This study explored the experiences of Head Start parents who were becoming involved in their pre-school-age children's Individualized Education Program (IEP) process. Seven participants from the rural Midwest engaged in focus group (n = 2) or interview (n = 1) format discussions regarding barriers to involvement in the IEP process and…

Special education professionals serve as facilitators of Individualized Education Program (IEP) team meetings. This study explores how facilitators see their IEP meeting roles and probes further into how IEP facilitators envision an ideal IEP meeting in school districts with rural schools. Findings indicate that facilitators see their roles in…

Researchers and clinicians have successfully demonstrated the use of telehealth in supporting parents to conduct functional analyses (FAs) and subsequent functional communication training (FCT). We replicated and extended previous research by utilizing telehealth to train an existing Early Childhood Special Education (ECSE) Behavior Specialist to…

Understanding the contexts in which young children develop is essential for promoting positive outcomes. In this study, the researchers used focus groups to investigate the perspectives of 14 parents across rural North Carolina concerning ecocultural features that enhanced or prevented sustained engagement with their infants and toddlers with…

Legislation maintains expectations that educators form partnerships with parents, specifically within the field of special education (IDEA, 2004), and requires schools to allow parents to participate in all phases of educational assessment and planning for students who receive special education services. Many parents, however, encounter barriers…

The purpose of this study was to determine if differences existed across rural, urban, and suburban environments when special education teachers reported perceived levels of student and parent involvement and participation during IEP meetings. The investigators surveyed special education teachers (N = 159) across a Southwest state and applied log…

This article describes the impact of a MAPS process on team member agreement on postsecondary expectations and goals for a middle school student with Autism Spectrum Disorders in a rural area. The results revealed similarities and differences in the beliefs and expectations of the participants on the transition team and that the MAPS approach…

A study of low-income rural mothers in four states investigated the differences in demographics, school experience, social support, and school involvement for mothers with children with and without special needs. Forty percent of the mothers reported having at least one child with special needs. Twice as many mothers who did not complete the…

Overviews the current status of special education programs in Mexico in general and in Ciudad Juarez (Chihuahua) and surrounding rural areas. Two special education administrators employed in the Ciudad Juarez school system discuss problems associated with teacher training and lack of administrative support, and the importance of parental and…

A survey of 100 rural school administrators in the Southwest identified assessment skills, teaching methods, and parent involvement as the most important competencies for teaching bilingual children with disabilities. Respondents also stressed the importance of understanding the cultural and linguistic background of minority students. Discusses…

Surveys examined the perceptions of 22 early-interventionists about their degree of involving families in the Individualized Family Service Plan process, and assessed the satisfaction of 90 parents regarding the services they and their child received. Parents appeared equally satisfied with interventionists regardless of interventionist's degree…

Interviews with 536 Arizona families of special-needs infants and toddlers examined nature and type of services received; satisfaction with services; parental involvement in service delivery; and needs for additional services, financial help, information, and emotional support. Parents' greatest concern was access to information. Rural-urban…

Surveys, interviews, and observations were carried out at six remote Alaska village schools to explore perceptions and experiences of teachers and aides related to inclusionary practices for students with disabilities. Findings focus on personal stories affecting participants' perceptions, barriers and supports for inclusionary practices, and the…