Pub Date : 2022-04-29DOI: 10.1177/87568705221087678
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 to students with disabilities in urban schools. We then followed up with analyses to evaluate differences by disability category. The full data set of students in urban and rural schools included 1,306,134 observations from 366,529 unique students with disabilities across 11 consecutive years. We used a series of linear mixed-effects models to evaluate academic achievement for students in Grades 3 to 8 and generalized linear mixed-effects models to evaluate two discipline outcomes, in- and out-of-school suspensions. Overall, we found that students with disabilities in rural schools had lower reading scores, fewer in-school suspensions, and more out-of-school suspensions. Unique patterns across disability categories also emerged.
{"title":"Outcomes in Rural and Urban Settings for Students With Disabilities","authors":"Ashley S. Macsuga-Gage, Rachel Kaplan, Brittany Batton, Kaci Ellis, Nicholas A. Gage","doi":"10.1177/87568705221087678","DOIUrl":"https://doi.org/10.1177/87568705221087678","url":null,"abstract":"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 to students with disabilities in urban schools. We then followed up with analyses to evaluate differences by disability category. The full data set of students in urban and rural schools included 1,306,134 observations from 366,529 unique students with disabilities across 11 consecutive years. We used a series of linear mixed-effects models to evaluate academic achievement for students in Grades 3 to 8 and generalized linear mixed-effects models to evaluate two discipline outcomes, in- and out-of-school suspensions. Overall, we found that students with disabilities in rural schools had lower reading scores, fewer in-school suspensions, and more out-of-school suspensions. Unique patterns across disability categories also emerged.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"61 - 72"},"PeriodicalIF":1.5,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44403071","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 : 2022-03-15DOI: 10.1177/87568705221075758
Aftynne E. Cheek, Bronwyn A. Harris, D. Koppenhaver, J. 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. Employing a case study design, researchers investigated the use of online professional development and eCoaching to support the implementation of interactive storybook reading strategies by a special education teacher and three of her students, ages 6 to 9 years. Results, although promising, suggest that the teacher’s use of interactive reading behaviors positively impacted the communication interactions of students with severe intellectual disabilities who have complex communication needs. Furthermore, her students increased their interactive communication, attention to text, and use of shared reading strategies across all study phases. Implications of the findings are discussed.
{"title":"Technology-Supported Shared Storybook Reading in a Rural Classroom Serving Students With Severe Intellectual Disabilities and Complex Communication Needs","authors":"Aftynne E. Cheek, Bronwyn A. Harris, D. Koppenhaver, J. Garwood, Betsy R. Laws","doi":"10.1177/87568705221075758","DOIUrl":"https://doi.org/10.1177/87568705221075758","url":null,"abstract":"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. Employing a case study design, researchers investigated the use of online professional development and eCoaching to support the implementation of interactive storybook reading strategies by a special education teacher and three of her students, ages 6 to 9 years. Results, although promising, suggest that the teacher’s use of interactive reading behaviors positively impacted the communication interactions of students with severe intellectual disabilities who have complex communication needs. Furthermore, her students increased their interactive communication, attention to text, and use of shared reading strategies across all study phases. Implications of the findings are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"140 - 152"},"PeriodicalIF":1.5,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43646197","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 : 2022-03-14DOI: 10.1177/87568705221075756
Vanessa M. Hinton, Margaret M. 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 the phases of CRA, referred to as concrete-representational-abstract–integrated (CRA-I), because it may be a more efficient method of instruction. The CRA-I integrates all phases starting with the first lesson (e.g., Lesson 1 includes manipulatives, pictures, and numbers only) and then fades concrete and representational instruction. The purpose of this article is to provide information about a CRA-I Tier 2 mathematics intervention on additive reasoning for second-grade students in a rural school in the southeastern United States. The researchers describe CRA-I, the lessons implemented, and implications for teacher use.
{"title":"Concrete-Representational-Abstract–Integrated as a Tier 2 Instruction to Teach Addition","authors":"Vanessa M. Hinton, Margaret M. Flores","doi":"10.1177/87568705221075756","DOIUrl":"https://doi.org/10.1177/87568705221075756","url":null,"abstract":"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 the phases of CRA, referred to as concrete-representational-abstract–integrated (CRA-I), because it may be a more efficient method of instruction. The CRA-I integrates all phases starting with the first lesson (e.g., Lesson 1 includes manipulatives, pictures, and numbers only) and then fades concrete and representational instruction. The purpose of this article is to provide information about a CRA-I Tier 2 mathematics intervention on additive reasoning for second-grade students in a rural school in the southeastern United States. The researchers describe CRA-I, the lessons implemented, and implications for teacher use.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"169 - 178"},"PeriodicalIF":1.5,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47473871","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 : 2021-12-15DOI: 10.1177/87568705211052497
S. Haines, M. Giangreco, K. Shepherd, J. 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 that facilitated the shifts in service delivery, and (c) perceived effects of the changes. Findings demonstrate how implementing data-based decision-making through strong collaborative leadership led to recognizing, exploring, and modifying the school’s overreliance on paraprofessionals by increasing the availability of more highly skilled personnel to facilitate more inclusive instruction and collaboration. Participants also described challenges and perceived negative aspects related to change. We conclude with implications for practice, including how this study could inform similar change efforts in small rural schools, and suggestions for future research.
{"title":"Examination and Redesign of Inclusive Special Education Service Delivery in a Rural School","authors":"S. Haines, M. Giangreco, K. Shepherd, J. Suter, Mika Moore","doi":"10.1177/87568705211052497","DOIUrl":"https://doi.org/10.1177/87568705211052497","url":null,"abstract":"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 that facilitated the shifts in service delivery, and (c) perceived effects of the changes. Findings demonstrate how implementing data-based decision-making through strong collaborative leadership led to recognizing, exploring, and modifying the school’s overreliance on paraprofessionals by increasing the availability of more highly skilled personnel to facilitate more inclusive instruction and collaboration. Participants also described challenges and perceived negative aspects related to change. We conclude with implications for practice, including how this study could inform similar change efforts in small rural schools, and suggestions for future research.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"25 - 38"},"PeriodicalIF":1.5,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42671715","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 : 2021-12-15DOI: 10.1177/87568705211052504
Marla J. Lohmann, A. Kappel, Matthew S. Taylor
For rural locations, the use of remote learning may provide schools the opportunity to meet student needs without requiring 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 (IEPs) in online classrooms. Students with language disabilities sometimes require augmentative and alternative communication (AAC) systems to effectively communicate. This article provides teachers with practical tips of teaching students to use AAC online and supporting its continued use in the virtual classroom.
{"title":"Augmentative and Alternative Communication and Remote Learning","authors":"Marla J. Lohmann, A. Kappel, Matthew S. Taylor","doi":"10.1177/87568705211052504","DOIUrl":"https://doi.org/10.1177/87568705211052504","url":null,"abstract":"For rural locations, the use of remote learning may provide schools the opportunity to meet student needs without requiring 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 (IEPs) in online classrooms. Students with language disabilities sometimes require augmentative and alternative communication (AAC) systems to effectively communicate. This article provides teachers with practical tips of teaching students to use AAC online and supporting its continued use in the virtual classroom.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"48 - 54"},"PeriodicalIF":1.5,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42488150","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 : 2021-12-10DOI: 10.1177/87568705211049337
Molly K. Buren, Kristina Rios, 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 to and facilitators of advocacy among families of children with disabilities living in rural areas. Constant comparative analysis was used to analyze the interview data. The findings suggest that families living in rural areas lack the necessary resources to advocate successfully for their children with disabilities. Notably, participants expressed that advocating and maintaining relationships with school personnel took an emotional toll. Participants also reported that relationships with school personnel outside of school affected their experiences with advocacy. Implications for research and practice are discussed.
{"title":"Advocacy Experiences Among Rural Parents of Children With Disabilities","authors":"Molly K. Buren, Kristina Rios, M. Burke","doi":"10.1177/87568705211049337","DOIUrl":"https://doi.org/10.1177/87568705211049337","url":null,"abstract":"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 to and facilitators of advocacy among families of children with disabilities living in rural areas. Constant comparative analysis was used to analyze the interview data. The findings suggest that families living in rural areas lack the necessary resources to advocate successfully for their children with disabilities. Notably, participants expressed that advocating and maintaining relationships with school personnel took an emotional toll. Participants also reported that relationships with school personnel outside of school affected their experiences with advocacy. Implications for research and practice are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"12 - 24"},"PeriodicalIF":1.5,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46340042","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 : 2021-11-30DOI: 10.1177/87568705211032380
Gerlinde G. 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 by providing postsecondary opportunities for students with intellectual disability (ID) to enhance their social, academic, and employment skills alongside peers without disabilities. This article describes the program in detail as well as program outcomes, including employment in rural home communities. LC students receive a true college experience while preparing to become contributing members in society regardless of where they live. By following LC’s program structure, there are multiple opportunities for supporting students with ID in rural settings and helping them garner a college experience and become successfully employed in their community and reach their full potential.
{"title":"A Model Rural Inclusive Postsecondary Program for Students With Intellectual Disability","authors":"Gerlinde G. Beckers, Colleen Klein-Ezell","doi":"10.1177/87568705211032380","DOIUrl":"https://doi.org/10.1177/87568705211032380","url":null,"abstract":"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 by providing postsecondary opportunities for students with intellectual disability (ID) to enhance their social, academic, and employment skills alongside peers without disabilities. This article describes the program in detail as well as program outcomes, including employment in rural home communities. LC students receive a true college experience while preparing to become contributing members in society regardless of where they live. By following LC’s program structure, there are multiple opportunities for supporting students with ID in rural settings and helping them garner a college experience and become successfully employed in their community and reach their full potential.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"40 1","pages":"191 - 202"},"PeriodicalIF":1.5,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49525916","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 : 2021-10-15DOI: 10.1177/87568705211032378
Colleen E. Robertson, F. Spooner, Charles L. Wood, R. 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 comprehension questions during print and digital technology instructional sessions, with four high school–age students with moderate to severe intellectual disabilities and autism. Using a single-case research, alternating treatments design, the researchers provided instruction to the participants through a model-lead-test procedure with shared reading, color-coded vocabulary words, and adapted stories following a Fitzgerald Key Format, using print and digital technology instructional conditions. All participants made gains across conditions. Contributions to the research literature, limitations of the study, recommendations for future research, and implications for practice are discussed.
{"title":"Color-Coding Print Versus Digital Technology to Teach Functional Community Knowledge to Rural Students With Autism and Complex Communication Needs","authors":"Colleen E. Robertson, F. Spooner, Charles L. Wood, R. Pennington","doi":"10.1177/87568705211032378","DOIUrl":"https://doi.org/10.1177/87568705211032378","url":null,"abstract":"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 comprehension questions during print and digital technology instructional sessions, with four high school–age students with moderate to severe intellectual disabilities and autism. Using a single-case research, alternating treatments design, the researchers provided instruction to the participants through a model-lead-test procedure with shared reading, color-coded vocabulary words, and adapted stories following a Fitzgerald Key Format, using print and digital technology instructional conditions. All participants made gains across conditions. Contributions to the research literature, limitations of the study, recommendations for future research, and implications for practice are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"40 1","pages":"180 - 190"},"PeriodicalIF":1.5,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42867638","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 : 2021-10-09DOI: 10.1177/87568705211049338
Brandy N. Brewer, Leah Riggs, Ginevra Courtade, T. 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-age children in the United States through some form of nontraditional instruction (NTI), which often involved technology-based distance education. While shifts to NTI for short time periods may be feasible for many students, the potential impact of long-term NTI on students with extensive support needs (ESNs) and their families, especially in rural areas, may be particularly acute. In this article, we discuss specific strategies that address and incorporate what we know about extended NTI in rural school districts, including both lessons learned and areas of concern, with particular attention to the role and importance of caregivers. We outline ways that caregivers can be supported and how natural environment teaching provides one useful framework for efforts to reduce skill regression and to increase the overall potential for skill generalization when traditional schooling is interrupted.
{"title":"Using Caregiver Support to Promote Efficacy of Nontraditional Instruction Provided to Students With Extensive Support Needs","authors":"Brandy N. Brewer, Leah Riggs, Ginevra Courtade, T. Landrum","doi":"10.1177/87568705211049338","DOIUrl":"https://doi.org/10.1177/87568705211049338","url":null,"abstract":"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-age children in the United States through some form of nontraditional instruction (NTI), which often involved technology-based distance education. While shifts to NTI for short time periods may be feasible for many students, the potential impact of long-term NTI on students with extensive support needs (ESNs) and their families, especially in rural areas, may be particularly acute. In this article, we discuss specific strategies that address and incorporate what we know about extended NTI in rural school districts, including both lessons learned and areas of concern, with particular attention to the role and importance of caregivers. We outline ways that caregivers can be supported and how natural environment teaching provides one useful framework for efforts to reduce skill regression and to increase the overall potential for skill generalization when traditional schooling is interrupted.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"39 - 47"},"PeriodicalIF":1.5,"publicationDate":"2021-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44248203","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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