The Effectiveness of Regional Center Cooperatives and Regional Education Cooperatives in Providing Special Education Services to Rural New Mexico

1998 ◽  
Vol 17 (2) ◽  
pp. 3-9 ◽  
Author(s):  
Tara L. Sauble ◽  
Robert L. Rhodes
Keyword(s):  
Special Education ◽  
New Mexico ◽  
Rural Schools ◽  
Special Education Directors ◽  
Special Education Services ◽  
Cooperative Approach ◽  
Regional Center ◽  
Education Personnel ◽  
Education Directors ◽  
Special Education Personnel

Rural schools have often encountered difficulty implementing special education programs designed for larger, urban settings. Regional cooperatives have emerged as a solution for many rural schools in order to meet the needs of their special education populations. In this study, the directors of each of the 10 regional cooperatives in New Mexico, along with special education directors of 27 selected rural schools throughout the state, were surveyed regarding their perception of the effectiveness of regionalized services. The results of this study suggest that the regional cooperative approach utilized in New Mexico provides services and personnel that the schools would have difficulty maintaining individually. Although both respondent groups identified many benefits to the current service delivery model, areas of concern were also identified. Results of the study are discussed in light of historical limitations faced by rural special education personnel and programs.

Putting the DISTANCE in Distance Education: An International Experience in Rural Special Education Personnel Preparation

2003 ◽  
Vol 22 (1) ◽  
pp. 3-9
Author(s):  
Karen L. Kelly ◽  
John R. Schorger
Keyword(s):  
Special Education ◽  
Distance Education ◽  
Personnel Preparation ◽  
Special Education Services ◽  
On Line ◽  
Education Personnel ◽  
Program Description ◽  
Dynamic Community ◽  
Education Courses ◽  
Special Education Personnel

Delivery of special education courses via distance education presents unique challenges, particularly when the distance between the instructors and students spans the globe. In this program description, two professors, teaching on the island of Cyprus, delivered courses to graduate students in northern New Mexico and southern Colorado. This article provides an overview of ACCESS (A Colorado Consortium for Equity in Special Education Services), a rural special education personnel preparation program primarily delivered via distance education. The authors report evaluation data and address specific challenges to effective instruction when delivering on-line courses, including the establishment of a dynamic community of learners.

Barriers to Providing Extended School Year Services to Students With Disabilities: An Exploratory Study of Special Education Directors

2018 ◽  
Vol 37 (4) ◽  
pp. 245-250 ◽  
Author(s):  
Lucy Barnard-Brak ◽  
Tara Stevens ◽  
Evelyn Valenzuela
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Exploratory Study ◽  
Financial Resources ◽  
Special Education Directors ◽  
Extended School Year ◽  
School Year ◽  
Qualified Personnel ◽  
Education Directors

The purpose of the current study was to examine barriers, if any, reported by special education directors to providing extended school year (ESY) services. Results indicate four barriers to providing ESY services listed in order of importance by special education directors: difficulty in finding qualified personnel to work over the summer, determining eligibility for ESY services, compliance of parents, and limited financial resources to provide ESY services. Rural special education directors reported the barrier of difficulty in finding qualified personnel significantly more often than nonrural directors. Rural special education directors also reported significantly more barriers to providing ESY services in general.

Criteria for Determining Eligibility for Extended School Year Services

2020 ◽  
pp. 002246692091146
Author(s):  
Lucy Barnard-Brak ◽  
Tara Stevens
Keyword(s):  
Special Education ◽  
Education Research ◽  
Lower Percentage ◽  
Special Education Directors ◽  
Limited Information ◽  
Extended School Year ◽  
School Year ◽  
Inclusive Settings ◽  
Education Directors ◽  
Local Education Agencies

Extended school year (ESY) services has been an understudied area of special education research. There is limited information available regarding ESY practices by local education agencies (LEAs) in determining eligibility as well as who receives what types of services. We surveyed special education directors across the nation to examine ESY practices by LEAs. Most notably, approximately two out of three special education directors (63%) reported that ESY services were only received by students in self-contained classrooms in their LEA. These LEAs that had no students outside of a self-contained classroom receiving ESY services also had a significantly lower percentage of students receiving ESY services as a whole. We recommend that this practice be discouraged as it effectively excludes students in inclusive settings who could benefit from ESY services and can steer parents away from inclusive placements if ESY services in the future will cease.

Special Education Personnel Preparation in the 21st Century

1993 ◽  
Vol 14 (2) ◽  
pp. 7-22 ◽  
Author(s):  
Richard L. Simpson ◽  
Richard J. Whelan ◽  
Robert H. Zabel
Keyword(s):  
Special Education ◽  
21St Century ◽  
Personnel Preparation ◽  
Education Personnel ◽  
Special Education Personnel

“Flat” versus “Weighted” Reimbursement Formulas: A Longitudinal Analysis of Statewide Special Education Funding Practices

1993 ◽  
Vol 59 (5) ◽  
pp. 433-443 ◽  
Author(s):  
Samuel Dempsey ◽  
Douglas Fuchs
Keyword(s):  
Special Education ◽  
Longitudinal Analysis ◽  
Service Needs ◽  
Education Funding ◽  
Special Education Directors ◽  
Monetary Incentives ◽  
Funding Formula ◽  
Flat Rate ◽  
Education Directors ◽  
Reliable Increase

Tennessee data were analyzed longitudinally from 1979–80 to 1987–88 in terms of numbers of children placed in a variety of service options. In 1983–84, the Tennessee funding formula was changed from a “flat” rate to a “weighted” formula. The weighted formula was associated with a statistically significant decrease in less restrictive placements and a reliable increase in more restrictive placements. A statewide survey of district special education directors suggested that service needs may have been more likely than monetary incentives to explain the observed changes.

Using Response-prompting Procedures During Small-group Direct Instruction: Outcomes and Procedural Variations

2012 ◽  
Vol 117 (5) ◽  
pp. 413-434 ◽  
Author(s):  
Jennifer R. Ledford ◽  
Justin D. Lane ◽  
Katherine L. Elam ◽  
Mark Wolery
Keyword(s):  
Special Education ◽  
Small Group ◽  
Direct Instruction ◽  
Small Group Instruction ◽  
Future Research ◽  
Group Instruction ◽  
Target Behaviors ◽  
Response Prompting ◽  
Education Personnel ◽  
Special Education Personnel

Abstract Research was reviewed on small-group instruction for learners with disabilities. The review was conducted for articles published between 1990 and 2010 on the application of small-group direct instruction to teach discrete skills using prompting procedures. A total of 47 articles with 197 participants and 687 replications of effects was located. Small-group instruction was effective for 195 of 197 participants and across variations in implementation and contexts. Implementers were primarily special education personnel, and instruction typically occurred in special education settings. Rigorous designs were used in all studies, and fidelity was assessed in 46 of 47 studies and was uniformly high. Students consistently reached criterion on their own target behaviors, generalized those behaviors, maintained them, and learned the behaviors taught to their peers (when this was measured, which occurred in a majority of the studies). Future research should examine comparisons of procedural variables and promoting social behaviors between group mates.

scholarly journals School Library Media Specialist Collaboration with Special Education Personnel in Support of Student Learning

2009 ◽  
Vol 4 (2) ◽  
pp. 37 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Special Education ◽  
Student Learning ◽  
School Library ◽  
Library Media Specialists ◽  
School Library Media ◽  
Media Specialists ◽  
Library Media ◽  
School Library Media Specialists ◽  
Education Personnel ◽  
Special Education Personnel

Objective – The objective of this study was to identify factors for effective collaboration between school library media specialists and special education personnel in support of student learning. Methods – A review method was used to examine illustrative studies of collaboration. Results – The analysis revealed studies that represented a variety of methodologies: survey, observation, interview, action research, and participatory ethnography. The review identified cross-study factors that facilitate collaboration between school library media specialists and special educators: shared knowledge via cross-training and regular professional interaction, effective communication skills, and effective educational team planning and co-teaching of meaningful learning activities. Conclusion – The study concluded that school library media specialists and special education personnel need to share their knowledge and expertise about the effective use of appropriate resources and services for students with special needs.

Sign in / Sign up

Export Citation Format

Share Document