Rural Schools Positioned to Promote the High Achievement of Students with Disabilities

Abstract

This article presents case studies of two rural districts-both confronting economic and demographic challenges-that were making significant strides toward closing achievement gaps between students with and without disabilities. The districts accomplished this work by using six practices, common to both but implemented differently in each: (a) using data well, (b) establishing and maintaining focus, (c) selecting and implementing shared instructional practices, (d) implementing deeply, (e) monitoring and providing feedback and support, and (f) inquiring and learning. These findings illustrate that, contrary to popular stereotypes, some rural districts serving low income and diverse families are able to increase the achievement levels of students with disabilities.

Developing Educators for Inclusive Classrooms through a Rural School-University Partnership

“…These efforts were critical during key instances when the move toward inclusion hit a few bumps in the road. Recent research highlights how inclusive school reform can flourish in rural settings if district support is provided that focuses teachers to use data to inform instructional decisions, implement research-based instructional practices, monitor ongoing progress regularly, and inquire into teacher learning (Telfer & Howley, 2014).…”

Pupils’ Attitudes toward Inclusive Education

“…This includes modification of teaching methods, support by a teaching assistant, or, in some cases, support provided by a personal assistant. Inclusive education aims to educate all pupils and students together, to promote and put into practice tolerance of difference, and to maximize collaboration between pupils [13]. In addition to inclusive education options, there is also the possibility of educating children with special educational needs in special classes and schools.…”