Little is known about the implementation of assistive technology (AT) services for students in rural areas. This study investigated the AT service delivery in 10 rural districts across six states. The results indicated that students use AT across functional areas, but considerably fewer number of devices than do those not living in rural areas. AT experts attended a low percentage of IEP meetings, and the AT expertise of related service personnel is rated highly. Teachers reported that rural students have access to the technology they need; however, they also indicated they needed more training on available technology for their students.

A withdrawal design repeated across three children enrolled in two Head Start classrooms was used to investigate the effectiveness of functional assessment-based interventions to decrease inappropriate behavior. The two questions addressed in the study were (a) Will a behavior intervention plan based on functional behavior assessment conducted in the natural setting be effective in reducing inappropriate classroom behavior for young children? and (b) Will teachers perceive assessment-based interventions to be acceptable and feasible? Results indicated that the procedure yielded effective behavior interventions and teachers found the interventions socially valid. The use of functional assessment as a preventive and proactive strategy is discussed. Need for Early InterventionM uch of the current research related to children with emotional and behavioral disorders (EBD) has focused on the need for early identification of and early intervention for those who display challenging behaviors. Estimates for the number of children in early childhood programs who exhibit challenging behavior indicate that a significant proportion display such behaviors. Joseph and Strain (2003) report that 10% to 25% of young children from low-income families display challenging behaviors, and Webster-Stratton and Hammond (1998) report that as many as 35% of children from lowincome, welfare-dependent families could meet criteria for a behavior disorder. Nationally, numerous children are expelled from child care programs each year because of behavior problems (

Collaboration between special educators and general education teachers is associated with academic and social success of students with disabilities who are included in the general education classroom. This study reports the findings from 96 interviews conducted with special and general education teachers regarding collaboration strategies to provide assistive technology services to students. Strategies such as collaborative consultation, problem solving, and teaming are discussed, and interview findings are provided. The results are presented as four themes that emerged during interview analysis: (a) current teacher collaboration practices, (b) teacher-reported barriers to collaboration, (c) teacher suggestions to improve collaboration, and (d) reasons why teachers do not practice collaboration.

As part of a doctoral level seminar, students read recent articles on the No Child Left Behind (NCLB) legislation, summarized and developed a list of probable issues that face students with low incidence disabilities in rural areas, and then interviewed directors of special education. The five doctoral students contacted 14 directors of special education in rural districts and discussed the issues that they had identified. The results of these discussions are reported and involve various themes (e.g., school choice, transition, alternate assessment, etc.). In addition, a discussion section includes recommendations for service planning for students with low incidence disabilities in rural areas.

National shortages of qualified personnel in the field of early childhood special education are well documented, with shortages magnified in regions characterized by poverty and rural geography. This article provides an overview of the challenges faced and innovations implemented by an alternate-track, personnel preparation program in Appalachian Kentucky attempting to (a) address the chronic shortage of highly-qualified early childhood personnel and (b) meet the needs of nontraditional students dispersed across a rural region where accessibility to traditional programs limits participation and enrollment. Strategies implemented to overcome obstacles common to rural teacher preparation include flexibility in course delivery methods (on-line, face-to-face, hybrid, and weekend workshops) and practicum placement.