Responding to Multicultural Challenges in Rural Special Education

Abstract

In recent years, the majority of new immigrants to the United States have settled in rural areas, creating unique challenges for special education administrators. In this article, we discuss the details of the challenges to rural schools in meeting the requirements of the federal mandates, especially No Child Left Behind (NCLB) Act passed in 2001 and the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) known as the Individuals with Disabilities Education Improvement Act (IDEIA). Additionally, we discuss the challenges related to isolation, distance, teacher retention, resources, and English language learners and learners in poverty in rural areas. We then provide guidance and recommendations for improving the practice of special education in rural areas.

Special Education Policy Change

“…Additional factors, such as the type of instruction provided to ELL students (e.g., bilingual education, full immersion, dual-language instruction) and the socioeconomic status of the student and school, have provided a possible explanation to this disproportionality (De Valenzuela et al, 2006; Vaughn et al, 2005). All schools and districts in rural communities must address unique challenges of providing effective specialized instruction and supports and services to a CLD population, including ELLs as well as children from tribal communities and low-income schools with limited resources and finances (Ashbaker & Wilder, 2006; Faircloth, 2006; Klingner, Blanchett, & Harry, 2007; Kossar, Mitchem, & Ludlow, 2005).…”