The shortages of special education personnel are nowhere more severe than in low incidence disabilities in rural schools. This article presents the results of a national study that identified shortage estimates, state certification patterns, personnel preparation programs, and distance delivery mechanisms and examined relationships among these data to assess the state of shortages of special educators in the areas of vision impairments, hearing impairments, severe disabilities, and early intervention. The authors outline current issues and future trends in preparing personnel in low incidence disabilities for rural areas.

Virtual reality is an emerging technology that has resulted in rapid expansion in the development of virtual immersive environments for use as educational simulations in schools, colleges and universities. This article presents an overview of virtual reality, describes a number of applications currently being used by special educators for personnel preparation in colleges and universities and for service delivery to children and adults with disabilities in K-12 schools and community services, and discusses possible future directions in virtual reality applications and their implications for rural special education.

Autism spectrum disorders (ASD) is the fastest growing category served in special education, yet there is a serious shortage of personnel appropriately trained and highly qualified to meet the unique needs of children and adolescents with autism in the nation's schools. The need for specialized training and certification in the area of autism (above and beyond qualifications in special education generally) is only now being recognized by state licensure agencies and personnel preparation programs. West Virginia University, an early adopter of technology-mediated distance education, has developed post-baccalaureate certification and Masters degree program to prospective and practicing special education personnel to work with students with autism spectrum disorders in rural areas. This article presents a new graduate program to prepare special educators as autism specialists by 1) describing an innovative distance education model that uses desktop audio conferencing for live interactive classes with other online activities as well as online supervision of practicum experiences; and 2) discussing development and implementation of the program, including initial outcomes and planned changes.

Existing and emerging technologies have many implications for service delivery and for teacher education in special education. Today's educators need to know how to implement assistive technology, computer instruction, and telecommunications networking in special education and disability services programs for individuals with disabilities of all ages. Teacher education programs in special education need to prepare prospective and practicing personnel to implement technology through technology integration into the curriculum, development of multimedia learning materials and design and delivery of distance education programs. However, there is insufficient research to clarify the impact of technology on service delivery and teacher education and few models of training to prepare educators to use technology in schools, colleges, and universities. This article examines current and future trends in technology in special education and in teacher education; addresses the positive and negative impact of technologies on service delivery and on personnel preparation; and explores how educators' attitudes and reactions and toward emerging technologies will determine the future of teacher education in special education.Today's world is characterized as an age of technology. Technological innovations have impacted all dimensions of human existence : our need to use technology permeates every aspect of our day-to-day lives-personal care, communication, socialization, recreation, money management, employment, business, and now education. In special education, we are witnessing what amounts to a revolution in both service delivery for individuals with disabilities as well as preservice and inservice preparation of professional personnel. As we enter the 21st century, we are beginning to see unparalleled changes in what children, adolescents, and adults with disabilities can accomplish through assistive technology computer supports, and telecommunications networks. We are also becoming aware of the dramatic impact of technology integration, multimedia materials, and distance education on how we prepare prospective and practicing personnel.As special educators as well as teacher educators, we may be both excited and dismayed by these developments. The professional literature is replete with odes to the benefits of technology as well as diatribes against the evils of technology. Some educators have embraced the promise of new technologies, while others have warned against the perils of an over-reliance on technology in educational practice. Our love-hate relationship with today's technologies is based on a growing recognition that technology makes our lives easier, but creates more work and stress and well as a nagging worry that the siren song of technology is seducing us into focusing our attention and effort on flash over substance. Reflecting on this ambiguity, Stansberry (1998) wrote: &dquo;This split vision of technology-savior one minute, at TEMPLE UNIV on November 18, 2014 tes.sagepub.com Downloaded from144 demon the next,...

In this study, a review of the professional literature from 1985 through 1999 was conducted to identify any reports of technology-mediated distance education programs designed to prepare special education and related services personnel in rural areas. Data collection involved an index search of refereed journals as well as conference programs or proceedings of professional organizations, an online search of Web sites of colleges and universities, and contacts with professional colleagues known to be engaged in distance education. For each reference or report located, data were collected to answer questions related to the target population, the technologies used for delivery, the program components, the funding sources, and the intended outcomes of the program. Where needed data were lacking, researchers sought additional information by reviewing the program's Web site, brochure or other material, and interviewing personnel reposnsible for each program to clarify inconsistencies ro obtain missing data. Analysis of the data revealed that many of the distance education programs that currently exist in special education and related services are focussed on personnel preparation in rural areas. In addition, the technologies utilized for distance education have changed considerably over time as new options became available, with most programs making use of a combination of media for distance delivery. The demonstrated longevity of many distance education programs suggests that this mode of delivery will continue to have a major impact on personnel supply and demand in rural special education and disability services in the years to come.