Serving students with low incidence disabilities incurs multiple challenges for rural school district personnel. In this article, a comprehensive statewide approach for implementing six recommended practices for students with low incidence and severe disabilities is described. Recommendations for future practice include the use of a system wide framework for disseminating promising practices along with effective collaboration and the use of new communication technologies.
The two systems used in this study of six students in a teacher preparation program for students with visual impairments were an interactive video, audio, and data network system and a web-based course-management software package. Overall, the students were positive about the interactive video system, and those who reported that they had moderate to high technology skills reported positive outcomes from the course-management component.
The impact of a two-way interactive television course for rural remote teacher preparation was evaluated using a variety of measures. Areas of primary importance reported in this paper are: ▪ How did learner outcomes of rural remote students compare to on-campus students participating in the same class? ▪ What were the perceptions of rural remote students regarding instructional quality of two-way interactive television? ▪ What were the perceptions of rural remote students regarding technology? Learner outcomes for on-campus and rural remote students were equivalent. Ratings regarding the quality of instruction and technology were above average except for provision of feedback to distance learners.
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