Future Special Education Teachers Perceptions of Rural Teaching Environments

1993 ◽  
Vol 12 (4) ◽  
pp. 31-38 ◽  
Author(s):  
Teri L. Bell ◽  
Kay Sather Bull ◽  
Jeanne M. Barrett ◽  
Diane Montgomery ◽  
Adrienne E. Hyle
Keyword(s):  
Special Education ◽  
Rural Communities ◽  
Beginning Teachers ◽  
Special Education Teachers ◽  
Rural Areas ◽  
Urban Areas ◽  
Special Educators ◽  
Teachers Perceptions ◽  
Rural Districts ◽  
Rural Teaching

For many rural communities, the recruitment and retention of special educators has emerged as a prominent concern. The purpose of this study was to assess the attitudes of future special educators regarding urban, suburban, and rural teaching environments. Specifically, research objectives focused on social, cultural, personal and professional attitudes, future career decisions, and their relationship to teaching locale. Findings indicate that, generally, special education students had chosen their career field for altruistic reasons. The variables that drew beginning teachers to school districts were care for students, parental involvement and educational resources. Districts which could provide these should have few recruiting problems, no matter where they were located. However, if all other things are equal, the majority (60%) desired suburban placements, 23% desired rural placements and urban placements came in last. Students who grew up in rural areas were more likely to favor returning to rural areas to teach than those from urban or suburban areas, but only 20% of rurally raised students would prefer returning to rural districts. Salaries do not seem to be an issue for any except those who want to teach in urban areas.

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.

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.

scholarly journals The Benefits and Challenges of Special Education Positions in Rural Settings: Listening to the Teachers

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Ann B. Berry ◽  
Maggie Gravelle
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Rural Areas ◽  
Teacher Satisfaction ◽  
Team Approach ◽  
Rural Districts ◽  
Instructional Role ◽  
Rural Settings ◽  
Role Responsibilities ◽  
Role Confusion

Special education teachers, through a national survey conducted in 55 rural districts, provided information on the positive and negative aspects of teaching in rural schools. The 203 special educators were asked what they liked best about their position and what they found challenging. Some of the themes identified in the analysis centered on positive features of working in rural areas. Characteristics of the rural community fostered family-like relationships with others in their school and in-depth relationships with parents and students. Half of the teachers also reported they shared the responsibility or took a team approach to delivering special education services, a factor related to teacher satisfaction. The majority of teachers were satisfied with the instructional aspects of their position but dissatisfied with non-instructional role responsibilities. Challenges of the position also included role confusion and a lack of resources. Related implications for rural administrators interested in the satisfaction of special education teachers are provided.  

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.

Exploring the Special Education versus Regular Education Decisions of Future Teachers in the Rural Midwest

2016 ◽  
Vol 35 (4) ◽  
pp. 3-9 ◽  
Author(s):  
Keri L. Desutter ◽  
Steven Dale Lemire
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Rural Areas ◽  
Teacher Candidates ◽  
Regular Education ◽  
Special Educators ◽  
Career Path ◽  
Education Decisions ◽  
Teacher Education Faculty

Persistent shortages of special education teachers, particularly in rural areas, exist across the country. This study assessed the openness of teacher candidates enrolled in an introductory education course at two rural Midwest universities to a special education career path. Survey findings confirmed that work or volunteer experience involving people with special needs is a significant predictor of choosing special education as a career path. Findings also revealed that not all students who have experience with individuals with special needs choose to pursue special education. Considerations for teacher education faculty hoping to attract more special educators to the field are discussed.

TURNING FARMERS INTO SOCIAL FARMER ENTREPRENEURS FOR DISADVANTAGED PEOPLE

2020 ◽  
Author(s):  
Remus Runcan
Keyword(s):  
Rural Communities ◽  
Low Income ◽  
Rural Areas ◽  
Urban Areas ◽  
Health And Safety ◽  
Physical Work ◽  
Healthy Environment ◽  
Rural And Urban Areas ◽  
Rural Development Programme ◽  
Rural And Urban

According to Romania’s National Rural Development Programme, the socio-economic situation of the rural environment has a large number of weaknesses – among which low access to financial resources for small entrepreneurs and new business initiatives in rural areas and poorly developed entrepreneurial culture, characterized by a lack of basic managerial knowledge – but also a large number of opportunities – among which access of the rural population to lifelong learning and entrepreneurial skills development programmes and entrepreneurs’ access to financial instruments. The population in rural areas depends mainly on agricultural activities which give them subsistence living conditions. The gap between rural and urban areas is due to low income levels and employment rates, hence the need to obtain additional income for the population employed in subsistence and semi-subsistence farming, especially in the context of the depopulation trend. At the same time, the need to stimulate entrepreneurship in rural areas is high and is at a resonance with the need to increase the potential of rural communities from the perspective of landscape, culture, traditional activities and local resources. A solution could be to turn vegetal and / or animal farms into social farms – farms on which people with disabilities (but also adolescents and young people with anxiety, depression, self-harm, suicide, and alexithymia issues) might find a “foster” family, bed and meals in a natural, healthy environment, and share the farm’s activities with the farmer and the farmer’s family: “committing to a regular day / days and times for a mutually agreed period involves complying with any required health and safety practices (including use of protective clothing and equipment), engaging socially with the farm family members and other people working on and around the farm, and taking on tasks which would include working on the land, taking care of animals, or helping out with maintenance and other physical work”

scholarly journals Evaluation of Community Resilience in Rural China—Taking Licheng Subdistrict, Guangzhou as an Example

2021 ◽  
Vol 18 (11) ◽  
pp. 5827
Author(s):  
Jianhong Fan ◽  
You Mo ◽  
Yunnan Cai ◽  
Yabo Zhao ◽  
Dongchen Su
Keyword(s):  
Spatial Distribution ◽  
Rural Communities ◽  
Rural Areas ◽  
Urban Areas ◽  
Rural China ◽  
Social Resilience ◽  
Learning Abilities ◽  
The Sustainable Development ◽  
Guangzhou City ◽  
Local Sustainability

Resilience of rural communities is becoming increasingly important to contemporary society. In this study we used a quantitative method to measure the resilience regulating ability of rural communities close to urban areas—in Licheng Subdistrict, Guangzhou City, China. The main results are as follows: (1) Rural systems close to urban areas display superior adapting and learning abilities and have a stronger overall resilience strength, the spatial distribution of which is characterized by dispersion in whole and aggregation in part; (2) the resilience of most rural economic subsystems can reach moderate or higher levels with apparent spatial agglomeration, whilst the ecological subsystem resilience and social resilience are generally weaker; the spatial distribution of the former shows a greater regional difference while the latter is in a layered layout; (3) some strategies such as rebuilding a stable ecological pattern, making use of urban resources and cultivating rural subjectivity are proposed on this basis, in order to promote the sustainable development of rural areas and realize rural revitalization. This work also gives suggestion for the creation of appropriate and effective resilience standards specifically targeted for rural community-aiming to achieve the delivery of local sustainability goals.

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