Training and Retaining Rural Special Educators

Abstract

The state of New Hampshire has developed a unique outreach program to meet the special challenges faced by rural states in training and retaining qualified special educators. Through inter-agency collaboration, afield-based, competency-based program of independent study has been created. Individualized assessment and training under the supervision of experienced mentors have qualified many teachers for special education certificates. This method of providing training and the opportunity for hands-on experience to professionals in a rural state has helped to solve the problems of isolation, commuting distances, and retention of experienced personnel in less accessible areas. It is a program worth emulating and adapting to other states with similar concerns.

A Best Practices Model for Preparation of Rural Special Education Teachers

“…Perhaps the most productive approach for reducing attrition of rural special educators is to offer training in the communities in which the teachers live (Gamble, 1995;Helge, 1981;Horn, 1985;Marrs, 1984;Mathes & Carlson, 1986, 1987. "Commitment to place" has been identified as the singularly most important factor in the retention of rural special educators (Gamble, 1995;Muse & Thomas, 1992;Wei, Shapero, & Boggess, 1993). Additional recommendations for reducing the attrition of rural special education teachers tend to focus on reducing the teachers' sense of social and professional isolation, increasing their instructional skill levels, and expanding their career opportunities.…”

“…DeYoung, 1991Chapman & Green, 1986;Metzke, 1988;Rosenholtz, 1989. Bell, et al, 1993Berkeley & Ludlow, 1991;Davis, 1987;Gamble, 1995;Gold, et al, 1993;Helge & Mars, 1982;Lempke, 1995;Luft, 1993;Muse & Thomas, 1992;Stone, 1990;Theobald, 1991;Wei, et al, 1993Carr, 1995Cole & Leeper, 1995;Gold, et al, 1993;Helge 1984;Horn, 1985;Lemke, 1995;Luft, 1993;Mars, 1984;Minner & Lepiche;1993. Bornfield, et.…”

“…Note: Citations includes both those that identified the factor as a barrier and those that recommended strategies similar to those reflected in the program model. Bell, et al, 1993;Berkeley & Ludlow, 1991;Carr, 1995;Cole & Leeper, 1995;Davis, 1987;Gamble, 1995;Gold, et al, 1993;Helge 1984;Helge & Mars, 1982;;Horn, 1985;Lempke, 1995;Luft, 1993;Mars, 1984;Minner & Lepiche, 1993;Muse & Thomas, 1992;Stone, 1990;Theobald, 1991;Wei, et al, 1993Helge, 1984Mars, 1984.…”

Analysis of Successful Cases Based on Rural Heritage Conservation and Community Participation

“…In China, people pay more and more attention to cultural heritage community, and it has become a common understanding to introduce "community" into heritage protection [1]. With the rapid development of economy, science and technology, the speed of urbanization is getting faster and faster, and people put forward higher requirements for living environment and quality of life.…”

Bridging the Gap in Rural Special Education: Paraeducators to Teachers

“…An additional program in New Hampshire used independent study monitored by experienced mentors (Wei, Shapero, & Boggess, 1993) to support the teacher education process in rural communities. According to the authors, the program consisted of interagency collaboration and solved some of the problems of delivering special education certification coursework to rural areas.…”