The purpose of this qualitative study was to ascertain what effects an inclusive setting had on 14 students with emotional and behavioral disorders (E/BD) in terms of school and academic behavior, social skills, and acceptance by peers according to teachers, administrators, general education peers, and the students themselves. The researchers focused on five main themes: (1) overall perception of the program, (2) curriculum adaptation, (3) effect on student social and personal behavior, (4) administrative support, and (5) general concerns. The findings support the practice of serving students with E/BD in a general classroom with adequate support services. They provide an impetus for future research efforts in this area.
This first part of this article describes the beginnings of a rural distance teacher education program developed using two-way interactive television. The authors share lessons learned from data gathered over several years of teaching on television. The second part of the article describes an online distance teacher education program that prepares large numbers of special educators in both urban and rural settings. The effectiveness of an online approach is discussed along with knowledge gained through ongoing evaluation of the program. The article ends with thoughts about the future of rural teacher preparation through the use of new technologies.
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