Pub Date : 2021-10-09DOI: 10.1177/87568705211031548
J. Albright, T. Williams
This study examined the national trends of teacher certification in autism in an effort to better understand the characteristics of individuals who seek this credential, how these characteristics change over time, and where teachers with this certification are currently working in an effort to identify recruitment and retention strategies to areas most in need. This ex post facto study consisted of a secondary analysis of the 2011 to 2012 Schools and Staffing Survey Teacher Questionnaire and the 2015 to 2016 National Teacher and Principal Survey Teacher Questionnaire. The results suggest that the majority of licensed teachers who receive an autism certification are working in special education. In addition, while overall trends indicate an increase in the number of teachers who report an autism certification, fewer teachers with this certification are working in rural school districts. These results have important implications for school-service delivery for students with autism spectrum disorder, specifically those living and attending school in rural communities.
{"title":"Examining National Trends of Teacher Certification in Autism: Implications for Rural Schools","authors":"J. Albright, T. Williams","doi":"10.1177/87568705211031548","DOIUrl":"https://doi.org/10.1177/87568705211031548","url":null,"abstract":"This study examined the national trends of teacher certification in autism in an effort to better understand the characteristics of individuals who seek this credential, how these characteristics change over time, and where teachers with this certification are currently working in an effort to identify recruitment and retention strategies to areas most in need. This ex post facto study consisted of a secondary analysis of the 2011 to 2012 Schools and Staffing Survey Teacher Questionnaire and the 2015 to 2016 National Teacher and Principal Survey Teacher Questionnaire. The results suggest that the majority of licensed teachers who receive an autism certification are working in special education. In addition, while overall trends indicate an increase in the number of teachers who report an autism certification, fewer teachers with this certification are working in rural school districts. These results have important implications for school-service delivery for students with autism spectrum disorder, specifically those living and attending school in rural communities.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43029235","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 : 2021-10-07DOI: 10.1177/87568705211042328
Abby Hodges, Jaclyn D. Joseph, P. Strain
Children with diagnosed disabilities, teachers and classroom staff, and families living in rural areas have difficulty accessing any and all behavioral services, including parent training, due to a lack of providers, distance to clinics, cost of transportation, low income and/or inadequate health insurance, and confidentiality concerns from living in small communities. In this study, Project ECHO (Extension for Community Healthcare Outcomes) was used to train early childhood professionals on how to implement Prevent–Teach–Reinforce for Young Children, which is a step-by-step manualized approach to the assessment and treatment of challenging behavior that reflects a commitment to evidence-based practice. Results of the pilot study, study limitations, and future directions are discussed.
{"title":"Distance Delivery of Function-Based Skill Training for Providers in Rural Settings","authors":"Abby Hodges, Jaclyn D. Joseph, P. Strain","doi":"10.1177/87568705211042328","DOIUrl":"https://doi.org/10.1177/87568705211042328","url":null,"abstract":"Children with diagnosed disabilities, teachers and classroom staff, and families living in rural areas have difficulty accessing any and all behavioral services, including parent training, due to a lack of providers, distance to clinics, cost of transportation, low income and/or inadequate health insurance, and confidentiality concerns from living in small communities. In this study, Project ECHO (Extension for Community Healthcare Outcomes) was used to train early childhood professionals on how to implement Prevent–Teach–Reinforce for Young Children, which is a step-by-step manualized approach to the assessment and treatment of challenging behavior that reflects a commitment to evidence-based practice. Results of the pilot study, study limitations, and future directions are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"3 - 11"},"PeriodicalIF":1.5,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47659997","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 : 2021-09-01DOI: 10.1177/87568705211027970
Suzanne Kucharczyk, Johanna M. Thomas, Peggy J. Schaefer Whitby
The adult outcomes of youth with disabilities continue to lag behind those of their peers without disabilities, especially for youth living in rural communities. Interdisciplinary teaming is identified as an important component of effective transition planning. Transition planning and collaborative teaming are challenged further in rural communities due to lack of resources, distances between services and providers, and access for youth and their families. Social workers, given their multisystem perspective on aligning youth and family needs with resources, may be well poised, though currently underutilized, to address the challenges of transition in rural contexts. Through the transition experiences of 20 families and young adults with high need disabilities from a rural southern state, this study analyzes the potential alignment between the tenets of the Individuals with Disabilities Education Act for transition and the priorities of social work described in the Grand Challenges. Implications for practice and policy for special education transition planning in rural communities are offered.
{"title":"“It Would Be Nice If”: Analysis of Transition Experiences Through Grand Challenges","authors":"Suzanne Kucharczyk, Johanna M. Thomas, Peggy J. Schaefer Whitby","doi":"10.1177/87568705211027970","DOIUrl":"https://doi.org/10.1177/87568705211027970","url":null,"abstract":"The adult outcomes of youth with disabilities continue to lag behind those of their peers without disabilities, especially for youth living in rural communities. Interdisciplinary teaming is identified as an important component of effective transition planning. Transition planning and collaborative teaming are challenged further in rural communities due to lack of resources, distances between services and providers, and access for youth and their families. Social workers, given their multisystem perspective on aligning youth and family needs with resources, may be well poised, though currently underutilized, to address the challenges of transition in rural contexts. Through the transition experiences of 20 families and young adults with high need disabilities from a rural southern state, this study analyzes the potential alignment between the tenets of the Individuals with Disabilities Education Act for transition and the priorities of social work described in the Grand Challenges. Implications for practice and policy for special education transition planning in rural communities are offered.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"40 1","pages":"117 - 131"},"PeriodicalIF":1.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/87568705211027970","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42561758","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 : 2021-09-01DOI: 10.1177/87568705211038226
Deborah L. Rooks-Ellis, Sarah K. Howorth
In the third issue of Volume 40, we are pleased to present the first part of a special series: Postsecondary Supports for Students With Autism and Intellectual Disability. The Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004) mandates that transition planning occur in conjunction with the individualized education program for secondary-age students with disabilities beginning by age 16. In addition, the goal of the federal Workplace Innovation and Opportunity Act (WIOA) is competitive employment for those most vulnerable and “at risk,” including individuals with disabilities. Yet, transitioning from adolescence to adulthood can be challenging for those people with disabilities who are seeking opportunities for postsecondary education, employment, and independent living. Historically, individuals with disabilities have seen a significant decrease in formal systems of support, as well as mentoring opportunities, once their formal educational opportunities stop at age 21. In this special series, our aim is to highlight how to enhance the transition supports in rural areas, including university accessibility services, faculty professional development (PD), model postsecondary education programs, and social skills for postsecondary students. Part 1 of this special series begins with a research article by Kucharczyk, Thomas, and Schaefer-Whitby, who discuss opportunities for interdisciplinary support of transition processes. With a focus on rural communities, the authors use this qualitative study to share transition experiences of young adults with autism spectrum disorder and/or related disabilities and their families through the framework of the American Academy of Social Work and Social Welfare’s Grand Challenges. The authors discuss implications for engaging social workers as important team members in the transition process. In the next article, Deardorff, Peltier, Choiseul-Praslin, Williams-Diehm, and Wicker examine differences in teachers’ knowledge about the transition planning process based on locale (e.g., rural, suburban, and urban). The authors discuss how differences identified by locale can inform the allocation of resources to provide high-quality, evidencealigned PD models to improve teacher knowledge in underserved and underresourced rural locales. Specifically, they address how professionals might collaborate to better promote self-determination instruction, family involvement, and PD. Postsecondary programs at colleges and universities offer unique learning and social opportunities for students with disabilities to access advanced curricula, enhance interpersonal skills, and develop vocational competency. Douglas, Idol, and Chung share the results of a single-case multiple baseline design across student and peer pairs to evaluate the effectiveness of peer-delivered strategies on students’ social communication in rural college classrooms. The authors discuss peer training, targeted academic and social conversational
{"title":"Riding Fences","authors":"Deborah L. Rooks-Ellis, Sarah K. Howorth","doi":"10.1177/87568705211038226","DOIUrl":"https://doi.org/10.1177/87568705211038226","url":null,"abstract":"In the third issue of Volume 40, we are pleased to present the first part of a special series: Postsecondary Supports for Students With Autism and Intellectual Disability. The Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004) mandates that transition planning occur in conjunction with the individualized education program for secondary-age students with disabilities beginning by age 16. In addition, the goal of the federal Workplace Innovation and Opportunity Act (WIOA) is competitive employment for those most vulnerable and “at risk,” including individuals with disabilities. Yet, transitioning from adolescence to adulthood can be challenging for those people with disabilities who are seeking opportunities for postsecondary education, employment, and independent living. Historically, individuals with disabilities have seen a significant decrease in formal systems of support, as well as mentoring opportunities, once their formal educational opportunities stop at age 21. In this special series, our aim is to highlight how to enhance the transition supports in rural areas, including university accessibility services, faculty professional development (PD), model postsecondary education programs, and social skills for postsecondary students. Part 1 of this special series begins with a research article by Kucharczyk, Thomas, and Schaefer-Whitby, who discuss opportunities for interdisciplinary support of transition processes. With a focus on rural communities, the authors use this qualitative study to share transition experiences of young adults with autism spectrum disorder and/or related disabilities and their families through the framework of the American Academy of Social Work and Social Welfare’s Grand Challenges. The authors discuss implications for engaging social workers as important team members in the transition process. In the next article, Deardorff, Peltier, Choiseul-Praslin, Williams-Diehm, and Wicker examine differences in teachers’ knowledge about the transition planning process based on locale (e.g., rural, suburban, and urban). The authors discuss how differences identified by locale can inform the allocation of resources to provide high-quality, evidencealigned PD models to improve teacher knowledge in underserved and underresourced rural locales. Specifically, they address how professionals might collaborate to better promote self-determination instruction, family involvement, and PD. Postsecondary programs at colleges and universities offer unique learning and social opportunities for students with disabilities to access advanced curricula, enhance interpersonal skills, and develop vocational competency. Douglas, Idol, and Chung share the results of a single-case multiple baseline design across student and peer pairs to evaluate the effectiveness of peer-delivered strategies on students’ social communication in rural college classrooms. The authors discuss peer training, targeted academic and social conversational ","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"40 1","pages":"115 - 116"},"PeriodicalIF":1.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46648541","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 : 2021-09-01DOI: 10.1177/87568705211027980
Annemarie L. Horn
Special education teachers in rural settings face unique challenges related to providing transition services to secondary students with intellectual and other developmental disabilities (IDD). Geographically isolated school districts tend to have limited collaborative partnership opportunities and access to quality professional development to offer teachers and paraeducators, including classroom-based coaching. Fortunately, advances in technology have shown eCoaching with Bug-in-Ear (BIE) technology to be a viable method for providing performance feedback (PF) to both teachers and paraeducators in real time without requiring the physical presence of the eCoach. This article examines literature specific to applying eCoaching procedures when teaching transition-age youth with IDD. Correspondingly, three related practice recommendations for using BIE in rural settings are offered. Our recommendations support practical application of eCoaching with BIE technology in rural settings for the purpose of improving transition-focused instruction and optimal student outcomes in secondary students with IDD.
{"title":"eCoaching in Rural Secondary Settings When Teaching Students With Intellectual and Other Developmental Disabilities","authors":"Annemarie L. Horn","doi":"10.1177/87568705211027980","DOIUrl":"https://doi.org/10.1177/87568705211027980","url":null,"abstract":"Special education teachers in rural settings face unique challenges related to providing transition services to secondary students with intellectual and other developmental disabilities (IDD). Geographically isolated school districts tend to have limited collaborative partnership opportunities and access to quality professional development to offer teachers and paraeducators, including classroom-based coaching. Fortunately, advances in technology have shown eCoaching with Bug-in-Ear (BIE) technology to be a viable method for providing performance feedback (PF) to both teachers and paraeducators in real time without requiring the physical presence of the eCoach. This article examines literature specific to applying eCoaching procedures when teaching transition-age youth with IDD. Correspondingly, three related practice recommendations for using BIE in rural settings are offered. Our recommendations support practical application of eCoaching with BIE technology in rural settings for the purpose of improving transition-focused instruction and optimal student outcomes in secondary students with IDD.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"40 1","pages":"167 - 175"},"PeriodicalIF":1.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/87568705211027980","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44570902","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 : 2021-09-01DOI: 10.1177/87568705211027977
Karen H. Douglas, Whitney A. Idol, Yun-Ching Chung
As more students with an intellectual disability are attending postsecondary programs at colleges and universities, these students are presented with new opportunities for socialization (e.g., conversing with peers and faculty across campus environments, joining organizations of interest, and participating in campus events). The generalization of social skills to new settings and classrooms with unfamiliar people may be challenging for some individuals with an intellectual disability. We conducted a single-case study using a multiple baseline design across student and peer pairs to evaluate the effects of peer training on the social communication of students in rural college classrooms. Specifically, we collected data on students taking three or more turns during conversations, initiating or responding to their peer partners, and discussing academic or social topics (communication function) using partial interval recordings. After a brief training session with peers, all students increased the percentage of intervals taking three or more turns, with the majority of student responses focusing on academic content. We conclude the article by discussing key findings, limitations, future research directions, and implications for practice.
{"title":"Increasing Social Communication of Students With Intellectual Disability in Rural College Classrooms","authors":"Karen H. Douglas, Whitney A. Idol, Yun-Ching Chung","doi":"10.1177/87568705211027977","DOIUrl":"https://doi.org/10.1177/87568705211027977","url":null,"abstract":"As more students with an intellectual disability are attending postsecondary programs at colleges and universities, these students are presented with new opportunities for socialization (e.g., conversing with peers and faculty across campus environments, joining organizations of interest, and participating in campus events). The generalization of social skills to new settings and classrooms with unfamiliar people may be challenging for some individuals with an intellectual disability. We conducted a single-case study using a multiple baseline design across student and peer pairs to evaluate the effects of peer training on the social communication of students in rural college classrooms. Specifically, we collected data on students taking three or more turns during conversations, initiating or responding to their peer partners, and discussing academic or social topics (communication function) using partial interval recordings. After a brief training session with peers, all students increased the percentage of intervals taking three or more turns, with the majority of student responses focusing on academic content. We conclude the article by discussing key findings, limitations, future research directions, and implications for practice.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"40 1","pages":"143 - 156"},"PeriodicalIF":1.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/87568705211027977","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46191224","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 : 2021-09-01DOI: 10.1177/87568705211027982
Malarie E. Deardorff, Corey Peltier, Belkis Choiseul‐Praslin, Kendra L. Williams-Diehm, Melissa Wicker
The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning process. However, the majority of special educators do not receive coursework dedicated to transition in their undergraduate programming. Furthermore, teachers in under-resourced and underserved rural districts may have inequitable professional development opportunities to bolster their transition planning knowledge. This lack of transition-related education potentially leads to inadequate and noncompliant transition plans for students with disabilities. The current study examined differences in teachers’ knowledge based on locale: rural (n = 75), suburban (n = 48), and urban (n = 64) from one southern state. Determining whether differences are identified by locale can inform the allocation of resources to provide high-quality, evidence-aligned professional development models to improve teacher knowledge in underserved and under-resourced rural locales. In addition, identifying gaps in teacher knowledge will inform pre-service and in-service teacher preparation. We provide an avenue of needed future research to improve transition-planning processes for students with disabilities.
{"title":"Teacher Knowledge in Transition Planning: Does Locale Matter?","authors":"Malarie E. Deardorff, Corey Peltier, Belkis Choiseul‐Praslin, Kendra L. Williams-Diehm, Melissa Wicker","doi":"10.1177/87568705211027982","DOIUrl":"https://doi.org/10.1177/87568705211027982","url":null,"abstract":"The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning process. However, the majority of special educators do not receive coursework dedicated to transition in their undergraduate programming. Furthermore, teachers in under-resourced and underserved rural districts may have inequitable professional development opportunities to bolster their transition planning knowledge. This lack of transition-related education potentially leads to inadequate and noncompliant transition plans for students with disabilities. The current study examined differences in teachers’ knowledge based on locale: rural (n = 75), suburban (n = 48), and urban (n = 64) from one southern state. Determining whether differences are identified by locale can inform the allocation of resources to provide high-quality, evidence-aligned professional development models to improve teacher knowledge in underserved and under-resourced rural locales. In addition, identifying gaps in teacher knowledge will inform pre-service and in-service teacher preparation. We provide an avenue of needed future research to improve transition-planning processes for students with disabilities.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"40 1","pages":"132 - 142"},"PeriodicalIF":1.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/87568705211027982","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47445514","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 : 2021-09-01DOI: 10.1177/87568705211027978
Karen L. Eastman, Gail Zahn, Wendy Ahnupkana, Bryson Havumaki
Graduating from high school and moving to the next phase of life can be difficult for any student but is particularly so for those with autism spectrum disorder (ASD). Social and communication difficulties, sensory concerns, and narrow interests can negatively affect these students’ opportunity for postsecondary education and employment. Preparing students with ASD for post-school success may be especially challenging in rural schools, due to limited opportunities and resources. This article describes a rural high school transition services program designed to support students with ASD and other disabilities in becoming gainfully employed after high school or accessing post-secondary education. The program, designed by a student’s transition team starting in Grade 9, is based on recommendations from the literature and includes inclusion and co-teaching, work skills classes, collaboration with outside agencies, and the development of a student portfolio.
{"title":"Small Town Transition Services Model: Postsecondary Planning for Students With Autism Spectrum Disorder","authors":"Karen L. Eastman, Gail Zahn, Wendy Ahnupkana, Bryson Havumaki","doi":"10.1177/87568705211027978","DOIUrl":"https://doi.org/10.1177/87568705211027978","url":null,"abstract":"Graduating from high school and moving to the next phase of life can be difficult for any student but is particularly so for those with autism spectrum disorder (ASD). Social and communication difficulties, sensory concerns, and narrow interests can negatively affect these students’ opportunity for postsecondary education and employment. Preparing students with ASD for post-school success may be especially challenging in rural schools, due to limited opportunities and resources. This article describes a rural high school transition services program designed to support students with ASD and other disabilities in becoming gainfully employed after high school or accessing post-secondary education. The program, designed by a student’s transition team starting in Grade 9, is based on recommendations from the literature and includes inclusion and co-teaching, work skills classes, collaboration with outside agencies, and the development of a student portfolio.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"40 1","pages":"157 - 166"},"PeriodicalIF":1.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/87568705211027978","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49452270","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 : 2021-07-07DOI: 10.1177/87568705211027981
Corey Peltier, Tiffany K. Peltier, Brittany L. Hott, A. Heuer, Taylor Werthen
Data suggest students are not meeting grade-level expectations in mathematics. If high-quality instruction is not provided, the inequitable outcomes observed in schools will be maintained. The goal of this study was to identify the frequency in which rural special education teachers (SETs) serving students in prekindergarten through third grade self-report using practices during mathematics instruction. A secondary focus was to investigate whether rural SETs differed in their reported use of practices compared with (a) suburban and urban SETs and (b) rural general education teachers. Data from 901 teachers serving students in prekindergarten through third grade were retained. Of this sample, 150 teachers identified as SETs in rural (n = 55), suburban (n = 50), and urban (n = 45) schools. Results suggest teachers reported using research-based and unsubstantiated practices frequently. Rural SETs reported using research-based and unsubstantiated practices with similar frequency to urban SETs. Suburban SETs reported using explicit instruction more frequently than rural SETs.
{"title":"“Trends Come and Go”: Early Childhood Rural Special Education Teachers’ Use of Reported Practices During Mathematics Instruction","authors":"Corey Peltier, Tiffany K. Peltier, Brittany L. Hott, A. Heuer, Taylor Werthen","doi":"10.1177/87568705211027981","DOIUrl":"https://doi.org/10.1177/87568705211027981","url":null,"abstract":"Data suggest students are not meeting grade-level expectations in mathematics. If high-quality instruction is not provided, the inequitable outcomes observed in schools will be maintained. The goal of this study was to identify the frequency in which rural special education teachers (SETs) serving students in prekindergarten through third grade self-report using practices during mathematics instruction. A secondary focus was to investigate whether rural SETs differed in their reported use of practices compared with (a) suburban and urban SETs and (b) rural general education teachers. Data from 901 teachers serving students in prekindergarten through third grade were retained. Of this sample, 150 teachers identified as SETs in rural (n = 55), suburban (n = 50), and urban (n = 45) schools. Results suggest teachers reported using research-based and unsubstantiated practices frequently. Rural SETs reported using research-based and unsubstantiated practices with similar frequency to urban SETs. Suburban SETs reported using explicit instruction more frequently than rural SETs.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"40 1","pages":"214 - 225"},"PeriodicalIF":1.5,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/87568705211027981","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46595727","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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