Rural Special Education Quarterly最新文献

英文中文

Collecting Field-Based Oral Language Data: Experiences and Reflections 基于现场的口语数据收集:经验与思考

IF 1.5 Q3 EDUCATION, SPECIAL

Rural Special Education Quarterly

Pub Date : 2023-08-07 DOI: 10.3126/jeqtu.v4i1.57244

K. Poudel, K. Devkota, B. Luitel

This article unfolds our experiences and reflections of field-based oral corpus collection from the Nepali language in the business setting applying observation, audio-recording, interview and field notes as qualitative techniques. Understanding our own role as auto ethnographic researchers-as-authors, in this article, we draw a set of fieldwork traits: the simplicity of the fieldworker(s), context-dependence of appropriating research ethics, and understanding fieldwork as a spiral process. Based on our practical experiences, we recognize that the qualitative interview is an inefficacious technique for collecting functional linguistic data. Likewise, preserving the linguistic-cultural identity of the source language in terms of its forms, functions and sense while translating the corpus is challenging. We also recognize some fundamental traits to be followed by an oral corpus collector: relative simultaneity of data collection and analysis, the researcher’s autonomy in selecting the topic, the value of good planning in research, research as work and habits, and life and health as being more important than research. The insights derived herein are expected to be pivotal for the researchers working in a similar field.

本文运用观察法、录音法、访谈法和实地笔记法等定性方法，展现了我们在商业环境下尼泊尔语现场口语语料库收集的经验和思考。在本文中，我们理解了自己作为汽车民族志研究者和作者的角色，得出了一系列田野调查的特征:田野调查工作者的简单性、研究伦理的语境依赖性以及将田野调查理解为一个螺旋过程。根据我们的实践经验，我们认识到定性访谈是一种收集功能语言数据的无效技术。同样，在翻译语料库的同时，在形式、功能和意义上保持源语的语言文化特征也是一项挑战。我们还认识到口头语料库收集者应该遵循的一些基本特征:数据收集和分析的相对同时性，研究人员选择主题的自主权，研究中良好规划的价值，研究作为工作和习惯，生活和健康比研究更重要。在此得出的见解有望对在类似领域工作的研究人员起到关键作用。

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引用次数: 0

Strategies for Coping with Teaching and Learning Difficulties During COVID-19 应对新冠肺炎期间教学困难的策略

IF 1.5 Q3 EDUCATION, SPECIAL

Rural Special Education Quarterly

Pub Date : 2023-08-07 DOI: 10.3126/jeqtu.v4i1.57245

M. P. Koirala

Finding the reality of the strategies for coping, t teaching, and learning difficulties during the COVID-19 pandemic situation is the primary objective of this study. The study employed a mixed-method research design and drew on primary and secondary data sources. Surveys, field observations, personal interviews with students, teachers, parents, and focus group discussions were used to collect primary data. Two secondary schools involved in online teaching-learning were purposively selected from Lalbandi Municipality in the Sarlahi district of Madhesh Pradesh. Secondary data were collected from policy documents, empirical reports, theoretical literature, and e-resources. The finding shows that schools were not ready for the situations like COVID-19 lockdown. After the lockdown, schools made managerial and policy changes to provide an alternative mode of learning to students in the form of online classes. Schools followed the Student Learning Facilitation Guidelines to some extent and provided training to faculties on how to operate online classes. Those students who had no access to online classes tended to study in groups with teachers, friends, and families. The schools provided textbooks to the students. Thus, this paper concludes the important role local government played in providing effective alternative solutions to online classes rather than leaving students on their own.

了解新冠肺炎疫情下学生应对、教学和学习困难策略的现状是本研究的主要目的。本研究采用混合方法研究设计，利用一手和二手资料来源。通过调查、实地观察、对学生、教师、家长的个人访谈和焦点小组讨论来收集原始数据。有目的地从中央邦萨拉希区的拉班迪市选择了两所参与在线教学的中学。二级数据收集自政策文件、实证报告、理论文献和电子资源。这一发现表明，学校没有为COVID-19封锁等情况做好准备。封锁后，学校进行了管理和政策改革，以在线课程的形式为学生提供另一种学习模式。学校在一定程度上遵循了《学生学习促进指南》，并为教师提供了如何运营在线课程的培训。那些没有在线课程的学生倾向于与老师、朋友和家人一起小组学习。学校向学生提供课本。因此，本文总结了地方政府在为在线课程提供有效的替代解决方案而不是让学生自生自弃方面发挥的重要作用。

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引用次数: 0

Home Literacy Environment and Literacy Development of Appalachian Preschool Children with Disabilities 阿巴拉契亚学龄前残疾儿童的家庭识字环境与识字发展

IF 1.5 Q3 EDUCATION, SPECIAL

Rural Special Education Quarterly

Pub Date : 2023-07-20 DOI: 10.1177/87568705231185083

Naomi L. Rahn, C. Coogle, Jennifer R. Ottley, Sloan O. Storie, Terri Collier, Ami Cook, Shannon Cottrill, Kelly Hicks, Kimary McNeil, Margaret Miltenberger, David Roberts, Mollie Toppe, Lesley Sears, C. Trivette

A variety of systemic inequities place young children from Appalachian communities in the United States at greater risk for poor academic outcomes than children in other parts of the country. Young children with disabilities are at increased risk for poor academic outcomes because of similar inequities and their need for more intensive learning opportunities. The purpose of this study was to examine associations between early literacy skills and home literacy environment of Appalachian preschool children with disabilities. We completed an online literacy screening tool with 57 children between 3 and 6 years of age who had an Individualized Education Program. Parents completed a questionnaire measuring home literacy environment (parenting beliefs and practices). Children’s scores on the screening tool were not associated with parent reading beliefs but were associated with modeling writing and communication. Neither parent beliefs nor practices were predictive of children’s literacy screening scores. Implications for research and practice are discussed.

各种系统性的不平等现象使美国阿巴拉契亚社区的幼儿比美国其他地区的儿童面临更大的学习成绩不佳的风险。由于类似的不公平现象以及他们需要更深入的学习机会，残疾幼儿学习成绩不佳的风险增加。本研究的目的是检验阿巴拉契亚学龄前残疾儿童的早期识字技能与家庭识字环境之间的关系。我们完成了一个在线识字筛查工具，共有57名3至6岁的儿童参加了个性化教育计划。家长们完成了一份测量家庭识字环境（育儿信念和实践）的问卷调查。儿童在筛选工具上的得分与父母的阅读信念无关，但与写作和沟通建模有关。父母的信仰和实践都不能预测孩子的识字筛查分数。讨论了对研究和实践的启示。

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引用次数: 0

Exploring Preparedness to Enter the Field: A Q Method Approach to Understanding a Beginning Rural Special Education Educator Preparation Program 探索进入领域的准备：一种Q方法理解一个初级农村特殊教育教育工作者准备计划

IF 1.5 Q3 EDUCATION, SPECIAL

Rural Special Education Quarterly

Pub Date : 2023-07-20 DOI: 10.1177/87568705231182439

Bethany R. McKissick, Melissa Wrenn, Sarah Vach

In this program description, we examined the impact of East Carolina University’s educator preparation program on beginning special educators’ preparedness and confidence to meet professional standards and fulfill their job responsibilities using Q methodology. For this work, undergraduate interns who were enrolled in a rural-focused teacher preparation program that is also located rurally completed a Q sort of national standards for special education teachers and a written questionnaire. Data were analyzed using factor analysis and thematic analysis to draw conclusions about the interns’ perceptions of self-efficacy within the context of their programmatic experiences. Findings indicated interns felt prepared to encourage diversity and address individual students’ needs; however, they need more support engaging in professional practice and assuming the role of a collaborative leader. In addition, targeted coursework, such as developing Individualized Education Programs, supported their learning.

在本项目描述中，我们使用Q方法研究了东卡罗来纳大学的教育工作者准备项目对开始特殊教育工作者的准备和信心的影响，以达到专业标准并履行其工作职责。在这项工作中，参加同样位于农村的以农村为重点的教师准备项目的本科生实习生完成了一份Q类特殊教育教师国家标准和一份书面问卷。使用因子分析和主题分析对数据进行分析，以得出实习生在其课程经历背景下的自我效能感的结论。调查结果表明，实习生觉得自己已做好了鼓励多样性和满足个别学生需求的准备；然而，他们需要更多的支持来从事专业实践，并承担协作领导者的角色。此外，有针对性的课程，如制定个性化教育计划，支持他们的学习。

引用次数: 0

Career Development in Rural Districts: Opportunities and Limitations Regarding Students With Disabilities 农村地区的职业发展:残疾学生的机会与限制

IF 1.5 Q3 EDUCATION, SPECIAL

Rural Special Education Quarterly

Pub Date : 2023-07-10 DOI: 10.1177/87568705231179939

Michele A. Schutz, Hilary E. Travers

The joint contributions of general education and special education staff should collectively support career development for students with disabilities in rural communities. This mixed-methods study explored the views of staff and administrators across 10 rural districts on staffing for supporting students with disabilities in preparing for work, how districts addressed career development, and how various factors affected service delivery. Findings indicated that the extent to which students with disabilities participated in career development opportunities varied based on disability types, the ways in which staff were allocated for providing services, and the extent to which partnerships were leveraged for this purpose. We offer recommendations for addressing staff needs and facilitating inclusion for students with disabilities in preparing for employment.

普通教育和特殊教育工作人员的共同贡献应共同支持农村社区残疾学生的职业发展。这项混合方法研究探讨了10个农村地区的工作人员和行政人员对支持残疾学生准备工作的人员配置、地区如何应对职业发展以及各种因素如何影响服务提供的看法。调查结果表明，残疾学生参与职业发展机会的程度因残疾类型、分配工作人员提供服务的方式以及为此目的利用伙伴关系的程度而异。我们为满足员工需求和促进残疾学生融入就业准备工作提供建议。

引用次数: 0

School and Intrapersonal Predictors and Stability of Rural Special Education Teacher Burnout 农村特殊教育教师职业倦怠的学校与人际关系预测因素及稳定性

IF 1.5 Q3 EDUCATION, SPECIAL

Rural Special Education Quarterly

Pub Date : 2023-07-02 DOI: 10.1177/87568705231180885

Lisa A. Ruble, J. McGrew, Melanie W Fischer, Jordan A. Findley, Rebecca Stayton

Special education teacher attrition is a significant and chronic problem that has worsened since the pandemic. A longitudinal survey of burnout was conducted with rural special education teachers (N = 48) over four timepoints through the school year just prior to COVID-19. Both school and intrapersonal predictors of burnout obtained at the beginning of the school year were used to predict burnout at the end of the school year. Findings revealed that burnout is highly stable over the course of the school year. Furthermore, the strongest predictors of burnout at the end of the school year were baseline scores of burnout. Only one school factor—excessive work demands—and several teacher intrapersonal variables—coping, social support, and mindfulness skills—predicted at least one indicator of burnout. In a regression analysis, the baseline scores of each of the different domains of burnout (emotional exhaustion, depersonalization, personal accomplishment) accounted for the most variance in burnout reported at the end of the school year, except for passive avoidance. Passive avoidance accounted for unique variance with depersonalization. These findings suggest that burnout is stable and help identify teacher intrapersonal or school factors that might be useful targets for prevention or intervention research related to burnout.

特殊教育教师流失是一个重大而长期的问题，自疫情以来，这一问题已经恶化。在新冠肺炎爆发前的一学年中，对农村特殊教育教师（N=48）进行了四个时间点的职业倦怠纵向调查。在学年开始时获得的学校和个人倦怠预测因子都用于预测学年结束时的倦怠。研究结果显示，在整个学年中，倦怠是高度稳定的。此外，在学年结束时，倦怠的最有力预测因素是倦怠的基线分数。只有一个学校因素——过度的工作需求——和几个教师内部变量——应对、社会支持和正念技能——预测了至少一个倦怠指标。在回归分析中，除被动回避外，每一个不同倦怠领域（情绪衰竭、人格解体、个人成就）的基线得分在学年末报告的倦怠中差异最大。被动回避是人格解体的独特原因。这些发现表明，倦怠是稳定的，有助于识别教师的个人或学校因素，这些因素可能是与倦怠相关的预防或干预研究的有用目标。

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引用次数: 0

Serving Individuals With Autism Spectrum Disorder in the Age of COVID-19: Special Considerations for Rural Families. 在 COVID-19 时代为自闭症谱系障碍患者提供服务：农村家庭的特殊考虑。

IF 1.5 Q3 EDUCATION, SPECIAL

Rural Special Education Quarterly

Pub Date : 2023-06-01 Epub Date: 2023-05-02 DOI: 10.1177/87568705231167440

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 COVID-19 pandemic. Prior to COVID-19, literature portrays elevated stress in families of individuals with ASD and health and socioeconomic disparities for rural and underserved populations. These disparities were exacerbated due to COVID-19 and subsequent lockdowns and economic turmoil. Academic and adaptive skills training were particularly impacted due to school closures, with parents tasked with taking some responsibility for training these skills. Our goals for this article focus on special considerations for rural families regarding (a) neurobiological and developmental impacts of stressful experiences like COVID-19, (b) delineation of the impacts on individuals with ASD and other comorbid and related conditions, and (c) education and intervention needs during these times. Finally, we offer suggestions for future care during pandemic events, including recommendations for improving service delivery under such conditions.

本立场文件探讨了 COVID-19 大流行期间农村自闭症谱系障碍（ASD）儿童、青少年和成人家庭的需求。在 COVID-19 流行之前，文献描述了自闭症谱系障碍（ASD）患者家庭的高压力，以及农村和服务不足人群在健康和社会经济方面的差距。COVID-19 以及随后的封锁和经济动荡加剧了这些差距。由于学校关闭，学业和适应技能培训尤其受到影响，家长们不得不承担起培训这些技能的部分责任。我们这篇文章的目标集中于农村家庭在以下方面的特殊考虑：(a) COVID-19 等压力经历对神经生物学和发育的影响；(b) ASD 患者及其他合并症和相关疾病的影响；(c) 这些时期的教育和干预需求。最后，我们对大流行事件期间的未来护理提出了建议，包括在此类情况下改善服务提供的建议。

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引用次数: 0

Connecting Behavioral Health Specialists With Schools: Adapting a Telementoring Series During COVID-19. 将行为健康专家与学校联系起来:在COVID-19期间调整远程教学系列。

IF 1.5 Q3 EDUCATION, SPECIAL

Rural Special Education Quarterly

Pub Date : 2023-06-01 DOI: 10.1177/87568705231152619

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 school-based health centers, school districts, and special education cooperatives to provide a range of telebehavioral health intervention services and teletraining. This project used the Project Extension for Community Healthcare Outcomes (ECHO) telementoring framework to connect specialty providers with school/community providers for web-based continuing education and case consultation to support students with special education needs. Our team created the Function Friday for Better Behavior ECHO series to address challenging behaviors in schools, based on the concept of functional behavior assessment and function-based treatment. Part of the ECHO series came into being after the onset of the COVID-19 pandemic. This article describes how our ECHO series provided an effective mechanism for supporting school and community providers during the pandemic, and participating educators utilized skills as they transitioned from onsite education to the virtual learning environment with students.

为了解决堪萨斯州农村和服务不足社区令人生畏的行为和心理健康需求，远程保健ROCKS(堪萨斯州儿童农村外展)学校项目与校本保健中心、学区和特殊教育合作社合作，提供一系列远程行为健康干预服务和远程培训。该项目使用社区医疗保健成果项目扩展(ECHO)远程监控框架，将专业提供者与学校/社区提供者联系起来，提供基于网络的继续教育和案例咨询，以支持有特殊教育需求的学生。我们的团队基于功能行为评估和功能治疗的概念，创建了“改善行为的功能星期五”ECHO系列，以解决学校中具有挑战性的行为。《回声》系列的一部分是在2019冠状病毒病大流行爆发后产生的。本文描述了我们的ECHO系列如何在疫情期间为学校和社区提供者提供有效的支持机制，以及参与的教育工作者如何在从现场教育过渡到与学生一起的虚拟学习环境时利用技能。

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引用次数: 1

Riding Fences 骑行围栏

IF 1.5 Q3 EDUCATION, SPECIAL

Rural Special Education Quarterly

Pub Date : 2023-05-02 DOI: 10.1177/87568705231168689

Ginevra Courtade

An introduction to journal is presented in which the author discusses articles within the issue on topics including differences in the receipt and delivery of extended school year services in the U.S., ways to sustain work experiences in rural communities and improve for youth with disabilities, and professional development model for secondary mathematics co-teaching.

在杂志的介绍中，作者讨论了问题中的文章，包括美国延长学年服务的接收和交付的差异，在农村社区维持工作经验和改善残疾青年的方法，以及中学数学合作教学的专业发展模式。

引用次数: 0

Improving Access to General Education via Co-Teaching in Secondary Mathematics Classrooms: An Evaluation of Utah’s Professional Development Initiative 通过中学数学课堂的联合教学改善接受普通教育的机会：对犹他州职业发展倡议的评估

IF 1.5 Q3 EDUCATION, SPECIAL

Rural Special Education Quarterly

Pub Date : 2023-05-02 DOI: 10.1177/87568705231167340

Kaitlin Bundock, Kristen R. Rolf, Anna P. 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-teaching implementation, yet little empirical research examines how to effectively train and support co-teachers. In this study, we describe one U.S. state’s PD model for secondary mathematics co-teaching, evaluate outcomes of the PD on co-teachers’ behaviors and beliefs, and examine the impact of co-teaching on students’ mathematics achievement. We examined data from observations, surveys, and students’ pre/post assessments across nine classes within seven U.S. school districts, including three rural school districts, over 3 years. We report data from a total of 19 teachers and 281 students in sixth through ninth grades. The PD participants implemented effective co-teaching strategies and reported positive viewpoints toward co-teaching. Additionally, students with and without disabilities improved their mathematics scores. We present key findings for rural schools to guide future implementation and research.

合作教学可能是改善农村学校包容性中等数学教育的一种很有前途的策略。专业发展（PD）有助于特殊教育和普通教育教师的合作教学实施，但很少有实证研究探讨如何有效地培训和支持合作教师。在本研究中，我们描述了美国一个州的中学数学合作教学PD模型，评估了PD对合作教师行为和信念的影响，并考察了合作教学对学生数学成绩的影响。我们研究了三年来美国七个学区（包括三个农村学区）九个班级的观察、调查和学生前后评估数据。我们报告了来自六年级至九年级共19名教师和281名学生的数据。PD参与者实施了有效的共同教学策略，并报告了对共同教学的积极看法。此外，残疾学生和非残疾学生的数学成绩都有所提高。我们介绍了农村学校的主要发现，以指导未来的实施和研究。

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引用次数: 0

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