Rural, Poverty-level Mothers: A Comparative Study of those with and without Children who have Special Needs

Abstract

A study of low-income rural mothers in four states investigated the differences in demographics, school experience, social support, and school involvement for mothers with children with and without special needs. Forty percent of the mothers reported having at least one child with special needs. Twice as many mothers who did not complete the eighth grade had a child with a disability. Significant differences were found in marital status, mother's retention in school, mother reporting having special needs in school and receiving services, amount of homework, and writing notes to the teacher. Almost all mothers reported being somewhat involved in school. Results suggest that poverty may be a more salient factor in educational considerations than disability. Suggestions for educators include providing special programs for female students with disabilities, considering the material and emotional hardships of poor families when designing family involvement programs, and acting as an advocate for comprehensive anti-poverty programs.

Educating Students With Disabilities During the COVID-19 Pandemic: Lessons Learned From Commerce Independent School District

“…First and foremost, CISD leveraged the strengths of rural special education. A few of these strengths included (a) a long-standing history of strong relationships with students and families (Conroy, 2017, Nelson & Rogers, 1987; Thurston & Navarrete, 2017), (b) effective community partnerships (Curtin et al, 2016; Maheady et al, 2017), (c) family partnerships (Suppo & Floyd, 2017), (d) quality professional development (Erickson et al, 2012), (e) strong communication (Gosselin & Sundeen, 2019), (f) resource allocation and training (Berry et al, 2011), (g) effective dissemination practices (Cook et al, 2013), and (h) a commitment to procedural and substantive compliance (Hott et al, 2019).…”

Empowerment for Education of Students with Special Education Needs

“…Parents can structure the children's learning at home, creating a supportive work environment (Carr, 2013). According to Thurston and Navarrete (2010), most parents help their children with SEN to perform homework assignments. Askeland and Velsvik (2013) claim that relationships with teachers of those parents whose children receive needed special assistance are better than those of other parents.…”

Guidelines for Becoming a Teacher Leader in Rural Special Education

“…Rural special education teachers, however, may face unique challenges. In addition to often serving more than one school (Schmidt, Gage, Gage, Cox, & McLeskey, 2015), rural special education teachers may have the challenge of addressing the needs of families who reside in poverty with fewer resources and less access to information (Meadan, Halle, & Eata, 2010), present cultural and linguistic challenges (Marshall, Kirby, & Gorski, 2016), feel discomfort interacting with professional educators due to lack of education or other hardships (Thurston & Navarrete, 2010), or have child care or transportation issues that preclude their involvement (Conroy, 2012). If working in multiple schools, rural special education teachers may have the challenge of proximity in trying to collaborate with and mentor general education teachers (Hunt, Powell, Little, & Mike, 2013).…”