Counselors and Special Educators in Rural Schools Working Together to Create a Positive School Community

Abstract

a AbstractSchool counselors and special educators in rural areas working together can be a powerful team to help schools create a positive school community. In one rural school community, they partnered with faculty and staff to implement a School Wide Positive Behavior support program to improve student outcomes. The counselor and special educator, through intentional communication and collaboration, helped develop a positive school community, using the skills and training of their individual disciplines. This article focusses on the roles played in the process.

Mathematics Skills of Kosovar Primary School Children: A Special View on Children with Mathematical Learning Difficulties

“…More specifically, rural children typically come from a lower socio-economic background, which is associated with having a lower parental-education level, lower income, and consequently, limited resources for obtaining adequate nutrition, and for having stimulating didactic materials in their homes, as well as not being able to afford enrichment activities (sport, music, dance). Almost all of these disadvantage factors are considered to be associated with lower academic performance (Crane, 1996;LeFevre et al, 2009;Davis-Kean, 2005;Dooley, 2011, McNamara & Kendeou, 2011Thornton, 2018). Consistent with this finding, Mullis and colleagues (Mullis et al, 2012) reported that a location of school (urban vs. rural) had a substantial impact on students' overall low mathematics achievement in the developing countries which are in close distance with Kosovo such as, Macedonia, Croatia, Romania, Turkey, etc.…”

Cierre de Escuelas en Contextos Vulnerables desde la Perspectiva de los Orientadores: Impacto en Zonas Rurales

“…Algunas prácticas que se pueden considerar de éxito para la inclusión educativa en zonas rurales coinciden en manifestar el alto compromiso de los orientadores escolares y sus habilidades comunicativas, sus competencias para asesorar al profesorado ante situaciones imprevistas y, entre otras cuestiones, las estrategias que emplean para procurar una mejor inserción socio-laboral del alumnado más vulnerable (Ritacco, 2011). De igual forma, una experiencia con alumnos con diversidades conductuales y emocionales en zonas rurales recoge algunas claves desarrolladas por los orientadores con un impacto positivo en su inclusión socio-educativa en el marco de las corrientes de la psicología positiva, como son el asesoramiento individualizado para desarrollar nuevas habilidades que faciliten sobrevenirse a los problemas (Thornton, 2018).…”