elledge
Adequately prepared educators are critical to the success of children in rural settings, but many educators receive little training on how to support students with disabilities. Professional develo...
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Providing Support for Rural Special Educators During Nontraditional Instruction: One State’s Response Rural Special Education Quarterly Pub Date : 2020-10-07 Melinda Jones Ault, Ginevra Courtade, Sally A. Miracle, Amanda E. Bruce
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
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Distance Education Support for Students With Autism Spectrum Disorder and Complex Needs During COVID-19 and School Closures Rural Special Education Quarterly Pub Date : 2020-10-04 Donald M. Stenhoff, Robert C. Pennington, Melissa C. Tapp
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
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Supporting Strong Transitions Remotely: Considerations and Complexities for Rural Communities During COVID-19 Rural Special Education Quarterly Pub Date : 2020-09-18 Dawn A. Rowe, Erik Carter, Shimul Gajjar, Erin A. Maves, Jennifer C. Wall
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
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Educating Students With Disabilities During the COVID-19 Pandemic: Lessons Learned From Commerce Independent School District Rural Special Education Quarterly Pub Date : 2020-09-16 Patricia Tremmel, Rachel Myers, David A. Brunow, Brittany L. Hott
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