Online Learning and Mentors: Addressing the Shortage of Rural Special Educators through Technology and Collaboration

Abstract

This article describes a promising model in comprehensive special education personnel preparation to support the recruitment and retention of special education teachers in rural areas. The approach draws on several bodies of research to include best practices for teacher education, online service delivery, collaboration among key stakeholders, and the development of strong mentoring and induction programs. The implementation plan, based on evidence-based practice in special education and online learning, is presented. A key element of this plan is developing and maintaining strong relationships among rural districts, the state department of education, and higher education.

Rethinking Shortages in Special Education: Making Good on the Promise of an Equal Opportunity for Students With Disabilities

“…With the passage of No Child Left Behind (NCLB) in 2001 and its definition of highly qualified, staffing of rural schools became increasingly challenging (Sindelar et al, 2018). Rural settings continue to face critical shortages due to geographic isolation (Johnson, Humphrey, & Allred, 2009), low enrollment in and lack of access to teacher preparation programs, teacher attrition, retirement, and a general lack of interest in the teaching profession (Rude & Miller, 2018). Limited access to teacher preparation programs in rural settings likely contributes to SETs being less likely to hold a Master’s degree than their colleagues in urban and suburban schools.…”

Impact of Online Coursework for Teachers of Students with Severe Disabilities: Utilization of Knowledge and its Relationship to Teacher Perception of Competence

“…Distance learning opportunities may help attract and retain qualified special educators as well as overcome the geographic isolation of rural areas that limits opportunities for professional development and improvement (Menlove & Lignugaris/Kraft,2(04). The literature reports few differences between on-campus and distance learning programs on a number of measures including student learning outcomes, instructor evaluations, and levels of student satisfaction (Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002;Paulsen, Higgins, Miller, Stawser, & Boone, 1998;Spooner, Jordan, Algozzine, & Spooner, 1999) and reports success in delivering online personnel preparation programs in severe and other low incidence disabilities (e.g., Agran & Kiefer-O'Donnell, 2006;Artesani & Fairman, 2000;Collins, Baird, & Hager, 2009;Forbush & Morgan, 2006;Grisham-Brown & Collins, 2002;Jameson & McDonnell, 2007;Johnson, Humphrey, & Allred, 2009;Jung et al, 2006;Ludlow & Duff, 2006;Rude & Ferrell, 2006;Spooner et al, 2000;Steinweg & Warren, 2(06).…”

The Demand for Special Education Teachers in Rural Schools Revisited: An Update on Progress

“…Over the last 12 years, a number of additional studies of special education candidates in rural locales have been conducted across varied regions of country (Hager, 2011; Hager, Baird, & Spriggs, 2012; E. S. Johnson, Humphrey, & Allred, 2009; Jung, Galyon-Keramidas, Collins, & Ludlow, 2006; Lohfink, Morales, Shroyer, Yahnke, & Hernandez, 2011; West & Jones, 2007).…”

“…In many cases, these programs provide observation, mentoring, and professional development to candidates remotely from a university center to the student’s placement. In one program located in rural Idaho, evidence-based course content was delivered online to a cohort of candidates in a remote rural location (E. S. Johnson et al, 2009).…”