E-Peer Coaching: A Model to Support Rural Special Education Field Placements

2021 ◽  
pp. 875687052098229
Author(s):  
Jessica Gugino ◽  
Sharon Raimondi ◽  
Larry Maheady
Keyword(s):  
Special Education ◽  
Peer Coaching ◽  
Field Placements ◽  
Rural Settings ◽  
Field Supervision ◽  
Adequate Supervision ◽  
Education Field

Providing adequate supervision for pre-service teachers enrolled in special education field placements is a challenge. Rural placements often exacerbate this challenge due to the large geographical areas in which these placements are located. The purpose of this article is to describe one approach to early field supervision in rural settings that may provide solutions to this dilemma. E-peer coaching utilizes video-facilitated peer coaching to provide novice pre-service teachers (NPTs) with accurate feedback that is both frequent and timely. This study investigated the use of a Google App that allowed NPTs to record instructional sessions and provide feedback to one another under the supervision of a course instructor. Recommendations for implementation are discussed.

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.

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.

Using Technology to Address Barriers in Rural Special Education for Students With Autism: A Do-It-Yourself Guide

2017 ◽  
Vol 36 (3) ◽  
pp. 155-159 ◽  
Author(s):  
Bethany R. McKissick ◽  
Karen M. Diegelmann ◽  
Sarah Parker
Keyword(s):  
Special Education ◽  
Computer Software ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
General Curriculum ◽  
High Quality ◽  
Rural Settings ◽  
Students With Autism ◽  
Do It Yourself ◽  
Assisted Instruction

Providing high-quality special education services in rural settings has a variety of challenges such as geographic isolation and a lack of resources. One particularly challenging aspect of rural special education is providing general curriculum access. Computer-assisted instruction is one way to provide high-quality specialized instruction that does not require the attention of another teacher nor a paraprofessional while still possessing the ability to implement research-based specially designed instruction with fidelity. This article provides teachers with task analyses and considerations for creating their own computer-assisted instruction using widely available computer software.

Special Education's Changing Identity: Paradoxes and Dilemmas in Views of Culture and Space

2003 ◽  
Vol 73 (2) ◽  
pp. 164-202 ◽  
Author(s):  
ALFREDO ARTILES
Keyword(s):  
Special Education ◽  
Educational Reform ◽  
Democratic Society ◽  
Political Context ◽  
Discourse Communities ◽  
Marginalized Students ◽  
Education Systems ◽  
Broad Overview ◽  
Education Field

In this article, Alfredo Artiles identifies "paradoxes and dilemmas" faced by special education researchers and practitioners who are seeking to create socially just education systems in a democratic society that is currently marked by an increasing complexity of difference. He argues that the two primary discourse communities — inclusion and overrepresentation — must engage in a fuller dialogue and recognize the "troubling silences" within and between their respective literatures. Placing his analysis within the larger political context of current efforts and debates over educational reform, the author gives readers a broad overview of the literature on inclusion and overrepresentation. He then presents a multilayered analysis of culture and space that identifies the limitations of current research, while offering new possibilities and directions for the field. Artiles concludes that unless researchers and practitioners surface their assumptions about difference, as well as culture and space, the special education field will continue to perpetuate the silences that threaten the educational and life needs of historically marginalized students.

Lead Exposure in Children: What Special Educators Need to Know

2021 ◽  
pp. 004005992110548
Author(s):  
Alan S. McLucas ◽  
Sarah E. Wilson ◽  
Gail E. Lovette ◽  
William J. Therrien
Keyword(s):  
Special Education ◽  
Lead Exposure ◽  
Large Scale ◽  
Special Educators ◽  
Behavioral Difficulties ◽  
Special Education Services ◽  
Education Services ◽  
Rural Settings ◽  
Special Education Identification ◽  
Children’S Exposure

Journalists have reported large-scale lead poisoning affecting children in cities such as Flint, Michigan. Unfortunately, children’s exposure to lead is not isolated and occurs throughout the country in both urban and rural settings. The effects of lead exposure can cause children to develop disabilities, potentially requiring special education services to address their academic and behavioral difficulties. In this paper, we detail three areas where special education has a major role in addressing the lead crisis: special education identification; intervention; and advocacy, awareness, and prevention. For each area, we provide concrete suggestions for special educators to implement in order to ensure children exposed to lead receive the special education services they need.

Special Education, School Psychology, and Community Mental Health Practice in Rural Settings: Common Problems and Overlapping Solutions for Training

1994 ◽  
Vol 13 (4) ◽  
pp. 28-36 ◽  
Author(s):  
Kenneth W. Merrell ◽  
Shannon Pratt ◽  
David Forbush ◽  
Clarice Jentzsch ◽  
Sulin Nelson ◽  
...  
Keyword(s):  
Mental Health ◽  
Special Education ◽  
School Psychology ◽  
Community Mental Health ◽  
Preservice Training ◽  
Starting Point ◽  
Rural Settings ◽  
Education School ◽  
Special Education School ◽  
Rural Service Delivery

Rural service delivery issues common to the fields of special education, school psychology, and community mental health are described within this article. Many problems common across the three disciplines have some parallel solutions, and a number of potential solutions are suggested. Given preparation at the preservice level appears to be an effective starting point for preparing practitioners to deal with specific problems, the focus of these training-based solutions is at the preservice training level.

Developing a Specific Knowledge Transfer Framework for Creating Knowledge Resources in the Area of Special Education

2013 ◽  
Vol 12 (03) ◽  
pp. 1350027 ◽  
Author(s):  
Wu He
Keyword(s):  
Special Education ◽  
Knowledge Management ◽  
Knowledge Transfer ◽  
Case Studies ◽  
Specific Knowledge ◽  
Knowledge Resources ◽  
Education Projects ◽  
Use Of Knowledge ◽  
Education Field

There is a lack of discussion and case studies about the adoption and use of knowledge management (KM) in special education in literature. This paper applies the concept of KM to special education and develops a specific knowledge transfer framework of creating online knowledge resources for special education. The results from two special education projects are described to demonstrate the value of the developed framework. This paper provides concrete evidences to increase the awareness of the role and value of KM in the special education field.

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