Students with Low Incidence Disabilities in Disadvantaged, Rural Settings: A Qualitative Perspective.

Autor/in	Capper, Colleen A.
Titel	Students with Low Incidence Disabilities in Disadvantaged, Rural Settings: A Qualitative Perspective.
Quelle	(1988), (28 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Access to Education; Case Studies; Classroom Research; Disadvantaged Schools; Disadvantaged Youth; Educational Policy; Elementary Secondary Education; Poverty; Qualitative Research; Rural Education; Severe Disabilities; Special Education + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Case study; Fallstudie; Case Study; Benachteiligter Jugendlicher; Politics of education; Bildungspolitik; Armut; Qualitative Forschung; Ländliche Erwachsenenbildung; Severe disability; Schwerbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Three case studies investigated the school day of disadvantaged rural students with severe disabilities. Subjects were severely disabled girls, living in families with no income other than public assistance, and attending elementary or middle school in three poor rural school districts. A constant comparative method of single and cross-site data analysis revealed similar daily patterns of little or no instruction. Common barriers to special education policy implementation in a rural disadvantaged context included shortages of expert personnel, the weak influence of poor families on behalf of their children, and the lack of positive examples of service delivery and consequent lower student expectations by staff. The results highlight the discrepancy between policy intent and practice with persons who have, in general, been excluded from the research and literature. Improving services for these students is a complex issue. States should identify not only their rural districts, but also the socioeconomic status of these districts as a first step in identifying students at greater risk of educational failure. Both poor school districts and poor families may require advocates to meet their needs. Finally, federal and state aid should target collaborative efforts among universities and state and local education agencies to provide access to expert personnel and examples of positive service strategies. This report contains 20 references. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC