ERIC Number: ED209620
Record Type: RIE
Publication Date: 1981-Aug
Reference Count: 0
Evaluation of Special Education in Rural Settings.
Illback, Robert J.; Ellis, John L.
School psychologists who work in rural areas face difficult problems because of the setting in which they practice. Traditional models for delivering psychological services in urban and suburban schools are not typically generalizable to rural service delivery. Rural school districts tend to be closed and rigid, reflecting the nature of the community structure. School management may rely heavily on tradition and attempts to promote innovations are often met with opposition. Monetary constraints are faced by nearly all rural schools. These conditions make the implementation of special education services in rural settings difficult. Rural areas present difficulty in recruiting and retaining qualified special education staff, community resistance to change and suspicion of outside interference, and geographical problems. The practice of rural school psychology faces similar problems. The rural school psychologist must be a program planner and evaluator, taking a multilevel, multidimensional perspective. The rural practitioner must engage in needs assessment, program planning and development, implementation, and outcome evaluations. Despite potential problems and implications for training, rural school psychologists, in order to be effective, must adopt innovative methods of practice. (Author/NRB)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the American Psychological Association (89th, Los Angeles, CA, August 24-26, 1981).