Abstract
In the first issue of Volume 39, we are pleased to present a series of articles on English learners with special needs in rural settings. With the increased focus on English learners in special education settings in the past few decades, a gap within the literature, research, policy, and services exists as it relates to rural settings. At the forefront of informing the field, Rural Special Education Quarterly presents Part I of this guest-edited issue focusing on the strengths, challenges, and future directions of serving this growing population. This work stems from foci in culturally responsive practices, disproportionality, school partnerships, and other critical components when serving English learners in rural schools across the United States. Most importantly, we acknowledge that English learning is only part of the intersectionality of a student’s identity, and as such cannot be discussed or explored in silo, especially as it intersects with disability, culture, and life experiences. As a note, we would like to use the most recent terminology in the field of English learning and bilingual education and describe students whose native language is not English as English learners. The following paragraphs contain snippets of each article’s focus in this special issue.
There are many strengths and challenges in serving English learners in rural settings. In the first article, Hoover, Soltero-Gonzalez, Wang, and Herron describe a university–school partnership’s 5-year model of a demonstration project designed to improve literacy instruction and special education referrals for English learners. The authors identified the need for increased use of English as a second language (ESL) and bilingual literacy best practices and the development of a school/district-wide special education referral process for students with learning disabilities. The culturally and linguistically responsive (CLR) five-component model incorporates sustainability as a critical component.
Francis, Gross, Lavin, Velazquez, and Sheets discuss the transition of Latino young adults with disabilities from high school to employment. Using a portion of Bronfenbrenner’s Model of Human Development as a framework, they explore the experiences of Spanish-speaking caregivers to gain an understanding of the contextual and environmental factors that influence family systems. While highlighting the importance of family and community, findings also include a distrust of authority and the impact of discrimination. Additional barriers that occur for students living in rural communities are discussed, and implications for practice are provided.
The next article focuses on supporting rural special educators. Ruiz discusses the use of Response to Intervention (RTI) to support the academic success of English learners, helping educators rule out cultural or linguistic differences and educational background as root causes of academic and behavioral struggles. She provides a framework for utilizing RTI in rural schools utilizing unbiased culturally and linguistically appropriate assessments to decrease the disproportionality of diverse students in special education.
We thank the authors who have contributed articles to this special issue on English learners. The series will continue in Volume 39, Issue 2, with three additional articles. We hope you enjoy this issue and that the information provided will help you deliver services supporting English learners in special education.
Susan M. Schultz
Guest Editor, St. John Fisher College
Brenda Barrio
Guest Editor, University of North Texas
Thank you to the guest editors, Sue Schultz and Brenda Barrio, and contributing authors to this special series, “English Learners with Special Needs in Rural Settings.” Thank you also to Associate Editor for Topical Issues Rob Pennington for overseeing this series. Look for a continuation of the series in our next issue!