Abstract
In this second issue of volume 39, we are pleased to present the final three articles in the series on English Learners (ELs) receiving special education services in rural settings.
In the first article, Rivera-Singletary and Cranston-Gingras provide a research report on the parent perspectives of students with disabilities from migrant farmworker families. They describe the academic and federal policies families must navigate as they seek to support their children’s educational endeavors. Portraying the difficulties families face when working with school personnel who are unable to support the cultural and linguistic needs of migrant families, they explore how migrancy affects the special education process. The article includes recommendations for policy and practice.
The next article focuses on a program description supporting rural special educators. Peterson, Sandigo, Stoddard, Abou-Rjaily, and Ulrich focus on university–school district partnerships in border communities, designed to prepare culturally responsive educators for meeting the needs of culturally and linguistically diverse exceptional (CLDE) students with disabilities who live in rural areas. Critical shortages of qualified special education teachers in rural areas are often exacerbated by recruitment and retention difficulties. Challenges are often due to isolation and cultural differences, particularly when an additional challenge of cultural and linguistic diversity is added. The authors describe two “Grow Your Own” teacher preparation model programs that emphasize culturally responsive pedagogy leading to competence in working effectively with ELs and CLDE students.
In the final article of this series, Jozwik and Cuenca-Carlino highlight a practice in action that supports ELs’ writing instruction using Self-Regulated Strategy Development (SRSD). The authors map out ways in which SRSD aligns with effective practices for teaching writing to ELs to meet the unique needs of ELs with disabilities. They offer an instructional sequence, lesson plans, and scaffolds to promote self-advocacy for ELs with disabilities when instructors deliver writing instruction in English.
We thank the authors who have contributed articles to this special issue on ELs. We hope you enjoy this issue and that the information provided will help you deliver services to ELs with disabilities in rural settings.
Susan M. Schultz, EdD
Guest Editor, St. John Fisher College
Brenda L. Barrio, PhD
Guest Editor, University of North Texas
Thank you again to guest editors, Susan Schultz and Brenda Barrio, and contributing authors to this special series, “English Learners With Special Needs in Rural Settings.” In addition to the continuation of our special series, this issue contains two more articles. In the first article, Rennie and Goforth report the results of a qualitative investigation of social changes and challenges for rural adolescents who have a traumatic brain injury (TBI). The authors conducted interviews focused on social adjustment and interaction as well as environmental variables with adolescents with mild to moderate TBI and their mothers. Themes that emerged capture both assets and needs and provide guidance for researchers and practitioners working with adolescents who have a TBI. In the second article, Mamlin and Diliberto describe the results of a survey of pre-service special education teacher education candidates to determine why these candidates were pursuing a career as a special education teacher, when they decided to pursue the career, and where they saw themselves teaching in the near future. The survey yielded implications for potential K–12 and higher education initiatives to promote careers in the field of special education to individuals in rural areas.
I would like to thank all of the authors who contributed to Volume 39, Issue 2. I hope you enjoy this new issue and will be able to use some of the ideas in your own community of practice.