The Benefits and Challenges of Special Education Positions in Rural Settings: Listening to the Teachers

Berry, Ann B.; Gravelle, Maggie

doi:10.35608/ruraled.v34i2.400

Cited by 46 publications

(40 citation statements)

References 24 publications

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“…Rural special education teachers often face increased pressure to perform multiple roles, increasing the tasks required of them, given the dearth of personnel in many rural locales, the lack of resources, and the inherent challenges associated with providing educational services to a variety of children living in disparate locations (Berry & Gravelle, 2013). Of the tasks they prioritize, rural teachers cited paperwork as a key challenge to IDEIA compliance prior to 2004 (O’Dell & Schaefer, 2005).…”

Section: Discussionmentioning

confidence: 99%

Are Rural Students Receiving FAPE? A Descriptive Review of IEPs for Students With Social, Emotional, or Behavioral Needs

et al. 2019

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Students who are eligible to receive special education and related services are entitled to a free and appropriate public education (FAPE) including the necessary emotional, behavioral, and social supports to access the general curriculum. This study explores Individualized Education Program (IEP) plans of students with disabilities who have social, emotional, or behavioral needs served in five rural independent school districts. Specifically, the study sought to investigate (a) whether the present level of academic and functional performance (PLAAFP) and annual goals demonstrated congruence and (b) whether the degree to which the IEP documents conform to both procedural and substantive requirements for development. A review of 126 IEPs suggests that although IEPs are somewhat compliant, they fail to comprehensively address student needs or align across areas, violating the spirit of Individuals with Disabilities Education Improvement Act. Recommendations and future areas of inquiry are provided.

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Section: Discussionmentioning

confidence: 99%

Are Rural Students Receiving FAPE? A Descriptive Review of IEPs for Students With Social, Emotional, or Behavioral Needs

et al. 2019

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“…These mandates impact action at a district-, school-, classroom-, and teacher-level. Such limitations include the under-resourcing of schools and classrooms, teacher burnout, lack of time and capacity, extensive administrative tasks to remain in compliance, unpreparedness and shortage of training opportunities, and shortages of qualified teachers (Berry & Gravelle, 2013;Chambers, 2008;Mastropieri, 2001;Scott, 2017;Westling, 2010). As evidenced by the history of exclusion in public schooling and subsequent laws like IDEA, only in recent decades has United States society come to recognize and uphold the rights of students with disabilities as essential for a just society.…”

Section: History Of Special Education: Policies and Practices In Educatmentioning

confidence: 99%

(Special) Education is Political; (Special) Education is Social Justice

Padía

Traxler

2020

Journal of Critical Thought and Praxis

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Though treated as neutral and apolitical by schools, teachers, scholars, and administrators, special education is fraught with inequality and loaded language, and can function to segregate and disempower students. The debate over who is worthy of education-and what kind of education-is intimately tied to conceptions of dis/ability. Special education, despite all this, has potential as a site for social justice. The implementation of special education is political, considering the policies that teachers, schools, and parents must follow, skirt, and reproduce in order for dis/abled children to receive services. In this article, we discuss the history of special education, the social model of dis/ability and ableism in schools and beyond, and how these constructs permeate schools and the systems students operate within. We call for an intersectional approach, where the field of special education and its stakeholders reckon with the reality that special education is not neutral. We offer examples and recommendations for how educators can commit to transforming schools-and special education services-into sites of justice for all learners.

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“…For instance, they are having some difficulties to recognize and respond appropriately to emotional expression with the people around them which leaves them to isolate themselves from other people. b) Lack of Resources It has been mentioned that it is a major responsibility of teaching special needs children because of many challenges raised in the process [9]. For instance, resources are one of the major challenges faced in special needs education sector in Malaysia.…”

Section: Problemsmentioning

confidence: 99%

Robo therapist: a sustainable approach to teach basic expressions for special needs children in Malaysia

Amin¹,

Zamin²,

Hassan³

et al. 2018

IJET

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Social interaction is an essential component for development of both normal and special needs children. However, many special needs children suffer from a lack of social interaction because they are unable to interpret social cues as well as a failure in social gaze when communicating. One of the ways to cope with these problems is to improve their social cognitive skill by teaching basic emotions through facial expressions. This paper describes the development of a new and sustainable teaching and learning approach using robotics to promote social interaction among special needs children of aged 4-6 years old. The robotic tool can teach basic facial expressions such as happy, sad and angry to increase emotion recognition skill among special needs children. The growing demand for technological innovation to enable empowerment of developing communities requires new and creative educational initiatives. Malaysia has also address it concerns on sustainable education for all spectrum of communities. RoboTherapist is a new teaching and learning method in Malaysia’s special education which targeting the special needs children. The special needs children are children with Autism, children with Down Syndrome, children with ADHD and slow learners. The aim of this research is to make teaching and learning more attentive for special needs children and hence to improve their social interaction in daily is life and gain confidence to communicate with the people around them.

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The Benefits and Challenges of Special Education Positions in Rural Settings: Listening to the Teachers

Cited by 46 publications

References 24 publications

Are Rural Students Receiving FAPE? A Descriptive Review of IEPs for Students With Social, Emotional, or Behavioral Needs

Are Rural Students Receiving FAPE? A Descriptive Review of IEPs for Students With Social, Emotional, or Behavioral Needs

(Special) Education is Political; (Special) Education is Social Justice

Robo therapist: a sustainable approach to teach basic expressions for special needs children in Malaysia

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