Policy Challenges and Opportunities for Rural Special Education

2017 ◽  
Vol 37 (1) ◽  
pp. 21-29 ◽  
Author(s):  
Harvey Rude ◽  
Kevin J. Miller
Keyword(s):  
Special Education ◽  
Rural Education ◽  
Rural Communities ◽  
Rural Poverty ◽  
Promising Practices ◽  
Special Education Services ◽  
Rural America ◽  
Challenges And Opportunities ◽  
Personnel Shortages ◽  
Ongoing Support

This article reviews current developments in state and national policies that affect rural special education. A brief overview of the federal role in rural education is provided, with emphasis on the implications for the provision of special education services in rural communities. A variety of challenges are identified, including (a) the variable contexts of rural communities and the associated problems with the identity of rural education, (b) influences of rural poverty and accompanying decline in economic development in many rural communities, (c) ongoing personnel shortages in rural schools that pose unique dynamics for recruitment and retention of rural educators, (d) the disparities in available resources targeted for education in rural communities in comparison with urban counterparts, and (e) the influences of increased learner diversity on schools in rural America. A number of promising practices that address the challenges are identified, including attention to comprehensive statewide systems of educator identification, preparation, and ongoing support for educators and schools located in rural communities across America. A set of recommendations for policymakers and policy implementers is offered for consideration to advance the improvement of special education programs and services for learners in rural communities.

An Evaluation of the Differences between Big City and Small Town Special Education Services for Students with Low Incidence Disabilities in Kentucky

2009 ◽  
Vol 28 (4) ◽  
pp. 3-9 ◽  
Author(s):  
Robert Pennington ◽  
Channon Horn ◽  
Amy Berrong
Keyword(s):  
Special Education ◽  
Rural Communities ◽  
Special Education Teachers ◽  
Demographic Data ◽  
Educational Programming ◽  
Rural America ◽  
Rural Districts ◽  
Rural Settings ◽  
Big City ◽  
Low Incidence

Researchers have suggested that educational programming for students with low incidence disabilities in rural settings may be limited. In the current study, researchers surveyed special education teachers across Kentucky and collected demographic data on two exemplar districts. Results indicated that differences existed between urban and rural districts on several variables but that some rural communities in Kentucky were able to overcome barriers to the provision of educational programming for students with low incidence disabilities prevalent in other parts of rural America.

scholarly journals Health Equity in Midsize Rural Communities: Challenges and Opportunities in a Changing Rural America

2020 ◽  
Vol 110 (9) ◽  
pp. 1342-1343
Author(s):  
Nicole L. Novak ◽  
Barbara Baquero ◽  
Natoshia M. Askelson ◽  
Lynelle Diers ◽  
Brian Dunn ◽  
...  
Keyword(s):  
Rural Communities ◽  
Health Equity ◽  
Rural America ◽  
Challenges And Opportunities

Vocational Education for Students with Special Needs in Rural America: Problems and Solutions

1993 ◽  
Vol 12 (3) ◽  
pp. 8-17 ◽  
Author(s):  
Jay W. Rojewski
Keyword(s):  
Rural Communities ◽  
Vocational Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Work Force ◽  
Rural America ◽  
Students With Special Needs ◽  
Challenges And Opportunities ◽  
Problems And Solutions ◽  
Delivery Options

Changes within society, the work force, and education all contribute to a need for appropriate employment options upon graduation for students with special needs living in rural America. Due in part to these dramatic changes, vocational education programming is becoming increasingly important to these students. This article examines issues surrounding the delivery of vocational education to students with disabilities in rural communities. These issues are discussed in terms of the unique challenges and opportunities encountered by rural vocational special educators and the students they serve. Implications for current and future service delivery options for vocational education are also discussed.

scholarly journals A Tale of Two Countries: An International Perspective on Non-Traditional Special Education

2021 ◽  
pp. 875687052098229
Author(s):  
Elif Tekin-Iftar ◽  
Bree A. Jimenez ◽  
Hatice Deniz Degirmenci
Keyword(s):  
Special Education ◽  
Rural Communities ◽  
Students With Disabilities ◽  
Local Governments ◽  
International Perspective ◽  
School Closure ◽  
Global Perspective ◽  
Medical Needs ◽  
Global Pandemic ◽  
State And Local

A global perspective of education, special education, rural communities, and non-traditional instruction is provided for two countries. Both Turkey and Australia have responded to the COVID-19 global pandemic in similar yet, different ways. Through the tale of two countries navigating the rapid response to school closure for students with disabilities, we all can gain understanding from examining strategies used by national, state, and local governments; school systems; and support agencies. From these strategies, we can determine effective and efficient models moving forward that support all students (e.g., students with mental health and medical needs) through non-traditional education during natural disasters, pandemics, or unexpected events

Republication of “A Propensity Score Matching Analysis of the Effects of Special Education Services”

2017 ◽  
Vol 50 (4) ◽  
pp. 197-214 ◽  
Author(s):  
Paul L. Morgan ◽  
Michelle L. Frisco ◽  
George Farkas2 ◽  
Jacob Hibel
Keyword(s):  
Special Education ◽  
Propensity Score ◽  
Large Scale ◽  
Children With Disabilities ◽  
Behavioral Outcomes ◽  
Special Education Services ◽  
Education Services ◽  
Education Professionals ◽  
Propensity Score Matching Analysis ◽  
Services And Supports

Editor’s Note Since the landmark enactment of Education of the Handicapped Act in 1975, special education supports and services have been provided to children with disabilities. Although costly, the intentionality of these specialized services has been to advance the educational and societal opportunities of children with disabilities as they progress to adulthood. For our republished article in this issue of JSE’s 50th anniversary volume, we have selected an article by Paul Morgan, Michelle Frisco, George Farkas, and Jacob Hibel. In this research, Morgan and his colleagues quantified the effectiveness of special education services on children’s learning and behavioral outcomes using large-scale longitudinal data. Their results challenge all education professionals to explore ways to increase the effectiveness of special education and to document research efforts that provide clear evidence that the services and supports provided to individuals with disabilities are improving the extent to which they fully experience the benefits of education and participate fully in society.

Is Decentralisation a Suitable Response to Improve South African Rural Education?

2021 ◽  
Vol 20 (6) ◽  
pp. 211-224
Author(s):  
Kevin Teise ◽  
Emma Barnett
Keyword(s):  
South Africa ◽  
Rural Education ◽  
Rural Communities ◽  
South African ◽  
School Level ◽  
High Quality ◽  
African Education ◽  
Departments Of Education ◽  
South African Education ◽  
Effectiveness And Efficiency

South Africa (SA) has a decentralised education system. It is generally assumed that decentralisation improves the effectiveness and efficiency of education by responding to the needs, values, and expectations of both local and rural communities. A large part of SA could be described as rural and a large number of learners attend rural schools. This makes rural education a significant part of the South African education context. With education being decentralised, and with decentralisation being heralded as the panacea to the problems faced by rural communities as well as rural education, the assumption is that rural education should be of a high quality. This desk-top paper assesses the potential of decentralisation to improve the quality and effectiveness of South African rural education. This it does by locating decentralisation within neoliberalism which this paper argues is the impetus behind the decentralisation of South African education, and the reason for the decline in the quality and effectiveness of rural education. The paper also highlights certain tensions between the various decentralised spheres of governance, namely the central and provincial Departments of Education and school-level governance structures. The paper further indicates how these tensions potentially hamper the effectiveness and efficiency of rural education. The paper concludes with some recommendations aimed at improving rural education.

A Bandwagon without Music: Preparing Rural Special Educators

1984 ◽  
Vol 50 (4) ◽  
pp. 334-342 ◽  
Author(s):  
Lawrence W. Marrs
Keyword(s):  
Special Education ◽  
Rural Areas ◽  
Special Educators ◽  
Rural America ◽  
Education Programs ◽  
Special Education Programs

The bandwagon has finally reached rural America. This article discusses important considerations for those who would board this bandwagon carrying baggage which includes preconceived ideas about using traditional special education programs to prepare special educators for rural areas. Competencies and curriculum elements which should be included in preservice programs are discussed.

Lack of Focus on Special Education in Literature on Educational Reform

1987 ◽  
Vol 53 (4) ◽  
pp. 325-326 ◽  
Author(s):  
M. Stephen Lilly
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Educators ◽  
Compensatory Education ◽  
Special Education Services ◽  
Education Services ◽  
Nation At Risk ◽  
Current State ◽  
Education Community ◽  
Effective Integration

The lack of focus on special education in the Sizer, Boyer, and Goodlad reports, as well as Nation at Risk, is analyzed. It is posited that mere neglect might not account for this lack of attention and that current shortcomings of special education services might lead the authors of the reports to focus on improvement of general education opportunities for all students rather than increased compensatory education. In its current state, special education for the “mildly handicapped” might well be seen by these authors as part of the problem, rather than part of the solution. To remedy this situation, special educators must increasingly see themselves as members of the general education community and work toward more effective integration of special and general education.

Sign in / Sign up

Export Citation Format

Share Document