ERIC Number: EJ1168609
Record Type: Journal
Publication Date: 2018-Mar
Abstractor: As Provided
Reference Count: 42
Policy Challenges and Opportunities for Rural Special Education
Rude, Harvey; Miller, Kevin J.
Rural Special Education Quarterly, v37 n1 p21-29 Mar 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 contexts of rural communities and the associated problems with the identity of rural education, (b) influences of rural poverty and accompanying decline in economic development in many rural communities, (c) ongoing personnel shortages in rural schools that pose unique dynamics for recruitment and retention of rural educators, (d) the disparities in available resources targeted for education in rural communities in comparison with urban counterparts, and (e) the influences of increased learner diversity on schools in rural America. A number of promising practices that address the challenges are identified, including attention to comprehensive statewide systems of educator identification, preparation, and ongoing support for educators and schools located in rural communities across America. A set of recommendations for policymakers and policy implementers is offered for consideration to advance the improvement of special education programs and services for learners in rural communities.
Descriptors: Rural Education, Special Education, Educational Policy, Barriers, Federal Legislation, Poverty, Economic Development, Teacher Shortage, Teacher Recruitment, Teacher Persistence, Cultural Pluralism, Student Diversity, Change Strategies, Educational Practices, State Policy, Elementary Secondary Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A