ERIC Number: ED369620
Record Type: RIE
Publication Date: 1994-Mar
Infusing Rural School-Community Partnerships into Transition Components of Individualized Education Plans: Processes and Outcomes.
Elrod, G. Franklin; And Others
During the 1980s, school-community partnerships increased nationwide, prompted by diminishing federal and state financial support for education, increasing numbers of at-risk students, and initiatives promoting local decision-making. Numerous examples in the literature portray partnerships involving "adoption" of schools by businesses, school use of mentors or volunteers, provision of financial incentives to students, and school-to-work transition. However, most examples have a decidedly urban focus, and students with disabilities are seldom targeted. Although rural areas have unique problems that may hinder the development of partnerships, this paper offers the more optimistic view that rural areas also possess unique resources upon which successful partnerships can be built. A primary advantage of rural areas is the synergistic relationship between the school and the community that it serves. This synergy is evident in the informality of rural community politics, accessibility of individuals to each other regardless of position, acquaintanceship of parents of disabled students, rural-oriented work ethic, and ease with which local resources can be identified and accessed. Examples of rural partnerships that facilitate the postsecondary transition to work of disabled and special needs students include a regional skills training program held at community sites and businesses in rural eastern Oregon, and two instances in which community coalitions made possible the supported employment and eventual independence of developmentally disabled persons in rural Mississippi. (SV)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: In: Montgomery, Diane, Ed. Rural Partnerships: Working Together. Proceedings of the Annual National Conference of the American Council on Rural Special Education (ACRES) (14th, Austin, Texas, March 23-26, 1994); see RC 019 557.