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.

Technology-mediated distance education models have had a major impact on preservice and inservice preparation of special education and related services personnel over the last several decades. The increasing availability of Internet access and the multimedia capabilities of the World Wide Web have combined to spur the growth of online programs as a medium for both initial certification and continuing activities. This study reports the development, implementation, and evaluation of four courses designed as professional development activities for practicing personnel working in early intervention, early childhood special education, elementary and secondary special education, and adult disability services in rural areas of West Virginia and the surrounding Appalachian region. The article explains the process used to create learning materials and technology formats for presentation of content and interaction with learners, outlines the steps in developing and implementing the courses, and presents the results of evaluation activities conducted to assess learning outcomes and participant perceptions of the online learning experience. The findings of this study suggest that Web-based instruction is a viable mode for delivering staff development. Participants demonstrated the acquisition of new knowledge and skills, expressed satisfaction with most aspects of online teaching and learning, and reported specific applications of the information in their own classroom and intervention program settings.

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 or 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 focused 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.

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