Adolescents and Transition Students with Disabilities in Rural Areas

2017 ◽  
pp. 169-187
Author(s):  
Lisa Dunkley ◽  
Maram Alfulayyih ◽  
Lebogang Tiro ◽  
Byung Jin Kim ◽  
Debra A. Harley
Keyword(s):  
Students With Disabilities ◽  
Rural Areas

Developing Pre-Service Teachers’ Skills in Post-Secondary Transition Through Applied Practice

2021 ◽  
pp. 875687052098230
Author(s):  
Kelly Ann Swindlehurst ◽  
Ann Bassett Berry
Keyword(s):  
Students With Disabilities ◽  
Transition To Adulthood ◽  
Rural Areas ◽  
Program Improvement ◽  
Teacher Preparation Program ◽  
Secondary Transition ◽  
Preparation Program ◽  
Teachers Perceptions ◽  
Post Secondary ◽  
The Impact

The need for special educators who can support students with disabilities in the transition to adulthood is well documented in the literature. In this article, we will report on the program improvement efforts by one university to embed more evidence-based transition practices into their pre-service teacher preparation program with the support of a state personnel development grant. Key aspects of the program revision will be outlined and accompanied by online resources for faculty to utilize when seeking to improve their special education preparation program in the area of post-secondary transition. The pre-service teachers’ perceptions of the impact of the revision are included in the discussion; along with suggestions for future directions, research, and work in rural areas.

Regulatory mechanisms for ensuring accessibility, individualization and inclusion of vocational education for the disabled and people with disabilities in rural areas of Russia

2020 ◽  
pp. 19-30
Author(s):  
V. G. Novikov ◽  
E. A. Gridasova ◽  
Yu. A. Kulikova ◽  
S. A. Gorokhov
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Agricultural Education ◽  
Rural Areas ◽  
People With Disabilities ◽  
Legal Regulation ◽  
Rural Residents ◽  
Persons With Disabilities ◽  
The Disabled

The article deals with the issues of legal regulation of ensuring accessibility of higher education for the disabled and people with disabilities. The relevance of obtaining agricultural education in the Russian Federation, which should be as close as possible to the main consumer — the rural population, is emphasized. The openness of agricultural education to the needs of rural residents will help reduce migration fl ows and preserve young people in rural areas. Attention is drawn to the fact that obtaining agricultural education is possible and accessible not only for people without disabilities, but also for people with disabilities. The advantage of providing higher agricultural education to this category of rural residents is that they are not aimed at migration, they live permanently and for a long time in a certain territory. The review of the current legal acts regulating the issues of accessibility and training in higher education organizations for persons with disabilities and persons with disabilities is presented. The article analyzes current trends in the legal fi eld of inclusive education. The article considers the concept and legal status of disabled people and students with disabilities, the concept of inclusive education and the requirement for its implementation at all levels, including higher education.

Enhancing Professional Development for Educators: Adapting Project ECHO From Health Care to Education

2020 ◽  
pp. 875687052096044
Author(s):  
Canyon Hardesty ◽  
Eric J. Moody ◽  
Shira Kern ◽  
Wendy Warren ◽  
Mary Jo Cooley Hidecker ◽  
...  
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Rural Areas ◽  
Hub And Spoke ◽  
Project Echo ◽  
Professional Development Workshop ◽  
Rural Settings ◽  
Behavioral Supports ◽  
Support Students

Adequately prepared educators are critical to the success of children in rural settings, but many educators receive little training on how to support students with disabilities. Professional development for educators is challenging in rural areas due to the lack of opportunities and travel requirements. Project ECHO™ was originally developed to overcome similar challenges facing physicians. The ECHO Model overcomes these challenges by creating a hub and spoke network that connects local providers with experts. These networks meet regularly over teleconferencing technology to conduct a short professional development workshop, followed by a case-study from one of the local sites. We adapted the ECHO Model for use in education and since 2014 implemented four networks: autism, assistive technology, secondary transitions, and behavioral supports. Educators found ECHO highly acceptable and reported improved skills and knowledge. ECHO for Education is effective and has the potential to improve capacity of education systems in rural settings.

Opportunities for Extracurricular Physical Activity in North Carolina Middle Schools

2011 ◽  
Vol 8 (5) ◽  
pp. 597-605 ◽  
Author(s):  
Michael B. Edwards ◽  
Michael A. Kanters ◽  
Jason N. Bocarro
Keyword(s):  
Physical Activity ◽  
North Carolina ◽  
Middle Schools ◽  
Students With Disabilities ◽  
Extracurricular Activities ◽  
Rural Schools ◽  
Rural Areas ◽  
Physical Activities ◽  
Physically Active ◽  
Interscholastic Sports

Background:This study’s purpose was to assess the opportunities for North Carolina adolescents to be physically active in extracurricular middle school environments and to compare opportunities across community types.Methods:Data were analyzed based on the results of an electronic questionnaire distributed to a sample of 431 schools with a response rate of 75.4% (N = 325).Results:Nearly all schools offered interscholastic sports while fewer than half offered intramurals or noncompetitive activities to students. “Open gym” was offered at only 35% of schools, while 24% of schools offered extracurricular activities to students with disabilities. Overall, 43.4% of schools offered special transportation to students who participated in some extracurricular physical activities. Schools in rural areas generally offered fewer programs and had fewer supports than schools located in more urbanized areas. Over two-thirds of rural schools offered no extracurricular programs other than interscholastic sports.Conclusions:Schools can be important settings for physical activity. North Carolina’s middle schools and its rural schools in particular, are falling short in efforts to provide extracurricular physical activity programming recommended by researchers and policy groups.1−6 Lower accessibility to extracurricular physical activities may partially contribute to higher levels of physical inactivity found in the state.

Rural School-Community Partnerships: “We Take Care of Our Own!”

1994 ◽  
Vol 13 (1) ◽  
pp. 46-50 ◽  
Author(s):  
G. Franklin Elrod ◽  
Sandy D. Devlin ◽  
S. John Obringer
Keyword(s):  
Students With Disabilities ◽  
Rural Areas ◽  
School Community ◽  
Community Partnerships ◽  
Rural School ◽  
Secondary Transition ◽  
Post Secondary ◽  
Transition Training

The authors of this article present a perspective of developing rural school-community partnerships based upon a synergistic foundation that exists in most rural areas. Indicators of this synergism are identified and specific examples are provided of rural school-community partnerships directed at delivering post-secondary transition training for students with disabilities.

scholarly journals Ethical Considerations in Teaching Self-Determination: Challenges in Rural Special Education

2008 ◽  
Vol 27 (1-2) ◽  
pp. 30-35 ◽  
Author(s):  
Tammy L. Smith ◽  
Julia F. Beyer ◽  
Edward A. Polloway ◽  
J. David Smith ◽  
James R. Patton
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Rural Areas ◽  
Self Determination ◽  
Rural Setting ◽  
Ethical Considerations ◽  
A Priority

The development of self-determination skills in students with disabilities is a priority in special education. Its importance is particularly significant for students who are attending schools in rural areas. Instruction in self-determination also raises important ethical questions. Using a model developed by Bredberg and Davidson (1999), four foundational elements in ethics are explored with reference to self-determination: justice, respect for economy, beneficence, and non-maleficence. Considerations for providing instruction in these skills are highlighted and the challenges of doing so in a rural setting are addressed.

scholarly journals Free Appropriate Public Education in the Time of COVID-19

2020 ◽  
Vol 39 (4) ◽  
pp. 181-192
Author(s):  
J. Matt Jameson ◽  
Sondra M. Stegenga ◽  
Joanna Ryan ◽  
Ambra Green
Keyword(s):  
Public Schools ◽  
Students With Disabilities ◽  
Rural Areas ◽  
The United States ◽  
Federal Law ◽  
Health Crisis ◽  
Free Appropriate Public Education ◽  
Legal Implications ◽  
Provision Of Services ◽  
Education Act

In the spring of 2020, public schools across the United States were forced to close their campuses due to an emerging public health crisis caused by the detection of the first cases of the COVID-19 virus. Although schools closed their buildings, the delivery of educational services did not stop. This included the ongoing provision of services mandated by federal law under the Americans With Disabilities Act (ADA) and the Individuals With Disabilities Education Act (IDEA), which establish educational protections, processes, and rights for students with disabilities and their families to ensure educational equity. In this article, we describe the potential legal implications of COVID-19 for schools, students with disabilities, and their families with a focus on challenges faced in rural areas. Strategies for mitigating legal impacts are described.

edTPA: Assisting Rural Special Education Teacher Candidates to Incorporate Self-Regulation Skills in Planning and Instruction

2020 ◽  
Vol 39 (3) ◽  
pp. 167-175
Author(s):  
Christopher J. Rivera ◽  
Bethany McKissick ◽  
Madison Adams
Keyword(s):  
Special Education ◽  
Rural Communities ◽  
Student Learning ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Rural Areas ◽  
Self Regulation ◽  
The United States ◽  
Self Determination ◽  
Evaluation Tool

Forty-one states and 928 teacher preparation programs across the United States are using the Teaching Performance Assessment (edTPA) as an evaluation tool to determine teacher readiness and/or meet licensure requirements. Nationwide, pre-service special education teachers struggle to demonstrate proficiency in specific areas of the edTPA (i.e., plan assessments to monitor and support student learning, analyze teaching effectiveness, and incorporate learner feedback into future learning goals). A commonality across these areas is the incorporation of self-determination skills (e.g., self-regulation) into student learning. Assisting pre-service special education teachers to help students become more self-determined may increase these lower scores on the edTPA. More importantly, increasing self-determination is particularly important for students with disabilities in rural areas who often face challenges related to poverty, decreased opportunities for post-school employment, and underemployment due to geographic location and isolation. This article provides a description of how a special education department sought to assist pre-service special educators in embedding self-regulatory behaviors within lesson plans to better promote self-determination for their students in rural communities across eastern North Carolina.

Personnel Preparation and Service Delivery Issues in Rural Areas: The State of the Art

2002 ◽  
Vol 21 (4) ◽  
pp. 3-11 ◽  
Author(s):  
Jane M. Williams ◽  
Suzanne M. Martin ◽  
Robert K. Hess
Keyword(s):  
Service Delivery ◽  
General Education ◽  
Students With Disabilities ◽  
Rural Areas ◽  
Personnel Preparation ◽  
General Education Curriculum ◽  
Rural Settings ◽  
Study Results ◽  
Education Act ◽  
K 12

Preparation of high quality personnel to provide educational services to students with disabilities living in rural areas is, at best, challenging. Findings from a comprehensive study concerning the status of the implementation of the Individuals with Disabilities Education Act (IDEA) in rural settings and the issues such implementation presents to teacher education programs in these areas are discussed. Members of the American Council on Rural Special Education (ACRES) participated in the study. Results indicated that strategies for enhancing personnel preparation, recruitment, and retention of individuals to institutions of higher education and K-12 schools in rural settings include distance learning, on-site professional development opportunities, salary incentives/increments, and benefits. Linking evaluation data to the general education curriculum and determining how the student's disabilities affect his/her progress in general education are issues for practitioners implementing IDEA in rural settings. Recommendations are provided for enhancing personnel preparation and service delivery based on the results.

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