Pub Date : 2023-11-14DOI: 10.1177/87568705231214039
Ginevra R. Courtade
{"title":"Riding Fences","authors":"Ginevra R. Courtade","doi":"10.1177/87568705231214039","DOIUrl":"https://doi.org/10.1177/87568705231214039","url":null,"abstract":"","PeriodicalId":149639,"journal":{"name":"The Rural Special Education Quarterly","volume":"34 15","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134953659","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}
Pub Date : 2023-11-10DOI: 10.1177/87568705231213320
Jessica E. Schultz, Mackenzie E. Savaiano
The COVID-19 pandemic was unprecedented in scope and nature, altering everyday life for people across the United States. One major change involved how schools provided educational services. Prior to the pandemic, schools used in-person instruction as their service delivery model for educational and education-related services, such as services for the blind and visually impaired. To document the effects of this historic event, an exploratory survey through Qualtrics was conducted on the perceptions of teachers of students with visual impairments and orientation and mobility specialists in four categories: service delivery models, student demographics, instruction and engagement, and preparation and training. Percentages were calculated with closed questions, and open-ended responses were used to clarify the data. There were some significant post-hoc correlations between ability to provide educational services and instructional delivery models. The results have implications for practitioners and professionals working in higher education.
{"title":"Perspectives of Teachers of Students With Visual Impairments and Orientation and Mobility Specialists During COVID-19","authors":"Jessica E. Schultz, Mackenzie E. Savaiano","doi":"10.1177/87568705231213320","DOIUrl":"https://doi.org/10.1177/87568705231213320","url":null,"abstract":"The COVID-19 pandemic was unprecedented in scope and nature, altering everyday life for people across the United States. One major change involved how schools provided educational services. Prior to the pandemic, schools used in-person instruction as their service delivery model for educational and education-related services, such as services for the blind and visually impaired. To document the effects of this historic event, an exploratory survey through Qualtrics was conducted on the perceptions of teachers of students with visual impairments and orientation and mobility specialists in four categories: service delivery models, student demographics, instruction and engagement, and preparation and training. Percentages were calculated with closed questions, and open-ended responses were used to clarify the data. There were some significant post-hoc correlations between ability to provide educational services and instructional delivery models. The results have implications for practitioners and professionals working in higher education.","PeriodicalId":149639,"journal":{"name":"The Rural Special Education Quarterly","volume":"120 13","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135137333","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}
Pub Date : 2023-10-25DOI: 10.1177/87568705231206848
Julie A. Sears, Alison L. Barton, Melody Blevins, Cynthia R. Chambers
Children and youth in foster care and their caregivers often experience mental health challenges. Rural settings introduce barriers that prevent these youth from accessing such services. Nevertheless, rural area school personnel, and particularly special educators, are positioned to help improve access to mental health services for foster care students, who often qualify for special education services. In this article, we explore ways school personnel can support this vulnerable population through psychoeducation, mental health screenings and referrals, evidence-based therapies (EBTs), and supportive infrastructure to help students and their foster families access mental health services through schools. With such services, school personnel can help these students improve stability within home life, increase positive life-long outcomes for school performance, decrease incarceration, and reduce drug and alcohol abuse.
{"title":"Meeting the Mental Health and Behavioral Needs of Children and Youth in Rural Foster Care: The Role of Schools","authors":"Julie A. Sears, Alison L. Barton, Melody Blevins, Cynthia R. Chambers","doi":"10.1177/87568705231206848","DOIUrl":"https://doi.org/10.1177/87568705231206848","url":null,"abstract":"Children and youth in foster care and their caregivers often experience mental health challenges. Rural settings introduce barriers that prevent these youth from accessing such services. Nevertheless, rural area school personnel, and particularly special educators, are positioned to help improve access to mental health services for foster care students, who often qualify for special education services. In this article, we explore ways school personnel can support this vulnerable population through psychoeducation, mental health screenings and referrals, evidence-based therapies (EBTs), and supportive infrastructure to help students and their foster families access mental health services through schools. With such services, school personnel can help these students improve stability within home life, increase positive life-long outcomes for school performance, decrease incarceration, and reduce drug and alcohol abuse.","PeriodicalId":149639,"journal":{"name":"The Rural Special Education Quarterly","volume":"41 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135217929","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}
Pub Date : 2023-10-25DOI: 10.1177/87568705231203201
Yichen Liu, Rachel Anne Schles
The Individuals with Disabilities Education Act (IDEA) mandates high-quality special education services for students with visual impairments (VI) in their least restrictive environment. Due to shortages of teachers of students with visual impairments (TVIs) and other resources, however, many students with VI, especially those in rural or remote areas, receive limited Individualized Education Program (IEP) services from TVIs and may not consistently receive appropriately adapted materials for accessing the class content in a timely manner. One possible solution includes hybrid service modality consisting of in-person and remote instruction. This article discusses considerations for conducting high-quality hybrid services and practical strategies that TVIs can implement during the preparation and instruction of students with VI.
{"title":"Considerations for Remote and Hybrid Service Delivery for Students With Visual Impairments","authors":"Yichen Liu, Rachel Anne Schles","doi":"10.1177/87568705231203201","DOIUrl":"https://doi.org/10.1177/87568705231203201","url":null,"abstract":"The Individuals with Disabilities Education Act (IDEA) mandates high-quality special education services for students with visual impairments (VI) in their least restrictive environment. Due to shortages of teachers of students with visual impairments (TVIs) and other resources, however, many students with VI, especially those in rural or remote areas, receive limited Individualized Education Program (IEP) services from TVIs and may not consistently receive appropriately adapted materials for accessing the class content in a timely manner. One possible solution includes hybrid service modality consisting of in-person and remote instruction. This article discusses considerations for conducting high-quality hybrid services and practical strategies that TVIs can implement during the preparation and instruction of students with VI.","PeriodicalId":149639,"journal":{"name":"The Rural Special Education Quarterly","volume":"8 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112906","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}
Pub Date : 2023-10-12DOI: 10.1177/87568705231201171
Christopher J. Rivera, Bradley Sasser, Joshua Baker
Supporting beginning teachers continues to be problematic for education systems across the nation. Issues concerning recruitment and retention have long plagued the profession. The onset of the global pandemic exacerbated these issues, particularly, across rural communities. Researchers continue to advocate for the need to provide beginning teachers with supports such as professional development, mentoring, and consultation to help improve retention and overall school/professional outcomes. The delivery of these supports must go beyond traditional methods of implementation, especially considering the lack of resources that schools encounter. This article is a program description of a regional approach for providing instructional coaching, professional development, and professional learning networks for beginning teachers, with a specific focus on its impact on special educators in rural communities.
{"title":"State-Wide Programming for Supporting New Special Education Teachers: A Rural Perspective","authors":"Christopher J. Rivera, Bradley Sasser, Joshua Baker","doi":"10.1177/87568705231201171","DOIUrl":"https://doi.org/10.1177/87568705231201171","url":null,"abstract":"Supporting beginning teachers continues to be problematic for education systems across the nation. Issues concerning recruitment and retention have long plagued the profession. The onset of the global pandemic exacerbated these issues, particularly, across rural communities. Researchers continue to advocate for the need to provide beginning teachers with supports such as professional development, mentoring, and consultation to help improve retention and overall school/professional outcomes. The delivery of these supports must go beyond traditional methods of implementation, especially considering the lack of resources that schools encounter. This article is a program description of a regional approach for providing instructional coaching, professional development, and professional learning networks for beginning teachers, with a specific focus on its impact on special educators in rural communities.","PeriodicalId":149639,"journal":{"name":"The Rural Special Education Quarterly","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135969264","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}
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