ERIC Number: ED241200
Record Type: Non-Journal
Publication Date: 1983-Aug
Reference Count: N/A
Models for Serving Rural Children with Low-Incidence Handicapping Conditions.
Although rural children with mild or moderate handicaps have been integrated into the regular classroom, children with severe or low-incidence handicaps continue to be underserved by rural schools. Traditional service delivery models are inadequate in rural areas where many levels of the traditional service continuum and adequate staff and funding do not exist. Because of the diversity of rural communities, no one service delivery model can satisfy all situations. Instead, planners must design service delivery models specifically for the system and subculture in which they will be implemented. When designing service delivery systems for rural handicapped students, planners must consider 15 community and district factors, their interrelationships, and their combinations. The factors include population, climate, geography, economic lifestyle, student ages, disabilities, cost efficiency, personnel attitudes, resources, distance to services, language spoken, cultural diversity, district-resource relationship, local communication and power structures, and district special education history. Planners must also consider 10 district variables including equipment, facilities, finances, staff development system, transportation, staffing, parent involvement and training, community involvement, governance system, and interagency collaboration. The article summarizes 10 successful service delivery models for serving rural children with low-incidence handicaps. (SB)
Descriptors: Children, Community Characteristics, Delivery Systems, Disabilities, Educational Planning, Elementary Secondary Education, Models, Program Design, Rural Areas, Rural Education, School Districts, Special Education, Student Characteristics
National Rural Project (NRP), Murray State University, Doran House, 1603 Hamilton Ave., Murray, KY 42071 ($6.00).
Publication Type: Opinion Papers
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: Murray State Univ., KY. Dept. of Special Education.