NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 474 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Sheehey, Patricia H.; Wells, Jenny C.; Ogata, Veronica F. – Rural Special Education Quarterly, 2018
This investigation explored the interactions between paraeducators and the culturally and linguistically diverse families of their students with disabilities. Paraeducators (n = 117) attending a statewide professional development event responded to a questionnaire designed to explore their interactions with diverse parents and families. Results…
Descriptors: Paraprofessional School Personnel, Teaching Experience, Parent Teacher Cooperation, Family School Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Garwood, Justin D.; Werts, Margaret G.; Varghese, Cheryl; Gosey, Leanne – Rural Special Education Quarterly, 2018
The researchers of this study used a mixed-methods approach to understand issues of rural special education teacher burnout. Results of survey responses (n = 64) and follow-up focus group interviews (n = 12) from rural special education teachers indicated several factors contributing to stress and burnout. Teachers noted that lack of clarity in…
Descriptors: Rural Schools, Special Education Teachers, Mixed Methods Research, Teacher Role
Peer reviewed Peer reviewed
Direct linkDirect link
Cooper, Justin T.; Whitney, Todd; Lingo, Amy S. – Rural Special Education Quarterly, 2018
The purpose of the current study was to examine the effects of immediately prompting a general education teacher to increase her rate of Opportunities to Respond (OTR) through bug-in-ear technology on the academic engagement of a first-grade student with emotional and behavior disorders (EBD) and attention deficit hyperactivity disorder (ADHD). In…
Descriptors: Feedback (Response), Classroom Techniques, Affective Behavior, Behavior Disorders
Peer reviewed Peer reviewed
Direct linkDirect link
Rude, Harvey; Miller, Kevin J. – Rural Special Education Quarterly, 2018
This article reviews current developments in state and national policies that affect rural special education. A brief overview of the federal role in rural education is provided, with emphasis on the implications for the provision of special education services in rural communities. A variety of challenges are identified, including (a) the variable…
Descriptors: Rural Education, Special Education, Educational Policy, Barriers
Peer reviewed Peer reviewed
Direct linkDirect link
Sindelar, Paul T.; Pua, Daisy J.; Fisher, Tiffany; Peyton, David J.; Brownell, Mary T.; Mason-Williams, Loretta – Rural Special Education Quarterly, 2018
In this commentary, we revisit "NCLB and the Demand for Highly Qualified Teachers: Challenges and Solutions for Rural Schools," an article we published in this journal in 2005. We consider the predictions we made then about the impact of the Highly Qualified Teacher mandate on special education teacher (SET) shortages in rural states and…
Descriptors: Teacher Supply and Demand, Rural Schools, Special Education Teachers, Teacher Qualifications
Peer reviewed Peer reviewed
Direct linkDirect link
Brownell, Mary T.; Bishop, Anne M.; Sindelar, Paul T. – Rural Special Education Quarterly, 2018
Teacher shortages in special education have been a source of long-standing concern for professionals and parents involved in the education of students with disabilities. Because of their geographic location, culture, and lack of resources, rural administrators have always struggled to staff their schools with qualified special education teachers.…
Descriptors: Rural Education, Special Education Teachers, Teacher Qualifications, Teacher Shortage
Peer reviewed Peer reviewed
Direct linkDirect link
Ault, Melinda Jones; Bausch, Margaret E.; Ackerman, Kera B. – Rural Special Education Quarterly, 2018
Professionals, families, and individuals with disabilities must work together to advocate for policy and legislation that will improve the lives of those with disabilities. Rural areas have unique issues that make targeted advocacy efforts necessary. While families and parents have a personal interest in advocacy, professionals have ethical…
Descriptors: Advocacy, Disabilities, Related Services (Special Education), State Legislation
Peer reviewed Peer reviewed
Direct linkDirect link
Huscroft-D'Angelo, Jacqueline; January, Stacy-Ann A.; Duppong Hurley, Kristin L. – Rural Special Education Quarterly, 2018
One strategy to improve outcomes for students with emotional and behavioral disorders and their families in rural settings is providing parental support. Through interviews with special education administrators and student services personnel representing several rural regions, this exploratory study sought to identify the needs of youth with…
Descriptors: Rural Areas, Administrator Attitudes, Emotional Disturbances, Behavior Disorders
Peer reviewed Peer reviewed
Direct linkDirect link
Test, David W.; Fowler, Catherine H. – Rural Special Education Quarterly, 2018
Depending on which date is attributed to the birth of secondary transition, it can be considered anywhere from 27 to 57 years old. No matter which date is used, it has been a while since the field "took stock" of itself. Therefore, the purpose of this article is to (a) briefly summarize where the field of secondary transition has been;…
Descriptors: Rural Schools, Secondary Education, Transitional Programs, Articulation (Education)
Peer reviewed Peer reviewed
Direct linkDirect link
Yuan, Susan J.; Ryan, Susan M.; Dague, E. Bryan – Rural Special Education Quarterly, 2018
Through qualitative interviews, perspectives of parents of students who were in the first 2 years of the Think College Program at University of Vermont and Johnson State College were explored, thereby identifying expectations, academic and social aspects, and experiences of their children as college members. Previous experience of these students…
Descriptors: Educational Experience, Parent Attitudes, Qualitative Research, Interviews
Peer reviewed Peer reviewed
Direct linkDirect link
Hoover, John J.; Erickson, Jennifer R.; Herron, Shelley R.; Smith, Clara E. – Rural Special Education Quarterly, 2018
Consideration of cultural and linguistic features is mandated by law and one of the most important contributors to the appropriate placement of diverse learners for special education services. This article describes the results of a pilot project designed to assist rural educators to deliver an equitable and unbiased assessment process for English…
Descriptors: Culturally Relevant Education, Special Education, Eligibility, Pilot Projects
Peer reviewed Peer reviewed
Direct linkDirect link
Collins, Belva C.; Ludlow, Barbara L. – Rural Special Education Quarterly, 2018
The field of special education's focus on moderate and severe disabilities (MSD) has undergone a number of changes in the past five decades. Some have been philosophical, some based on research, some based on mandated practices through U.S. law, and some based on the development of better technologies. While pioneers in the field first established…
Descriptors: Best Practices, Severe Disabilities, Severity (of Disability), Special Education
Peer reviewed Peer reviewed
Direct linkDirect link
Burke, Meghan M. – Rural Special Education Quarterly, 2017
Latino students and their families are the fastest growing minority group in the country, yet it is unclear whether rural (vs. urban) Latino families of students with disabilities have different needs. In this pilot study, 65 Latino family members of students with disabilities (15 rural; 50 urban) responded to a questionnaire about empowerment,…
Descriptors: Empowerment, Hispanic American Students, Rural Areas, Urban Areas
Peer reviewed Peer reviewed
Direct linkDirect link
Barrio, Brenda L. – Rural Special Education Quarterly, 2017
Research suggests that disproportionate representation of culturally and linguistically diverse students in special education has been a recurring topic of concern in the field of special education within the United States. Over the past few years, this concern has shifted to focus on the disproportionate representation of English Language…
Descriptors: Special Education, Educational Policy, Educational Change, English Language Learners
Peer reviewed Peer reviewed
Direct linkDirect link
Leigers, Kelly; Kleinert, Harold L.; Carter, Erik W. – Rural Special Education Quarterly, 2017
Students with severe disabilities often experience limited social participation and few friendships at school. We describe a project to equip school teams to implement peer support arrangements and peer networks focused on friendships, inclusion, and learning. We adopted a phenomenological qualitative approach to learn how participants viewed…
Descriptors: Peer Relationship, Friendship, Social Support Groups, Inclusion
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  32