Social-emotional learning (SEL) and social skills training (SST) are differing approaches meant to improve the social and emotional skills of young children. SEL teaches young children social skills such as self-regulation, naming emotions, and how to handle different social situations. SST is a behavioral approach used to teach young children to improve their verbal and nonverbal communication skills. This article provides an overview of reputable free or low-cost SEL and SST resources that rural early childhood special educators can use with confidence. Additionally, the article provides early childhood special educators with more direct instruction tools to help young children, with and without disabilities, develop the social skills necessary to thrive at school.
Teacher retention remains a significant concern for U.S. schools. This is particularly true in rural areas, with recent research showing that rural schools have significantly lower teacher retention compared to other school locales. The purpose of this longitudinal study was to examine whether schools in Missouri that were recognized for implementing Positive Behavioral Interventions and Supports (PBIS) for more years had statistically significantly higher teacher retention rates. To answer our research questions, we analyzed extant data using multiple regression models with cluster robust standard errors from 1,261 public or charter K-12 schools in Missouri that were either trained on or implementing PBIS. Our key findings showed that years of PBIS school recognition were not statistically significantly associated with 3-year or 1-year teacher retention rates as main effects. However, we did find a statistically significant interaction effect between school locale and years of PBIS school recognition on 3-year teacher retention rates, indicating that school locale moderates the relationship between PBIS implementation and teacher retention. Implications for future research to expand upon these preliminary study findings are discussed.
As the prevalence of autism increases and identification barriers persist, particularly in rural areas, there is a growing emphasis on interagency approaches to streamline resources and address wait list concerns through innovative service delivery models. This article describes a program redesigning autism evaluation access through school and autism clinic partnerships. “Ed/Med” evaluations allow for the consideration of school eligibility for autism and a medical diagnosis of autism spectrum disorder in one process. Following successful implementation, the Medical and Educational Autism Interagency Network (MEDIAN) Project was created to expand Ed/Med evaluations through training, consultation, and partnerships. Fifty-three school-based providers from various disciplines participated, completing an intensive 5-day training. Significant increases in autism evaluation knowledge and skills, multicultural competence in autism assessment, and practice changes were observed. Providers developed expertise in the assessment and understanding of autistic youth through interdisciplinary, collaborative frameworks that address complex presentations. Implications for practice and future MEDIAN Project directions are discussed.
This program improvement study examined how preservice teachers use formative assessment to guide instructional planning and reflection. Thirteen candidates from a special educator preparation program in a Midwest state received explicit instruction in formative assessment (i.e., planning, data collection, data analysis, reflection) and implemented a lesson in their field placements where they were to collect and use formative assessment data to make instructional decisions. While 100% planned to collect data and 79% included tools for data capture, only 33% implemented data collection as intended, and just 21% revised instructions based on their analysis. Reflection rubrics revealed a gap between acknowledging the value of and using data effectively to inform teaching. Findings support the need for explicit instruction, guided practice, follow-up instruction, and structured reflection protocols in teacher preparation to promote data-driven instruction. Strengthening candidates’ skills in the high-leverage practice (HLP) domain of data-driven planning is especially critical to improving instructional quality in rural schools. The discussion includes recommendations for improving alignment between coursework and field experiences in using assessment to improve student outcomes.
Special education classrooms in rural settings often lack systematic support and access to high-quality professional development, thereby limiting teachers' ability to implement individualized instructional models, such as station rotations, with fidelity. Common implementation barriers include inconsistent routines, unclear expectations, and difficulty managing multiple small groups. This single-case multiple-probe study examined the effects of a targeted staff training program comprising behavior skills training (BST), followed by ongoing coaching, on educators' fidelity in implementing station rotations within a rural Special Education classroom. The intervention aimed to build staff capacity to deliver rotational instruction with fidelity. Three special education professionals participated in the study. Results showed that all participants improved their fidelity in implementing the station rotation model following the introduction of BST and coaching. Social validity data indicated that staff found the intervention acceptable and feasible for use in their classroom settings. Findings highlight the promise of combining BST and coaching to help rural educators adopt structured, individualized instructional approaches. This study addresses a critical gap in the literature. It underscores the importance of sustained, practice-based support to ensure effective implementation of instructional innovations in under-resourced special education environments.
An individualized education program (IEP) is a legally binding document that explicitly describes how students with disabilities accesses free and appropriate public education (FAPE). Federal law mandates IEPs be collaboratively designed by constituents and comprised of distinct components and procedures intended to maximize the educational potential of all students with disabilities. However, existing research indicates that the practical implementation of the IEP process can vary widely. This mixed methods study (a) investigated the degree to which the development of instructional programs for students with disabilities attending a rural school district aligned with legal mandates and recommended practices for IEPs and (b) analyzed perceptions of students, teachers, and caregivers regarding their unique participation in the IEP process. We discuss the practical implications of these findings for the provision of special education services in rural districts and the role of students and families in evaluating special education programming.
Multilingual learners with disabilities are an increasingly visible population in rural schools, yet they often face systemic barriers to accessing the dual services-language development and special education-they are legally entitled to receive. This article examines how rurality intensifies challenges such as staffing shortages, limited professional development, and geographic isolation, contributing to inequities in identification, instruction, and service provision. Grounded in current research and policy guidance, we offer actionable, equity-centered strategies for rural education stakeholders, including implementation of a multi-tiered system of support, inclusive co-teaching models, cross-training for educators, regional consortia, and meaningful family engagement. We emphasize the role of interdisciplinary collaboration, culturally and linguistically responsive practices, and data-driven decision-making in supporting multilingual learners with disabilities. This work contributes to the growing rural special education knowledge base and underscores the need for innovative, coordinated efforts to ensure educational equity for dually identified students in under-resourced rural settings.
This study examined how to support implementation agents in establishing and maintaining the implementation fidelity (IF) of a mathematics Evidence-Based Practice (EBP) for Tier 2 instruction in a rural school. Tier 2 interventions, which serve students at risk of academic failure, play a critical role in bridging general and special education. However, their effectiveness is often hindered by low IF-the degree to which interventions are delivered as intended. This mixed-methods sequential explanatory study employed a multiple-baseline single-subject design in Phase 1 to evaluate the effects of an IF intervention package on participants' fidelity to a Tier 2 word problem-solving intervention. Semi-structured interviews in Phase 2 explored participants' experiences with the intervention and examined contextual factors influencing EBP implementation in rural settings. The findings underscore the importance of understanding rural school contexts and providing structured supports to enhance the implementation of mathematics EBPs in these settings.
In recent years, public education, along with many other professional disciplines, has seen an explosion in the use of artificial intelligence (AI). Many new AI technologies are making processes more efficient for public educators. However, rural special education teachers often have limited knowledge of and professional development in newer resources and tools due to geographic location and lack of availability. As a result, rural educators may not be very familiar with using AI as a teaching tool in their classrooms. These limitations may be particularly present in rural schools that are already facing limited resources and technologies. The purpose of this article is to introduce AI tools educators can use to plan, teach, and accommodate students in rural special education settings while providing working knowledge of practical AI programs with additional ethical considerations for the use of AI in the school setting.
Current research suggests effective educator professional learning requires extensive follow-up and coaching beyond initial training. This intensive support, however, is not feasible for many schools, particularly in rural areas. Rural schools also struggle with access to professional learning resources. As such, rural educators may have fewer opportunities to learn and implement effective classroom management strategies, which are critical for students’ and teachers’ success. CW-FIT is one evidence-based intervention composed of several key classroom management strategies taught through effective coaching practices. In this study, we adapted the CW-FIT coaching model for rural schools using asynchronous learning and feedback opportunities. Using a quasi-experimental pilot study of 13 classrooms in seven states, we found the rural coaching model was associated with improvements in target student academic engagement and behaviors and teachers’ classroom management behaviors. Teacher usability data, along with implications for future research and practice, are also discussed.
Special education teachers experience stress that affects their work quality. The authors conducted a multiple-baseline study to examine biofeedback training for improved heart rate variability and self-regulation using objective indicators during practicum experiences for in-service special education teachers. Four special education teachers received heart rate variability biofeedback (HRVB) training to build awareness of physiological stress signs and to learn stress reduction techniques. Limited access to support services heightened the need for interventions like HRVB to help rural teachers manage isolation and high work demands. All participants increased mean heart rate variability from baseline to intervention, with most experiencing a statistically significant decrease in stress indicators. A visual analysis demonstrates a functional relation for two participants and a positive trend for a third. The study’s findings suggest HRVB training is an effective tool for improving heart rate variability and self-regulation, with potential for use in rural special education contexts. However, limitations related to costs and resources may affect accessibility and implementation in some rural areas.
Culturally relevant pedagogy is as much about what teachers do in the classroom as how they think about students and their students' social environment. There remain critical gaps in research on teacher knowledge of student lives outside of school and how this knowledge informs instructional decisions. This study investigates teacher observations of the lives of English learners with disabilities through remote instruction during the COVID-19 pandemic. We analyzed qualitative interviews with 21 teachers from 20 schools in seven districts, approximately two-thirds of whom taught in rural community schools. Interviews were conducted during the pandemic, when participants had a unique opportunity to peek into the lives of their students onscreen. We reported what they learned through this proverbial window into student lives and how they responded to support their students. These findings contribute to the research on culturally relevant pedagogy and critical place pedagogy for English learners with disabilities in rural communities.
Rural Special Education Quarterly (RSEQ) is a journal that includes articles specific to rural special education and disability services. The journal provides "a forum for presentation of new research findings; description of innovative program models or current best practices; analysis of local, state, and national policies; and discussion of issues and trends for special education and related services personnel working in rural communities." In keeping with its mission, manuscripts submitted to RSEQ undergo a rigorous peer review process. This article provides an overview of the peer review process and strategies for successfully reviewing manuscripts submitted to RSEQ. The remainder of this paper will provide a description of, and insights into, the review process for RSEQ.
Rural Special Education Quarterly (RSEQ) is a national journal focused on topics and issues in service delivery or personnel preparation in rural special education and disability services. This article provides recommendations and resources for prospective authors who are interested in publishing in RSEQ. The information presented in this article is intended to assist authors who are interested in submitting their work to RSEQ by providing an overview of the manuscript submission, review, and publication process.
Distance education delivery via technology is not new to education, and the COVID-19 pandemic increased this type of instruction throughout the nation. Distance education delivery to preschoolers can be challenging, since young children, especially those with developmental delays, may not have the skills or attention span to be distance learners. On the contrary, effective distance education delivery for young children is possible. Shared reading is an evidence-based practice that promotes early literacy and is traditionally used in a face-to-face format. In this model program description, an instructional team adapted shared reading for distance education delivery to three Native American preschoolers with developmental delays in the rural southwest to determine their engagement at a distance. Results from the model program evaluation demonstrated that shared reading can be successfully implemented with remote preschoolers to increase their engagement. Suggestions are offered for others who may find it necessary to implement similar distance delivery with young children.
The field of special education is currently in the grip of a pressing polycrisis, a convergence of multiple issues that collectively pose a significant threat. These issues, including a nationwide shortage of special education teachers, particularly in rural areas, declining enrollment in teacher preparation programs, and high teacher attrition rates due to stress and workload, are urgent and demand immediate attention. To address this polycrisis, the paper's authors propose a novel approach to undergraduate special education teacher preparation in a rural university setting: a birth-age 21 program. Key features of the program's design will be reviewed, such as (a) a unified curriculum aligned with competencies and standards from early childhood and K-21 special education; (b) an emphasis on culturally responsive, family-centered practices; and (c) the prioritization of undergraduate student well-being and mental health, allowing space for personal development and interests. This article will close with potential benefits of a birth-age 21 teacher preparation program and recommendations for the field of special education and teacher educators.
In the Rocky Mountain West (RMW) region of the United States, research on disproportionality regarding special education eligibility is limited, negatively affecting the understanding of rural schools’ needs within this region. School locale and district demographics were investigated as potential predictors of percentage of students receiving special education services in rural districts. Rurality was a significant negative predictor of the percentage of students receiving special education while language use other than English at home and socioeconomic status were significant positive predictors of the percentage of students receiving special education services. Further, language use other than English at home was a significant negative predictor of the percentage of students receiving special education services. Implications from findings and limitations are discussed.
Conducting survey research in rural educational contexts presents unique challenges and requires specific methodological considerations. This article provides an overview of potential adaptations that may help support effective, valid, and impactful rural survey research and a brief review of survey research published in Rural Special Education Quarterly (RSEQ) over the last 10 years. Rural areas often pose distinct challenges, such as geographical dispersion, limited access to technology, and sociocultural differences, which can impact the reliability and validity of survey results. This article discusses methodological considerations in survey design, such as simplifying language, employing multimethod data-collection strategies, and ensuring cultural responsivity in planning, implementation, and interpretation of results. The authors emphasize the importance of contextually grounded research approaches that can inform rural education policy and practice, ensuring policies and interventions are feasible and valid in the realities of rural contexts. This article will contribute to the ongoing discussion on best practices in rural educational research and promoting equitable and inclusive educational opportunities for students with disabilities in rural areas.
