Conceptualising diversity in a rural school

Abstract

This article describes a qualitative study which investigated how teachers made meaning of and responded to diversity in their rural school. While there is a large amount of information regarding how diversity plays out in urban settings and how teachers respond to it [e.g. Dei, G. J. S., I. M. James, L. L. Karumanchery, S. James-Wilson, and J. Zine. 2003. Removing the Margins: The Challenges and Possibilities of Inclusive Schooling. Toronto: Canadian Scholars' Press], little exists regarding rural schools. This is particularly troubling because of the large proportion of students attending rural schools. Data for this study were collected during individual interviews with seven elementary school teachers in a rural school in Ontario, Canada. Participants highlighted a number of categories of difference amongst their student cohort and how the challenges associated with this diversity were compounded by living in a rural area. The perceptions of participants are mirrored in educational policy and literature. Rural areas are expanding in population and diversity, and rural students are experiencing poverty and educational failure at the same levels of many large urban centres [Barlow, D. 2008. "America's Forgotten Schools." The Education Digest 22 (8): 67 -70]. Yet rural schools are being ignored in educational policy, largely based on misconceptions about the nature and value of rural environments.

Consultation in Special Needs Education in Rural Schools in Sweden– An Act of Collaboration between Educators

“…The findings indicate that the favorable learning environment can compensate for shortcomings, but only to some extent. The lack of regular special educational expertise and specific resources was a concern, which has been reported in earlier studies (Pettersson et al, 2016;Tuters, 2015). Consultation provided by a special educator can mitigate the negative consequences that the lack of expertise in special education can cause (Berry et al, 2011;Pettersson et al, 2016).…”

“…The number of students is low, and multi-grade classrooms are common. The small student groups and the fact that the teachers often live in the rural communities allow close, familiar, and caring relationships between teachers and students (Pettersson et al, 2016;Tuters, 2015). School-community collaboration is also facilitated by the perception that the rural school is the heart of the village (Autti & Hyry-Beihammer, 2015).…”

“…The distance factor is especially challenging when it comes to special educational support. Several studies have shown that teachers experience teaching in rural schools as challenging if the teachers do not have regular access to support services (Pettersson et al, 2016;Tuters, 2015). The work of rural teachers is complex and versatile, including administration, planning, curriculum adaptation, behavior management, and sometimes even conflict management in the surrounding community (Karlberg-Granlund, 2009;McHenry-Sober & Schafft, 2014).…”

“…Teachers, especially those who work at small and remote rural schools, are obliged to handle many issues themselves, ranging from administration to behavior management and sometimes even conflicts with the surrounding community (Karlberg-Granlund, 2009;McHenry-Sorber & Schafft, 2014). Educational challenges caused by different learning needs among students combined with a lack of special educators may also place added strain on teachers who work in rural areas (Pettersson et al, 2016;Tuters, 2015). When a special educator is not available on a daily basis and a teacher has few, if any, colleagues to ask for advice, the situation can be especially challenging (Kuhl, Pagliano & Boon, 2014).…”

“…Although teacher support in matters related to special education seems to be important, the area is under-researched in rural research. Also Tuters (2015) points out that special education in rural schools is an uncommon theme in research.…”