Pub Date : 2020-05-04DOI: 10.1177/8756870520914281
Sekhar S. Pindiprolu, L. Marks
Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school than their reading-proficient peers. Literature suggests that students in rural school districts lag behind their suburban peers in terms of their reading levels and accessibility to resources. Furthermore, students from low socioeconomic status (SES) households and those who have disabilities exhibit greater learning loss during the summer break. This exploratory study examined the effects of two parent-implemented computer-based reading programs on the reading skills of 20 students at-risk for reading failure during a summer break. Parental and students’ perceptions regarding the effectiveness and desirability of the programs were elicited. Results suggested that both programs facilitated gains in phonemic awareness and phonics. Furthermore, students in the Funnix group exhibited large gains in vocabulary and oral reading fluency, and the students in the PLATO group exhibited large gains in comprehension. Most of the students indicated they liked the programs and the programs helped them read. Similarly, most of the parents agreed that the programs were useful, and they were comfortable using the programs. A description of the computer programs, results, implications, and limitations of the study are discussed.
{"title":"Preventing Summer Reading Slide: Examining the Effects of Two Computer-Assisted Reading Programs","authors":"Sekhar S. Pindiprolu, L. Marks","doi":"10.1177/8756870520914281","DOIUrl":"https://doi.org/10.1177/8756870520914281","url":null,"abstract":"Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school than their reading-proficient peers. Literature suggests that students in rural school districts lag behind their suburban peers in terms of their reading levels and accessibility to resources. Furthermore, students from low socioeconomic status (SES) households and those who have disabilities exhibit greater learning loss during the summer break. This exploratory study examined the effects of two parent-implemented computer-based reading programs on the reading skills of 20 students at-risk for reading failure during a summer break. Parental and students’ perceptions regarding the effectiveness and desirability of the programs were elicited. Results suggested that both programs facilitated gains in phonemic awareness and phonics. Furthermore, students in the Funnix group exhibited large gains in vocabulary and oral reading fluency, and the students in the PLATO group exhibited large gains in comprehension. Most of the students indicated they liked the programs and the programs helped them read. Similarly, most of the parents agreed that the programs were useful, and they were comfortable using the programs. A description of the computer programs, results, implications, and limitations of the study are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"39 1","pages":"116 - 127"},"PeriodicalIF":1.5,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520914281","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46928325","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 : 2020-05-01DOI: 10.1177/8756870520912473
L. Furno, M. Demchak, A. Bingham
This study examined 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 and first and second grades in a rural district. Four focus children who are DHH with additional diagnoses were matched with hearing peers and observed for attending behaviors and latency in compliance to following routine directions with introduction of SFA. The study used a single-case multiple probe across participants design. All participants demonstrated improved attending behaviors and compliance to directions with SFA, with the focus 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. SFA is an effective strategy to improve access to educational opportunities by increasing attending behaviors and promoting participation for children who are DHH with other diagnoses in special and general education preschool and first and second grades.
{"title":"Young Children With Hearing Impairment and Other Diagnoses: Effects of Sound-Field Amplification","authors":"L. Furno, M. Demchak, A. Bingham","doi":"10.1177/8756870520912473","DOIUrl":"https://doi.org/10.1177/8756870520912473","url":null,"abstract":"This study examined 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 and first and second grades in a rural district. Four focus children who are DHH with additional diagnoses were matched with hearing peers and observed for attending behaviors and latency in compliance to following routine directions with introduction of SFA. The study used a single-case multiple probe across participants design. All participants demonstrated improved attending behaviors and compliance to directions with SFA, with the focus 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. SFA is an effective strategy to improve access to educational opportunities by increasing attending behaviors and promoting participation for children who are DHH with other diagnoses in special and general education preschool and first and second grades.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"39 1","pages":"152 - 166"},"PeriodicalIF":1.5,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520912473","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44881266","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 : 2020-04-30DOI: 10.1177/8756870520912465
Nancy Mamlin, Jennifer A. Diliberto
The current investigation surveyed 83 preservice teacher education candidates enrolled in institutions of higher education (IHEs) to pursue licensure in special education. The purpose of the investigation was to determine why these candidates were pursuing a career as a special education teacher, when they decided, and where they saw themselves teaching in the near future. The survey yielded implications for potential K-12 and IHE initiatives to promote careers in the field of special education to individuals.
{"title":"There’s No Place Like Home: Finding Teachers in Your Backyard","authors":"Nancy Mamlin, Jennifer A. Diliberto","doi":"10.1177/8756870520912465","DOIUrl":"https://doi.org/10.1177/8756870520912465","url":null,"abstract":"The current investigation surveyed 83 preservice teacher education candidates enrolled in institutions of higher education (IHEs) to pursue licensure in special education. The purpose of the investigation was to determine why these candidates were pursuing a career as a special education teacher, when they decided, and where they saw themselves teaching in the near future. The survey yielded implications for potential K-12 and IHE initiatives to promote careers in the field of special education to individuals.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"39 1","pages":"104 - 112"},"PeriodicalIF":1.5,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520912465","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46394765","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 : 2020-03-01DOI: 10.1177/8756870519879069
G. Francis, J. Gross, Carlos E. Lavín, Lu Ankely Casarez Velazquez, N. Sheets
The transition for young adults with disabilities from high school to gainful employment is often difficult. This transition is even harder for students from minority or marginalized backgrounds, including young adults who identify as Latino. As the Latino population increases in the United States, it is imperative that the transition from high school to employment becomes more effective for Latino young adults with disabilities. Using a portion of Bronfenbrenner’s Model of Human Development as a framework, we explore the experiences of Spanish-speaking Latina caregivers of young adults with disabilities to better understand the contextual and environmental factors that influence family systems as young adults with disabilities prepare to transition from high school to adulthood. Our findings highlight important factors in the micro-, meso-, exo-, and macrosystems, including the importance of family and community, distrust of authority, and the impact of discrimination. Implications for practice and future research are discussed.
{"title":"Facing Double Jeopardy: The Transition Experiences of Latina Family Caregivers of Young Adults With Disabilities Living in a Rural Community","authors":"G. Francis, J. Gross, Carlos E. Lavín, Lu Ankely Casarez Velazquez, N. Sheets","doi":"10.1177/8756870519879069","DOIUrl":"https://doi.org/10.1177/8756870519879069","url":null,"abstract":"The transition for young adults with disabilities from high school to gainful employment is often difficult. This transition is even harder for students from minority or marginalized backgrounds, including young adults who identify as Latino. As the Latino population increases in the United States, it is imperative that the transition from high school to employment becomes more effective for Latino young adults with disabilities. Using a portion of Bronfenbrenner’s Model of Human Development as a framework, we explore the experiences of Spanish-speaking Latina caregivers of young adults with disabilities to better understand the contextual and environmental factors that influence family systems as young adults with disabilities prepare to transition from high school to adulthood. Our findings highlight important factors in the micro-, meso-, exo-, and macrosystems, including the importance of family and community, distrust of authority, and the impact of discrimination. Implications for practice and future research are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"39 1","pages":"17 - 34"},"PeriodicalIF":1.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870519879069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41850197","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 : 2020-03-01DOI: 10.1177/8756870520982302
Kathleen M. Randolph, C. 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 suggest that iCoaching increased BSP delivery by participants. Furthermore, BSP rates were maintained after iCoaching was withdrawn. Implications for using iCoaching with rural educators and future research directions are discussed.
{"title":"iCoaching Behavior-Specific Praise in a Rural Classroom","authors":"Kathleen M. Randolph, C. Chubb, Brittany L. Hott, Elisa Cruz-Torres","doi":"10.1177/8756870520982302","DOIUrl":"https://doi.org/10.1177/8756870520982302","url":null,"abstract":"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 suggest that iCoaching increased BSP delivery by participants. Furthermore, BSP rates were maintained after iCoaching was withdrawn. Implications for using iCoaching with rural educators and future research directions are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"40 1","pages":"4 - 13"},"PeriodicalIF":1.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520982302","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47612778","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 : 2020-03-01DOI: 10.1177/8756870520960448
Canyon Hardesty, E. Moody, E. Moody, S. Kern, Wendy Warren, Mary Jo Cooley Hidecker, Susan J. 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 development for educators is challenging in rural areas due to the lack of opportunities and travel requirements. Project ECHO™ was originally developed to overcome similar challenges facing physicians. The ECHO Model overcomes these challenges by creating a hub and spoke network that connects local providers with experts. These networks meet regularly over teleconferencing technology to conduct a short professional development workshop, followed by a case-study from one of the local sites. We adapted the ECHO Model for use in education and since 2014 implemented four networks: autism, assistive technology, secondary transitions, and behavioral supports. Educators found ECHO highly acceptable and reported improved skills and knowledge. ECHO for Education is effective and has the potential to improve capacity of education systems in rural settings.
{"title":"Enhancing Professional Development for Educators: Adapting Project ECHO From Health Care to Education","authors":"Canyon Hardesty, E. Moody, E. Moody, S. Kern, Wendy Warren, Mary Jo Cooley Hidecker, Susan J. Wagner, Sanjeev Arora, Sandra Root-Elledge","doi":"10.1177/8756870520960448","DOIUrl":"https://doi.org/10.1177/8756870520960448","url":null,"abstract":"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 development for educators is challenging in rural areas due to the lack of opportunities and travel requirements. Project ECHO™ was originally developed to overcome similar challenges facing physicians. The ECHO Model overcomes these challenges by creating a hub and spoke network that connects local providers with experts. These networks meet regularly over teleconferencing technology to conduct a short professional development workshop, followed by a case-study from one of the local sites. We adapted the ECHO Model for use in education and since 2014 implemented four networks: autism, assistive technology, secondary transitions, and behavioral supports. Educators found ECHO highly acceptable and reported improved skills and knowledge. ECHO for Education is effective and has the potential to improve capacity of education systems in rural settings.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"40 1","pages":"42 - 52"},"PeriodicalIF":1.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520960448","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48756772","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 : 2020-03-01DOI: 10.1177/8756870520945572
Emily C. Bouck, Holly M. Long, M. Costello
While research exists on parent expectations associated with post-school outcomes of youth with intellectual disability, limited research examines issues of parent—and youth—post-school expectations relative to issues of community, such as living in rural versus urban or suburban settings. Through a secondary analysis of the National Longitudinal Transition Study (NLTS) 2012, we examined parent and youth expectations regarding post-school outcomes for students with intellectual disability relative to school locale (i.e., rural, urban, and suburban) and severity of intellectual disability. Youth from rural schools reported high rates of positive post-school expectations with regard to independent living and being employed, and their rates relative to independent living exceeded parental expectations. However, across the different variables, school locale was only a factor in the binary or ordinal logistic regression analyses for two dependent variables: parental expectation for their child to support themselves financially and parental expectations of obtained level of education.
{"title":"Parent and Youth Post-School Expectations: Students With Intellectual Disability in Rural Schools","authors":"Emily C. Bouck, Holly M. Long, M. Costello","doi":"10.1177/8756870520945572","DOIUrl":"https://doi.org/10.1177/8756870520945572","url":null,"abstract":"While research exists on parent expectations associated with post-school outcomes of youth with intellectual disability, limited research examines issues of parent—and youth—post-school expectations relative to issues of community, such as living in rural versus urban or suburban settings. Through a secondary analysis of the National Longitudinal Transition Study (NLTS) 2012, we examined parent and youth expectations regarding post-school outcomes for students with intellectual disability relative to school locale (i.e., rural, urban, and suburban) and severity of intellectual disability. Youth from rural schools reported high rates of positive post-school expectations with regard to independent living and being employed, and their rates relative to independent living exceeded parental expectations. However, across the different variables, school locale was only a factor in the binary or ordinal logistic regression analyses for two dependent variables: parental expectation for their child to support themselves financially and parental expectations of obtained level of education.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"40 1","pages":"14 - 23"},"PeriodicalIF":1.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520945572","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45235735","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 : 2020-03-01DOI: 10.1177/8756870521992897
Ginevra 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. In the first article, Randolph, Hott, Chubb, and CruzTorres provide the results of a study implemented to explore the efficacy of iCoaching to increase the use of behaviorspecific praise (BSP). Following a focused professional development (PD), three educators working in a rural center-based classroom for students with emotional and behavioral disabilities increased the use of BSP while participating in iCoaching. Furthermore, BSP rates were maintained after iCoaching was withdrawn. The authors provide a discussion of implications for using iCoaching with rural educators and future directions for research. The next two articles focus on postschool outcomes for youth with disabilities. First, Bouck, Long, and Costello conducted a secondary analysis of the National Longitudinal Transition Study 2012 to examine parent and youth expectations regarding postschool outcomes for students with intellectual disability relative to school locale (i.e., rural, urban, and suburban) and severity of intellectual disability. The authors report that the results of the analysis indicate that youth from rural schools reported high rates of positive postschool expectations with regard to independent living and being employed, and their rates relative to independent living exceeded parental expectations. The authors also report results of logistical regression analyses and discuss findings, implications for practice, and future research. Next, Swindlehurst and Berry report on program improvement efforts by a university to embed more evidence-based transition practices into their preservice teacher preparation program. Preservice teachers’ perceptions of the impact of the revision were measured and are discussed. The authors include an outline of key aspects of the program revision and online resources for faculty to utilize when seeking to improve their special education preparation program in the area of postsecondary transition The final research report, by Beck and DeSutter, focuses on special education professionals as facilitators of Individualized Education Program (IEP) team meetings. The authors used the results of semi-structured interviews to explore how facilitators see their roles during IEP meetings and how the IEP facilitators envision an ideal IEP meeting in school districts with rural schools. Findings indicate that facilitators see their roles in three distinct parts and view an ideal IEP meeting as inclusive of a strong presence by members, parental involvement, and achieving true collaboration. The authors conclude by discussing implications for practice. The authors of the final article in this issue describe a PD model modified to support educators in rural areas who face challenges due to a lack of opportunities and travel requirements. Hardesty et al. adapted the ECHO Model for use in education and have im
{"title":"Riding Fences 40.1","authors":"Ginevra Courtade","doi":"10.1177/8756870521992897","DOIUrl":"https://doi.org/10.1177/8756870521992897","url":null,"abstract":"In this first issue of Volume 40, I am pleased to present four research reports and a program description from colleagues across the country. In the first article, Randolph, Hott, Chubb, and CruzTorres provide the results of a study implemented to explore the efficacy of iCoaching to increase the use of behaviorspecific praise (BSP). Following a focused professional development (PD), three educators working in a rural center-based classroom for students with emotional and behavioral disabilities increased the use of BSP while participating in iCoaching. Furthermore, BSP rates were maintained after iCoaching was withdrawn. The authors provide a discussion of implications for using iCoaching with rural educators and future directions for research. The next two articles focus on postschool outcomes for youth with disabilities. First, Bouck, Long, and Costello conducted a secondary analysis of the National Longitudinal Transition Study 2012 to examine parent and youth expectations regarding postschool outcomes for students with intellectual disability relative to school locale (i.e., rural, urban, and suburban) and severity of intellectual disability. The authors report that the results of the analysis indicate that youth from rural schools reported high rates of positive postschool expectations with regard to independent living and being employed, and their rates relative to independent living exceeded parental expectations. The authors also report results of logistical regression analyses and discuss findings, implications for practice, and future research. Next, Swindlehurst and Berry report on program improvement efforts by a university to embed more evidence-based transition practices into their preservice teacher preparation program. Preservice teachers’ perceptions of the impact of the revision were measured and are discussed. The authors include an outline of key aspects of the program revision and online resources for faculty to utilize when seeking to improve their special education preparation program in the area of postsecondary transition The final research report, by Beck and DeSutter, focuses on special education professionals as facilitators of Individualized Education Program (IEP) team meetings. The authors used the results of semi-structured interviews to explore how facilitators see their roles during IEP meetings and how the IEP facilitators envision an ideal IEP meeting in school districts with rural schools. Findings indicate that facilitators see their roles in three distinct parts and view an ideal IEP meeting as inclusive of a strong presence by members, parental involvement, and achieving true collaboration. The authors conclude by discussing implications for practice. The authors of the final article in this issue describe a PD model modified to support educators in rural areas who face challenges due to a lack of opportunities and travel requirements. Hardesty et al. adapted the ECHO Model for use in education and have im","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"40 1","pages":"3 - 3"},"PeriodicalIF":1.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870521992897","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42107565","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 : 2020-03-01DOI: 10.1177/8756870519894661
M. I. Ruiz
Response to intervention (RTI) allows schools to support the academic success of English learners (ELs) while helping educators rule out cultural or linguistic differences and educational background as the root of ELs’ academic or behavioral struggles. However, in rural schools, insufficient training in how to effectively instruct ELs and limited experience teaching ELs due to local demographics may lead RTI teams to prescribe inappropriate interventions or to avoid putting ELs through the RTI process altogether. The framework proposed in this article guides rural RTI teams through the process of considering the factors that might be influencing the performance of struggling ELs to provide these students with the supports they need to benefit from core instruction and tiered interventions.
{"title":"Beyond Traditional Response to Intervention: Helping Rural Educators Understand English Learners’ Needs","authors":"M. I. Ruiz","doi":"10.1177/8756870519894661","DOIUrl":"https://doi.org/10.1177/8756870519894661","url":null,"abstract":"Response to intervention (RTI) allows schools to support the academic success of English learners (ELs) while helping educators rule out cultural or linguistic differences and educational background as the root of ELs’ academic or behavioral struggles. However, in rural schools, insufficient training in how to effectively instruct ELs and limited experience teaching ELs due to local demographics may lead RTI teams to prescribe inappropriate interventions or to avoid putting ELs through the RTI process altogether. The framework proposed in this article guides rural RTI teams through the process of considering the factors that might be influencing the performance of struggling ELs to provide these students with the supports they need to benefit from core instruction and tiered interventions.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"39 1","pages":"35 - 53"},"PeriodicalIF":1.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870519894661","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44022668","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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