Special Education Attrition in the State of Utah: Rural vs. Urban School Districts

2007 ◽  
Vol 26 (3) ◽  
pp. 25-31 ◽  
Author(s):  
Mary Anne Prater ◽  
Temma Harris ◽  
Lane Fisher
Keyword(s):  
Special Education ◽  
School Districts ◽  
School Psychologists ◽  
Special Education Teachers ◽  
Special Educators ◽  
Urban School Districts ◽  
State Office ◽  
Rural And Urban ◽  
Education Personnel ◽  
Special Education Personnel

Critical shortages of special educators in the U.S. are not new. Approximately 1.1% of all U.S. special education positions have remained unfilled for the last five years (Boe, 2006). The authors were commissioned by the Utah State Office of Education to collect data on special education personnel, including special education teachers, school psychologists and speech language pathologists. This study compared all Utah rural and urban special education personnel who left their districts during the combined school years of 2004-2005 and 2005-2006. Results reveal that rural special education personnel left their positions at a significantly lower rate than is to be expected. Similarities and differences among special education leavers in rural and urban districts as well as their reasons for leaving are discussed.

Rural regular and special education teachers’ perceptions of teaching hyperactive students

1988 ◽  
Vol 9 (2) ◽  
pp. 10-15 ◽  
Author(s):  
Dan Peterson ◽  
Cleborne D. Maddux
Keyword(s):  
Special Education ◽  
School Counselors ◽  
School Psychologists ◽  
Special Education Teachers ◽  
Special Educators ◽  
Teachers Perceptions ◽  
Potential Value ◽  
Use Of Time ◽  
Time Out ◽  
Rural Settings

This article explores the perceptions of teachers in rural settings concerning the teaching of hyperactive students. Regular and special educators (N=101) identified minimizing distractions, providing clear expectations and rules, and the use of time-out techniques as the most successful strategies for teaching such students. Although both regular and special education teachers believe that the skills of teaching and managing hyperactive students are important, regular teachers were critical of the emphasis given these skills during their training. The teachers rated the advice they received from peers as the most useful, while advice from school psychologists, principals, parents, and school counselors were rated as least helpful. The results suggest the potential value of peer problem-solving committees, peer consultant models, and more effective preservice and inservice preparation in the area of hyperactivity.

Administrative Pressures to Practice Unethically: Research and Suggested Strategies

2009 ◽  
Vol 11 (2) ◽  
pp. 112-119 ◽  
Author(s):  
George Helton ◽  
Barbara Ray
Keyword(s):  
Special Education ◽  
School Counselors ◽  
School Psychologists ◽  
Special Education Teachers ◽  
Special Educators ◽  
School Administrators ◽  
Ethical Reasoning ◽  
Situational Factors ◽  
Reasoning Strategies ◽  
School Based

Research indicates that school psychologists and special education teachers sometimes face pressures from school administrators to practice unethically. It includes quantitative and qualitative data on: School psychologists’ and special education teachers’ predictions of their responses to administrative pressures to practice unethically; personal and situational factors related to their predictions; errors in some respondents’ ethical reasoning; strategies for responding to pressures to practice unethically; and the ethical obligations shared by school psychologists, special educators, and school counselors in responding to these pressures. The purpose of the article is to increase school-based practitioners’ abilities to understand and cope successfully with administrative pressures to practice unethically.

Special Education Personnel Absences in Inclusion-Oriented Schools: Implications for Building Effective Service Delivery Models

2019 ◽  
Vol 41 (6) ◽  
pp. 341-351
Author(s):  
Jesse C. Suter ◽  
Michael F. Giangreco ◽  
Susan A. D. Bruhl
Keyword(s):  
Special Education ◽  
Special Educators ◽  
School Enrollment ◽  
Future Research ◽  
Full Time ◽  
Special Educator ◽  
Policy And Practice ◽  
Education Personnel ◽  
Special Education Paraprofessionals ◽  
Special Education Personnel

This study explored relationships between special education personnel absences and demographic, policy, and practice variables to identify potential actions that could increase access to qualified personnel and continuity of instruction. Findings from 51 inclusion-oriented schools indicated that special educators and special education paraprofessionals were absent 12 days per year on average. Special educator absences were correlated with variables amenable to action by school leaders including special educator school density (i.e., ratio of special educators in full-time equivalents to total school enrollment) and special services concentration (i.e., ratio of special educators to special education paraprofessionals in full-time equivalents). Special education paraprofessional absences were not correlated with these variables. Implications for practice and suggestions for future research are discussed.

Rural Special Education Teachers' Knowledge and Use of Telecomputer Networks1

1996 ◽  
Vol 15 (4) ◽  
pp. 3-10
Author(s):  
Ron Nelson ◽  
Flint Simonsen ◽  
Karen Michaelson
Keyword(s):  
Special Education ◽  
School Districts ◽  
Special Education Teachers ◽  
Special Educators ◽  
Rural School ◽  
Rural School Districts ◽  
Use Of Resources ◽  
Student Access ◽  
Teacher Use

This study investigates rural special education teachers' knowledge and use of telecomputer networks and telecomputer resources. Specifically, special educators from 173 rural school districts were surveyed regarding: (a) their familiarity with and use of telecomputer networks; (b) teacher use of resources available on telecomputer networks; (c) student access to telecomputing resources, and (d) obstacles to using telecomputer networks. The results of the survey indicate that telecomputer networks and telecomputer resources are not utilized relative to their potential. The implications of the results are discussed.

The Wyoming Collaborative Mentorship Academy: A Field-based Program for Certifying Fully Qualified Special Education Teachers in a Rural State

2005 ◽  
Vol 24 (2) ◽  
pp. 11-17 ◽  
Author(s):  
Elizabeth S. Simpson ◽  
Dorothy Jean Yocom ◽  
H. Timothy Blum
Keyword(s):  
Special Education ◽  
School Districts ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Special Educators ◽  
The State ◽  
Alternative Route ◽  
Highly Qualified ◽  
Rural State

The purpose of Wyoming Collaborative Mentorship Academy (WCMA) is to provide school districts in Wyoming with an alternative route to certification for teachers who are currently teaching out of field in special education. The WCMA is a program designed to meet the needs of the students with disabilities in the state by providing a program which will increase the number of highly qualified and certified special educators, trained mentors, and administrators.

scholarly journals An Examination of Resiliency in Rural Special Education

2019 ◽  
Vol 31 (2) ◽  
Author(s):  
Gregory C. Zost
Keyword(s):  
Special Education ◽  
School Districts ◽  
Special Education Teachers ◽  
Rural Areas ◽  
New Teachers ◽  
Teacher Turnover ◽  
Special Educators ◽  
High Rate ◽  
Rural Teachers ◽  
Special Educaiton

Retention of rural special education teachers is a dilemma for many school districts. Districts in rural areas suffer from a lack of qualified special educaiton teachers. Therefor, the problem of having enough qualified special educators is not easily solved. Many rural distrits are able to hire teacher candidaes, but fail to retain them for various reasons. Building resiliency in new teachers and educators during the first several years of teaching may be part of the answer to addressing the high rate fo teacher turnover in rural areas. This paper summarizes highlights from research completed with rural Nebraska teachers on th topics of intrinsic resiliency and building resiliency in rural teachers.

Attracting and Retaining Special Educators in Rural and Small Schools: Issues and Solutions

1995 ◽  
Vol 14 (2) ◽  
pp. 25-30 ◽  
Author(s):  
June Canty Lemke
Keyword(s):  
Special Education ◽  
School Districts ◽  
Special Education Teachers ◽  
Small Schools ◽  
Special Educators ◽  
Review Of The Literature

The author of this article describes the challenges of recruiting, orienting, and retaining qualified special education teachers in rural and small schools. Through a review of the literature, the issues are defined and then successful strategies used by school districts are proposed as solutions.

Learning From Graduate Training in Related Fields: A Model Online School Psychology Program

2019 ◽  
Vol 38 (2) ◽  
pp. 107-118 ◽  
Author(s):  
Kathleen M. Waldron-Soler ◽  
Susan F. Ruby ◽  
Jamie M. Chaffin
Keyword(s):  
Special Education ◽  
School Districts ◽  
School Psychologists ◽  
Special Education Teachers ◽  
Rural Areas ◽  
Service Providers ◽  
Graduate Training ◽  
Educational Training ◽  
Online Programs ◽  
Related Service

Since the enactment of Public Law 94-142, school districts have struggled to hire and retain required special education personnel (i.e., special education teachers, school psychologists, and related service providers). Data show that shortages of these qualified personnel are even more magnified in rural school districts. Distance education can provide an opportunity for candidates in rural areas to pursue educational training and certification while remaining in their communities. We summarize evidence-based components for online programs and describe an online program designed to respecialize candidates as school psychologists through comprehensive online training. We recommend a similar online model for training candidates to be special education teachers in rural and remote locations and provide guidance for programs to develop effective online programs.

Variables Affecting the Reintegration Rate of Students with Serious Emotional Disturbance

1994 ◽  
Vol 61 (3) ◽  
pp. 254-268 ◽  
Author(s):  
Elana Esterson Rock ◽  
Michael S. Rosenberg ◽  
Deborah T. Carran
Keyword(s):  
Special Education ◽  
Regression Analysis ◽  
Emotional Disturbance ◽  
Teacher Attitudes ◽  
Special Education Teachers ◽  
Educational Program ◽  
Special Educators ◽  
Demographic Characteristics ◽  
Serious Emotional Disturbance ◽  
K 12

This study examined educational program and teacher variables to identify factors that predict the reintegration of students with serious emotional disturbance (SED) into less restrictive placements. Data on program demographics, reintegration orientation, teacher reintegration training, and teacher attitudes toward reintegration were collected from 162 special education teachers and 31 administrators in restrictive placements for K-12 students with SED. This information was compared to the reintegration rates of students in those schools through the use of a hierarchical set regression analysis. Results indicated that reintegration orientation, demographic characteristics of restrictive SED programs, and particular experiences/training of special educators predict the reintegration of students with SED into less restrictive programs.

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