Pub Date : 2023-04-29DOI: 10.1177/87568705231165341
Joy Mahiko
The purpose of this study was to develop an understanding of how work experiences in rural Hawai’ian communities can be sustained and improved for youth with disabilities. Employing a basic qualitative research design, this study captured the perspectives of rural community members who provided work experiences for youth with disabilities. Data analysis revealed key factors to sustain work experience partnerships between schools and community members: (a) effective communication, (b) competent personnel, and (c) the dispositions of students. The findings also revealed that there were missed opportunities for youth with disabilities during their work experiences because schools did not fully disclose the work needs and goals of students. The community members and their work sites could have been more effective if disability training and support was provided. The findings provide valuable insight into how work experiences can be sustained and improved for rural youth with disabilities.
{"title":"Voices of a Rural Community: How to Sustain and Improve Work Experiences for Youth with Disabilities","authors":"Joy Mahiko","doi":"10.1177/87568705231165341","DOIUrl":"https://doi.org/10.1177/87568705231165341","url":null,"abstract":"The purpose of this study was to develop an understanding of how work experiences in rural Hawai’ian communities can be sustained and improved for youth with disabilities. Employing a basic qualitative research design, this study captured the perspectives of rural community members who provided work experiences for youth with disabilities. Data analysis revealed key factors to sustain work experience partnerships between schools and community members: (a) effective communication, (b) competent personnel, and (c) the dispositions of students. The findings also revealed that there were missed opportunities for youth with disabilities during their work experiences because schools did not fully disclose the work needs and goals of students. The community members and their work sites could have been more effective if disability training and support was provided. The findings provide valuable insight into how work experiences can be sustained and improved for rural youth with disabilities.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"42 1","pages":"67 - 77"},"PeriodicalIF":1.5,"publicationDate":"2023-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47011196","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 : 2023-02-13DOI: 10.1177/87568705221150020
Reesha M. Adamson, Jessica Nelson, J. 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 limited personnel and available resources, can create challenges for recruiting and retaining quality candidates within the field of paraeducation. This study explored the perceptions and experiences of rural educators who support paraeducators and their training. Participants were interviewed about how their individual classroom and school district training models support paraeducators. Specific questions were targeted at opportunities for and quality of professional development, performance feedback, and models of support for rural paraeducators in rural areas throughout the Midwest. Overall, seven themes emerged from interviews revolving around the need for initial training to be more specific to setting and student needs, creation of cohesive meeting times with intensive training for the most challenging students, the need for structured meetings, and a clearinghouse of resources and support.
{"title":"Examining the Rural Context: Supporting Paraeducator Training and Development With Limited Resources","authors":"Reesha M. Adamson, Jessica Nelson, J. Turner, Felicity Post","doi":"10.1177/87568705221150020","DOIUrl":"https://doi.org/10.1177/87568705221150020","url":null,"abstract":"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 limited personnel and available resources, can create challenges for recruiting and retaining quality candidates within the field of paraeducation. This study explored the perceptions and experiences of rural educators who support paraeducators and their training. Participants were interviewed about how their individual classroom and school district training models support paraeducators. Specific questions were targeted at opportunities for and quality of professional development, performance feedback, and models of support for rural paraeducators in rural areas throughout the Midwest. Overall, seven themes emerged from interviews revolving around the need for initial training to be more specific to setting and student needs, creation of cohesive meeting times with intensive training for the most challenging students, the need for structured meetings, and a clearinghouse of resources and support.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"42 1","pages":"4 - 16"},"PeriodicalIF":1.5,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48151787","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 : 2023-02-07DOI: 10.1177/87568705221150514
Silvia L. Vilches, Maria J. Pighini, M. Stewart, Verena Rossa-Roccor, Beth S. 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 little guidance to prepare pre-service students for rural practice. This exploratory scoping review of rural EI/SE/ECE practice in the United States and Canada, where EI for children birth to 8 years is part of the education and development continuum (as opposed to health), found four characteristics: a broader scope of practice, the importance of being a whole person, doing more outreach to engage families, and negotiating personal/professional boundaries. Retention is enhanced when educators feel effective and appreciated. Regionalized (not national) funding sources may be limiting disciplinary advances, and cultural/racial inclusivity, equity issues, travel, and distance barriers were under-studied. Cross-national variation in EI/SE/ECE terms impeded the search. Future research should highlight the unique multidisciplinary and multijurisdictional nature of rural EI/SE/ECE practice across the developmental span.
{"title":"Preparing Early Childhood Educators/Interventionists: Scoping Review Insights Into the Characteristics of Rural Practice","authors":"Silvia L. Vilches, Maria J. Pighini, M. Stewart, Verena Rossa-Roccor, Beth S. McDaniel","doi":"10.1177/87568705221150514","DOIUrl":"https://doi.org/10.1177/87568705221150514","url":null,"abstract":"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 little guidance to prepare pre-service students for rural practice. This exploratory scoping review of rural EI/SE/ECE practice in the United States and Canada, where EI for children birth to 8 years is part of the education and development continuum (as opposed to health), found four characteristics: a broader scope of practice, the importance of being a whole person, doing more outreach to engage families, and negotiating personal/professional boundaries. Retention is enhanced when educators feel effective and appreciated. Regionalized (not national) funding sources may be limiting disciplinary advances, and cultural/racial inclusivity, equity issues, travel, and distance barriers were under-studied. Cross-national variation in EI/SE/ECE terms impeded the search. Future research should highlight the unique multidisciplinary and multijurisdictional nature of rural EI/SE/ECE practice across the developmental span.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"42 1","pages":"17 - 29"},"PeriodicalIF":1.5,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41494924","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 : 2022-12-01DOI: 10.1177/87568705221097080
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. Transitions can be stressful and often include changes as part of early intervention or special education services. It is important to understand these transitions because the support families receive can influence child and family well-being. Therefore, we interviewed parents (N = 28) across a rural state about their experiences of transition over time. Using thematic analysis, three common themes emerged: (a) change is constant, (b) positive relationships support changing needs and priorities, and (c) parents need more support, information, or access to services or providers. Parents reported relationships and collaboration with providers to be important, yet insufficient, in supporting transitions. Rurality added some challenges to parents' experiences with transition. Recommendations include empowering families, providing more access and/or removing barriers to services, and building family efficacy through family-focused services.
{"title":"\"Press On, Continue On\": Rural Parents' Experiences of Transitions Within Early Intervention.","authors":"Kalli B Decker, Alexandra J Feigel, Tricia D Foster, Rachel L Kepl","doi":"10.1177/87568705221097080","DOIUrl":"https://doi.org/10.1177/87568705221097080","url":null,"abstract":"<p><p>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. Transitions can be stressful and often include changes as part of early intervention or special education services. It is important to understand these transitions because the support families receive can influence child and family well-being. Therefore, we interviewed parents (<i>N</i> = 28) across a rural state about their experiences of transition over time. Using thematic analysis, three common themes emerged: (a) change is constant, (b) positive relationships support changing needs and priorities, and (c) parents need more support, information, or access to services or providers. Parents reported relationships and collaboration with providers to be important, yet insufficient, in supporting transitions. Rurality added some challenges to parents' experiences with transition. Recommendations include empowering families, providing more access and/or removing barriers to services, and building family efficacy through family-focused services.</p>","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 4","pages":"197-210"},"PeriodicalIF":1.5,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10153472/pdf/nihms-1865052.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9409920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-23DOI: 10.1177/87568705221135813
Jody Marie Bartz, Karen Applequist, J. Aruguete
The significant shortages of special educators across the United States, particularly in our rural communities, can negatively affect the delivery of high-quality services that enable young children and families to flourish (National Coalition on Personnel Shortages in Special Education and Related Services, 2019). We present our Project STRIDE (STrengthening Rural Inclusive Diverse Early Educators) program description along with longitudinal and reflective data collected from a cohort of graduate students working in rural communities in a southwestern U.S. state who were completing their degrees in Early Childhood Special Education (ECSE). Twenty STRIDE Scholars demonstrated significant growth in self-ratings from midpoint to end of program. Evaluative data obtained on program components revealed overall program satisfaction. We discuss how characteristics of learners potentially contribute to the self-reflection process and the value of purposeful embedding of self-reflection in distance teacher education programs.
{"title":"Reducing Isolation in an Online Teacher Preparation Program: Reflections From STRIDE Scholars","authors":"Jody Marie Bartz, Karen Applequist, J. Aruguete","doi":"10.1177/87568705221135813","DOIUrl":"https://doi.org/10.1177/87568705221135813","url":null,"abstract":"The significant shortages of special educators across the United States, particularly in our rural communities, can negatively affect the delivery of high-quality services that enable young children and families to flourish (National Coalition on Personnel Shortages in Special Education and Related Services, 2019). We present our Project STRIDE (STrengthening Rural Inclusive Diverse Early Educators) program description along with longitudinal and reflective data collected from a cohort of graduate students working in rural communities in a southwestern U.S. state who were completing their degrees in Early Childhood Special Education (ECSE). Twenty STRIDE Scholars demonstrated significant growth in self-ratings from midpoint to end of program. Evaluative data obtained on program components revealed overall program satisfaction. We discuss how characteristics of learners potentially contribute to the self-reflection process and the value of purposeful embedding of self-reflection in distance teacher education programs.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"42 1","pages":"41 - 52"},"PeriodicalIF":1.5,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47663074","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 : 2022-11-23DOI: 10.1177/87568705221136115
Jennifer McFarland-Whisman, S. Whisman, D. 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 U.S. schools. Although teacher retention and attrition have received considerable attention in the literature, less is known about the reasons special educators teaching students with autism spectrum disorder (ASD) leave their positions. Using a series of surveys and follow-up phone interviews, the current study sought to provide preliminary information regarding reasons teachers of students with ASD in West Virginia, a predominantly rural, economically disadvantaged state, may leave their positions and identify the supports that may be most influential in assisting them in staying in their positions. Additional directions for research and ways school districts might better support teachers of students with ASD are discussed.
{"title":"A Preliminary Look at Reasons for Attrition Among Special Educators Teaching Students with Autism Spectrum Disorder","authors":"Jennifer McFarland-Whisman, S. Whisman, D. Lockwood","doi":"10.1177/87568705221136115","DOIUrl":"https://doi.org/10.1177/87568705221136115","url":null,"abstract":"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 U.S. schools. Although teacher retention and attrition have received considerable attention in the literature, less is known about the reasons special educators teaching students with autism spectrum disorder (ASD) leave their positions. Using a series of surveys and follow-up phone interviews, the current study sought to provide preliminary information regarding reasons teachers of students with ASD in West Virginia, a predominantly rural, economically disadvantaged state, may leave their positions and identify the supports that may be most influential in assisting them in staying in their positions. Additional directions for research and ways school districts might better support teachers of students with ASD are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"42 1","pages":"30 - 40"},"PeriodicalIF":1.5,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49411744","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 : 2022-11-13DOI: 10.1177/87568705221136110
L. Barnard‐Brak, Danielle Fearon-Drake, Kagendo Mutua
We examined differences in the receipt and delivery of extended school year (ESY) services in the United States by locale as being rural, urban, or suburban. We found that there were significant differences in the percentage of students receiving ESY services according to locale, with rural local education agencies (LEAs) having a significantly lower percentage of students receiving ESY services. Additionally, we found that special education directors perceived the number of students receiving ESY services as generally being “about right” for their LEA. We also found that urban special education directors were significantly more likely to report that there should be less students receiving ESY services while rural special education directors were less likely to report this. We then found that rural LEAs generally reported providing significantly fewer types of ESY services offered than urban or suburban LEAs. Finally, we found that urban LEAs reported significantly higher attendance rates of students who attended ESY services as compared with rural LEAs.
{"title":"Rurality and the Provision of Extended School Year Services","authors":"L. Barnard‐Brak, Danielle Fearon-Drake, Kagendo Mutua","doi":"10.1177/87568705221136110","DOIUrl":"https://doi.org/10.1177/87568705221136110","url":null,"abstract":"We examined differences in the receipt and delivery of extended school year (ESY) services in the United States by locale as being rural, urban, or suburban. We found that there were significant differences in the percentage of students receiving ESY services according to locale, with rural local education agencies (LEAs) having a significantly lower percentage of students receiving ESY services. Additionally, we found that special education directors perceived the number of students receiving ESY services as generally being “about right” for their LEA. We also found that urban special education directors were significantly more likely to report that there should be less students receiving ESY services while rural special education directors were less likely to report this. We then found that rural LEAs generally reported providing significantly fewer types of ESY services offered than urban or suburban LEAs. Finally, we found that urban LEAs reported significantly higher attendance rates of students who attended ESY services as compared with rural LEAs.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"42 1","pages":"61 - 66"},"PeriodicalIF":1.5,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42425742","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 : 2022-10-21DOI: 10.1177/87568705221132557
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 rural areas have sought ways to improve their own inclusion metrics. This article describes a technical assistance arrangement that was initiated between a rural educational service agency and a local university. In this article, we provide details of the collaboration and the steps that were implemented to successfully improve inclusion rates and access to the general education curriculum for students with disabilities. Detailed descriptions of the two major project stages are provided. Summaries of data collected from special educator and general educator surveys are included. Additionally, this article discusses educator training delivered, collaboration opportunities provided, and administrative supports incorporated into efforts to increase inclusion in a meaningful way for students in five target schools. A summary of what worked and what still needs improvement is also provided.
{"title":"Preparing for Increasing Inclusion in Rural Schools: A University and Rural Educational Service Agency Collaboration","authors":"Todd H. Sundeen","doi":"10.1177/87568705221132557","DOIUrl":"https://doi.org/10.1177/87568705221132557","url":null,"abstract":"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 rural areas have sought ways to improve their own inclusion metrics. This article describes a technical assistance arrangement that was initiated between a rural educational service agency and a local university. In this article, we provide details of the collaboration and the steps that were implemented to successfully improve inclusion rates and access to the general education curriculum for students with disabilities. Detailed descriptions of the two major project stages are provided. Summaries of data collected from special educator and general educator surveys are included. Additionally, this article discusses educator training delivered, collaboration opportunities provided, and administrative supports incorporated into efforts to increase inclusion in a meaningful way for students in five target schools. A summary of what worked and what still needs improvement is also provided.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"227 - 241"},"PeriodicalIF":1.5,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43335066","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：