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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
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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
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Rooks-Ellis, Deborah L. – Rural Special Education Quarterly, 2017
The Early Childhood Opportunity (EChO) Scholars project was designed to address the following significant needs in Maine: (a) prepare highly qualified early interventionists and early childhood special educators through distance education, (b) develop a system of support through a mentor network, (c) provide a graduate-level early childhood…
Descriptors: Preschool Teachers, Early Childhood Education, Young Children, Disabilities
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Bethune, Keri S.; Kiser, Ansley – Rural Special Education Quarterly, 2017
There is a need for both special education teachers and Board Certified Behavior Analysts (BCBAs) who are trained to work in rural school settings with students with disabilities and problem behaviors. The specific challenges presented by rural communities, such as diminished access to resources and fewer community partners, can make it difficult…
Descriptors: Special Education, Rural Schools, Behavior Modification, Behavior Problems
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Menendez, Anthony L.; Mayton, Michael R.; Yurick, Amanda L. – Rural Special Education Quarterly, 2017
When rural school districts employ Board Certified Behavior Analysts (BCBAs) to assist in meeting the needs of students with disabilities, it is important that they be aware of the ethical and professional guidelines to which BCBAs are required to adhere. This article describes the role of these guidelines within the practice of BCBAs and presents…
Descriptors: Rural Schools, Disabilities, Ethics, Guidelines
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Collins, Belva C.; Leahy, Maria Marsella; Ault, Melinda Jones – Rural Special Education Quarterly, 2017
Special education teachers have a unique set of skills and opportunities to become leaders in the field of education. Some rural special education teachers, however, may not see themselves as potential leaders or believe they have opportunities to be leaders. This article provides guidelines for rural special education teachers to consider in…
Descriptors: Teacher Leadership, Rural Schools, Special Education Teachers, Guidelines
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Rizzi, Gleides A. L. – Rural Special Education Quarterly, 2016
This article provides teachers in rural settings with suggestions on how to engage classroom resource personnel (i.e., volunteers, instructional assistants) in monitoring students' achievement. The target, act, and graph (TAG) strategy offers rural special educators ways to empower classroom resource persons through training and use of the TAG…
Descriptors: Special Education, Paraprofessional School Personnel, Capacity Building, Empowerment
Hawley, Leslie R.; Koziol, Natalie A.; Bovaird, James A.; McCormick, Carina M.; Welch, Greg W.; Arthur, Ann M.; Bash, Kirstie – Rural Special Education Quarterly, 2016
A critical aspect of rural research is carefully defining and describing the rural context. This is particularly important in rural special education research because different definitions of rural may influence resource allocation, grant funding eligibility, and/or research findings. In order to highlight the importance of operationalizing rural,…
Descriptors: Rural Education, Special Education, Educational Research, Barriers
Bondie, Rhonda – Rural Special Education Quarterly, 2015
Advances in online learning have benefited rural special education teacher preparation programs through increased recruitment, access, and collaboration. This paper describes how additional challenges, such as monitoring teacher candidate use of evidence-based practices, can be addressed through a digital teaching platform. Project REACH online is…
Descriptors: Educational Technology, Evidence Based Practice, Rural Schools, Special Education Teachers
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Hartley, Melissa D.; Ludlow, Barbara L.; Duff, Michael C. – Rural Special Education Quarterly, 2015
Many colleges and universities rely upon online programs to support distance delivery of personnel preparation programs in special education and related services. These distance education programs enable individuals who live or work in rural communities to access training programs to earn teaching certification and assist rural schools in…
Descriptors: Distance Education, Preservice Teacher Education, Learning Activities, Program Development
Schmidt, Matthew; Gage, Ashley MacSuga; Gage, Nicholas; Cox, Penny; McLeskey, James – Rural Special Education Quarterly, 2015
This paper provides a summary of the design, development, and evaluation of a mobile distance supervision system for teacher interns in their field-based teaching experiences. Developed as part of the University of Florida's Restructuring and Improving Teacher Education 325T grant project, the prototype system streams video of teachers in rural…
Descriptors: Distance Education, Supervisory Methods, Field Experience Programs, Handheld Devices
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Childre, Amy L.; Van Rie, Ginny L. – Rural Special Education Quarterly, 2015
In order to promote high quality clinical experiences for teacher candidates, one of the recent changes to educator preparation accreditation standards specifically targeted clinical faculty qualifications. Qualified mentor teachers are critical clinical faculty because they serve as the model for training practices for teacher candidates, the…
Descriptors: Teacher Education Programs, Mentors, Teacher Role, Evidence Based Practice
Altieri, Elizabeth M.; Colley, Kenna M.; Daniel, Leslie S.; Dickenson, Kathie W. – Rural Special Education Quarterly, 2015
In this article, teacher education faculty of a medium-size university, historically grounded in teacher preparation within a rural context, describe their ongoing work to transform their practice in order to prepare special and general educators who co-plan, co-teach, and co-assess with their counterparts in the field. Follow-up research with…
Descriptors: Preservice Teacher Education, Preservice Teachers, Training Methods, Rural Education
Johnson, Evelyn S. – Rural Special Education Quarterly, 2015
The Technology Accentuated Teacher Education for Rural Specialists (TATERS) program aimed to: (a) prepare highly qualified special education teachers across a state comprised of more than 70% rural districts, (b) develop a system of support through a mentor network and institutions of higher education collaboration to address the needs of teacher…
Descriptors: Rural Schools, Special Education, Special Education Teachers, Evidence Based Practice
Childre, Amy L. – Rural Special Education Quarterly, 2014
The shortage of highly qualified special educators is most pronounced in rural schools serving populations characterized by poverty, low achievement, disability, and cultural diversity. The result is often untrained teachers serving students with the greatest education needs. This article describes efforts by a university in rural middle Georgia…
Descriptors: Special Education Teachers, Teacher Qualifications, Rural Schools, Alternative Teacher Certification
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