Supporting Inclusive Education for Students with Severe Disabilities in Rural Areas

Abstract

Inclusive education is considered a recommended practice for students with severe disabilities. These students benefit from the rich learning environments and natural supports found in general education classrooms. Furthermore, the highly individualized approach to inclusive education requires teams (regardless of location) to work closely with family members and peers and take advantage of natural resources that exist. Therefore, despite limited resources in rural areas, characteristics of these communities can be quite supportive of inclusive practices. Challenges to inclusive practices in rural schools will be presented as well as suggestions designed to address these challenges. The strengths of rural communities with regard to inclusive practices will be highlighted.

Using Immediate Feedback to Increase Opportunities to Respond in a General Education Classroom

“…As previously mentioned, rural schools have difficulty hiring and retaining highly qualified teachers (Boe & Cook, 2006); greater diversity of abilities and disabilities in their classrooms (Berry et al, 2011); and limited funding for special education services (Kossar et al, 2005). Because of these issues, they may find it more educationally and financially feasible to place students with disabilities in an already established general education environment instead of funding a separate setting that would need additional staffing (Downing & Peckham-Hardin, 2007). This, in turn, may lead to rural general education teachers being asked to address the academic and behavioral needs of a diverse population that include students with EBD, which may be outside of their initial training and expertise.…”

“…Finally, rural schools often have limited funding for special education services (Kossar, Mitchem, & Ludlow, 2005). Because of these issues, rural schools may find it more educationally and financially feasible to place students with disabilities in an already established general education environment instead of a separate setting that would need additional staffing (Downing & Peckham-Hardin, 2007).…”

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

“…The shortages are particularly significant in the area of severe disabilities and in rural areas of the country (lung, Gaylon-Keramidas, Collins, & Ludlow, 2006;Larwood, 2005;Ludlow, Conner, & Schechter, 2005;Mitchem, Kossar, & Ludlow, 2006;Rude et aI., 2005). The shortages are compounded by the low number of teacher education program graduates prepared to teach students with severe disabilities and the low retention rates of teachers who do teach learners with severe disabilities (Brownell, Bishop One solution offered to alleviate shortages and assist teachers to remain current is distance learning (Collins, 2007;Downing & Peckham-Harding, 2007;Ludlow & Brannon, 1999;Spooner, Spooner, Algozzine, & Jordan, 1998). 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).…”

Using Teleconferencing to Meet the Needs of Children, 0 to 3 Years Old, With Disabilities in Rural Areas

“…These benefits are associated with teacher retention, a family-like atmosphere, collaboration, and a cohesiveness with the community (Huysman, 2008;Malloy & Allen, 2007). Characteristics of small communities have been associated with increasing the inclusion of students with disabilities in the general education classroom (Downing & Peckham-Hardin, 2007). Rural communities sometimes lack the resources for separate education environments; however, the close connection to community members and the availability of natural supports help students be successfully included in the general education setting (Downing & Peckham-Hardin, 2007).…”