Referral, Assessment, and Placement Practices Used in Rural School Districts with Native American Students in Special Education

2010 ◽  
Vol 29 (2) ◽  
pp. 4-11 ◽  
Author(s):  
Hal L. Gritzmacher ◽  
Sharon C. Gritzmacher
Keyword(s):  
Special Education ◽  
Native American ◽  
School Districts ◽  
Rural School ◽  
Rural School Districts ◽  
Native American Students ◽  
American Students

Referral, Assessment, and Placement Practices Used in Rural School Districts with Native American Students in Special Education

1995 ◽  
Vol 14 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Hal L. Gritzmacher ◽  
Sharon C. Gritzmacher
Keyword(s):  
Special Education ◽  
Native American ◽  
School Districts ◽  
Special Education Teachers ◽  
Cultural Bias ◽  
Assessment Instruments ◽  
Specific Information ◽  
Native American Students ◽  
American Students ◽  
Education Directors

Considerable information is available regarding the cultural bias inherent in assessment instruments and the disproportionately high placement of minority students within special education classrooms. However, little research is available regarding specific practices used in areas that have high minority representation. Because of these issues, a survey was developed to investigate the referral, assessment, and placement practices used with rural Native American students in special education. Twenty-five northern Minnesota school districts serving populations of Native American students that exceeded the state average were included in the study. Special education directors, Indian education directors, and selected special education teachers from these districts were surveyed. Their satisfaction with referral, assessment, and placement practices used with Native American students was compared, and specific information about those practices was used in an effort to determine best practices. While the scope of this survey was small, the issues raised have direct implications for all rural special education teachers in districts with high minority populations.

The Need for Inservice Training in Instructional Technology for Special Education Personnel in Small Rural School Districts

1982 ◽  
Vol 6 (1) ◽  
pp. 25-29 ◽  
Author(s):  
Paul A. Wirth ◽  
Stephen W. Stile ◽  
Jack T. Cole
Keyword(s):  
Special Education ◽  
Instructional Technology ◽  
School Districts ◽  
Staff Development ◽  
Rural School ◽  
Special Education Teacher ◽  
Rural School Districts ◽  
Special Education Administrator ◽  
Interview Guide ◽  
Small Rural School

One special education teacher and one special education administrator from each of 17 small rural school districts (N=34) were interviewed via a 65–item interview guide relative to staff development needs. A lack of staff development activities was identified as a critical problem for special educators in such districts in New Mexico. Training in the area of instructional technology was the most frequently mentioned inservice need. A majority of respondents indicated that instructional technology would be useful in the provision of special services. The vast majority of respondents felt competence in instructional technology would improve the special educator's effectiveness in the classroom, while the response to the question of whether competence in this area would improve the special education administrator's effectiveness was mixed.

Service Delivery to Culturally and Linguistically Diverse Exceptional Students in Rural School Districts

1994 ◽  
Vol 13 (4) ◽  
pp. 37-45 ◽  
Author(s):  
Jozi De Leon ◽  
Jack Cole
Keyword(s):  
Special Education ◽  
School Districts ◽  
Service Delivery ◽  
Linguistically Diverse ◽  
Rural School ◽  
Culturally And Linguistically Diverse ◽  
Rural School Districts ◽  
Exceptional Students ◽  
Educational Diagnosticians ◽  
Bilingual Special Education

Bilingual special education programs have been established in many school districts across the country to address the unique needs of culturally and linguistically diverse exceptional students (CLDE). Rural school districts may have difficulty meeting the specialized needs of CLDE students due to the limited availability of resources, especially individuals trained in bilingual special education. This study examines the availability of programs which could serve CLDE students, the training of personnel in these programs, and whether educational diagnosticians and speech language pathologists (SLPs) apply procedures which take into account language and cultural factors. The authors suggest that rural school districts can provide service delivery if special educators are trained in cultural and language areas while bilingual and English as a second language (ESL) teachers are trained in exceptionalities.

scholarly journals Examining College Readiness among Latinx and Native American Students: Education as a Civil Right in the case of Martínez v. State of New Mexico

2019 ◽  
Vol 13 (3) ◽  
pp. 97
Author(s):  
Frances Contreras
Keyword(s):  
Native American ◽  
Public Schools ◽  
New Mexico ◽  
School Districts ◽  
College Readiness ◽  
Secondary Data ◽  
Native American Students ◽  
American Students ◽  
Curricular Resources

This article examines college readiness indicators among Latina/o/x student and Native American students in New Mexico public schools. This analysis, used in the successful Martínez v. New Mexico (2018) case, highlights the disparate levels of access to curricular resources across 15 school districts in New Mexico. Utilizing secondary data from several sources, a story of uneven access and inequity in New Mexico’s in public schools is conveyed.

scholarly journals School Turnaround: A Rural Reflection of Reform on the Reservation and Lessons for Implementation

2018 ◽  
Vol 37 (2) ◽  
Author(s):  
Ian M. Mette ◽  
Jason Stanoch
Keyword(s):  
Native American ◽  
Rural Communities ◽  
School Improvement ◽  
Rural School ◽  
School Turnaround ◽  
District Leaders ◽  
Native American Students ◽  
School Improvement Grants ◽  
American Students ◽  
Yellow Pine

Rural communities traditionally enjoy an intimate relationship between stakeholders and the local school system.  While preliminary research exists to suggest rural school turnaround might be more likely to occur when a strong communal connection exists (Mette, 2014), little is known about rural school turnaround efforts serving predominantly Native American students.  This article reports findings of a School Improvement Grants (SIG) funded effort to digitize curriculum and deliver instruction through the use of tablets in Yellow Pine, a school district on a Native American reservation in a rural, Upper Midwestern state.  Data were collected through interviews with school and district leaders, as well as through teacher focus groups.  Findings highlight the failure to engage a historically disenfranchised community from the beginning of the improvement process, particularly the lack of involvement of students, parents, and teachers, which in turn led to little impact on student achievement.

scholarly journals Understanding vocabulary use by Native American students and the relationship with special education

2016 ◽  
Vol 3 (1) ◽  
pp. 1180737
Author(s):  
Leslie Costa-Guerra ◽  
Boris Costa-Guerra ◽  
Jennifer Mitton Kukner
Keyword(s):  
Special Education ◽  
Native American ◽  
Native American Students ◽  
American Students ◽  
The Relationship

Special Education Policy Change

2017 ◽  
Vol 36 (2) ◽  
pp. 64-72 ◽  
Author(s):  
Brenda L. Barrio
Keyword(s):  
Special Education ◽  
English Language Learners ◽  
School Districts ◽  
Policy Change ◽  
Rural Areas ◽  
English Language ◽  
The United States ◽  
Rural School ◽  
Disproportionate Representation ◽  
Rural School Districts

Research suggests that disproportionate representation of culturally and linguistically diverse students in special education has been a recurring topic of concern in the field of special education within the United States. Over the past few years, this concern has shifted to focus on the disproportionate representation of English Language Learners (ELLs) in categories of mild to moderate disabilities, specifically within the category of learning disabilities. Although improvements in educational policy have been made through federal legislation, local rural school districts continue to battle this concern, especially those in rural areas. The following article focuses on the recommendations for development, implementation, and evaluation of local policy change to improve the disproportionate representation of ELL students within rural school districts.

scholarly journals Transition Services in Eight Rural Counties of Western New York: Views of Directors of Special Education

2018 ◽  
Vol 37 (3) ◽  
Author(s):  
Bruce A. Shields ◽  
Mindy S. Scirri ◽  
Michael R. Berta ◽  
Kara M. Klump
Keyword(s):  
New York ◽  
Special Education ◽  
School Districts ◽  
Transition Services ◽  
Rural School ◽  
Rural School Districts ◽  
Directors Of Special Education ◽  
Rural School District ◽  
Rural Settings ◽  
Made In

Rural school districts face different challenges than urban and suburban districts. In fact, several Rural Systemic Initiatives (RSIs) have been established around the country to isolate and address rural school district issues (Harmon & Smith, 2012). In order to improve the effectiveness of transition services in rural schools, feedback from stakeholders in the process is vital. Directors of special education, specifically, must work to facilitate a quality and seamless process for transition despite challenges, and those working in rural settings may face additional obstacles. This study examines the perspectives of these front-line providers in order to begin to understand the difficulties that rural school districts, in particular, must overcome. The challenges and suggestions expressed by directors of special education impact the trajectory of improvements that need to be made in rural education transition services.  These improvements will not only streamline processes for rural educators and staff involved in transition, but will ultimately benefit the families they serve.

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.

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