Technologies as Rural Special Education Problem-Solvers

1984 ◽  
Vol 50 (4) ◽  
pp. 351-359 ◽  
Author(s):  
Doris Helge
Keyword(s):  
Special Education ◽  
Staff Development ◽  
New Technologies ◽  
Instructional Support ◽  
Rural School ◽  
School Systems ◽  
Advanced Technologies ◽  
Rural Environments ◽  
Problem Solvers

Advanced technologies are emerging in rural school systems. This article discusses the availability of a variety of new technologies and their primary uses for instructional support, instructional applications, management, and staff development. Problems in initiating new technologies in rural environments and suggestions for using them are discussed. Successful technological models and projected future uses are described.

The Need for Inservice Training in Instructional Technology for Special Education Personnel in Small Rural School Districts

1982 ◽  
Vol 6 (1) ◽  
pp. 25-29 ◽  
Author(s):  
Paul A. Wirth ◽  
Stephen W. Stile ◽  
Jack T. Cole
Keyword(s):  
Special Education ◽  
Instructional Technology ◽  
School Districts ◽  
Staff Development ◽  
Rural School ◽  
Special Education Teacher ◽  
Rural School Districts ◽  
Special Education Administrator ◽  
Interview Guide ◽  
Small Rural School

One special education teacher and one special education administrator from each of 17 small rural school districts (N=34) were interviewed via a 65–item interview guide relative to staff development needs. A lack of staff development activities was identified as a critical problem for special educators in such districts in New Mexico. Training in the area of instructional technology was the most frequently mentioned inservice need. A majority of respondents indicated that instructional technology would be useful in the provision of special services. The vast majority of respondents felt competence in instructional technology would improve the special educator's effectiveness in the classroom, while the response to the question of whether competence in this area would improve the special education administrator's effectiveness was mixed.

The Founding, Evolution, and Impact of the American Council on Rural Special Education

2019 ◽  
Vol 38 (2) ◽  
pp. 67-78
Author(s):  
Melinda Jones Ault ◽  
Britt Tatman Ferguson ◽  
Ann B. Berry ◽  
Sarah Hawkins-Lear ◽  
Kathleen Magiera
Keyword(s):  
Special Education ◽  
Future Directions ◽  
American Council ◽  
The Past ◽  
Rural Environments

Interest in documenting the history and evolution of the American Council for Rural Special Education (ACRES), from the perspective of its original members, resulted in distribution of a survey and interviews. The data collected recount the original mission of ACRES and describe the organization’s impact over the past 37 years. Overarching themes that emerged from the data include the unique needs of rural special education, ACRES’s voice for rural environments, people with a passion for rural special education, and friendliness of the organization. The results identified future directions of the organization.

A State Department-University Approach in Providing Internship Experiences for Prospective Leadership Personnel in Special Education

1966 ◽  
Vol 32 (5) ◽  
pp. 305-312 ◽  
Author(s):  
Kenneth R. Blessing
Keyword(s):  
Special Education ◽  
School Systems ◽  
State University ◽  
Special Education Services ◽  
Exceptional Children ◽  
Local School ◽  
Directors Of Special Education ◽  
Course Work ◽  
State And Local ◽  
Administration And Supervision

The author depicts one cooperative state-university approach to implementing the federal directives -for preparing supervisors and directors of special education programs for exceptional children in state and local school systems. Internship experiences which are provided graduate students in the state's special education section, in the field, and in intermediate, county, and city school systems are outlined. The underlying theme is the need for sound theoretical and course work background in the administration and supervision of special education services, coupled with broad practical internship experiences in supervision and administration. Additional needs for the extensive consideration of issues and problems involved in special education programing are indicated.

Use of Distance Education and Audiographic Technology in Preparing Practicing Teachers in Rural Communities

1993 ◽  
Vol 12 (3) ◽  
pp. 23-27 ◽  
Author(s):  
Dennis R. Knapczk
Keyword(s):  
Distance Education ◽  
Rural Communities ◽  
Staff Development ◽  
School Personnel ◽  
Rural School ◽  
School Corporations ◽  
Practicing Teachers ◽  
New Approaches ◽  
Wide Range ◽  
Training Institutions

Improving the skills of school personnel already teaching in rural communities will require that universities and other training agencies develop new approaches for structuring and delivering training experiences. The success of such activities will depend upon the ability of training institutions and school corporations to establish partnerships in carrying out staff development and devising models of training. Distance education and audiographic technology can give agencies flexibility in organizing and offering a wide range of training experiences adapted to the needs of rural school corporations.

Training Teachers of Visually Impaired Children in Rural Tennessee

1992 ◽  
Vol 86 (9) ◽  
pp. 408-409 ◽  
Author(s):  
S.D. Trent
Keyword(s):  
School Districts ◽  
Visually Impaired ◽  
Rural School ◽  
The State ◽  
School Systems ◽  
Rural School Districts ◽  
Visually Impaired Students ◽  
Impaired Children ◽  
Visually Impaired Children

This article describes a model for training teachers of visually impaired children in Tennessee that has significantly increased the number of teachers of visually impaired children in rural school districts since 1981. Teachers are awarded stipends to attend both classes and a practicum over two or three summers and earn 18 hours of credit. They are recruited from across the state and must have assurance from their superintendents that they will teach visually impaired students in their school systems when they are endorsed.

Special Education Mentoring within the Context of Rural Schools

2005 ◽  
Vol 24 (2) ◽  
pp. 3-10 ◽  
Author(s):  
Carolyn Babione ◽  
Catherine Shea
Keyword(s):  
Special Education ◽  
Training Program ◽  
Novice Teachers ◽  
Rural Schools ◽  
Special Education Teachers ◽  
Rural School ◽  
Mentor Training ◽  
Teacher Mentors ◽  
School Settings ◽  
One Year

This article describes a one-year rural mentor training program designed for novice special education teachers and their teacher mentors. Mentoring efforts to encourage collaboration and collegiality run counter to age-old norms of autonomy and congeniality in the school settings. However, collaborative forums can provide support for both experienced and novice teachers to engage in ‘critical friendships’ through discussions on the dilemmas, ambiguities, and paradoxes identified within the contexts of their rural school settings.

scholarly journals Adopting Computer Technology to empower Rural School Learners: The Case for Katsande Rural School Library, Zimbabwe

2019 ◽  
Author(s):  
Hosea Tokwe
Keyword(s):  
Computer Technology ◽  
New Technologies ◽  
School Library ◽  
School Libraries ◽  
Rural School ◽  
Reading Material ◽  
Wide Range ◽  
The Impact ◽  
Technology In Schools

In most countries, the introduction of computer technology in schools has seen the role of school libraries transformed. Adoption of new technologies are now seen to be enhancing school libraries’ ability to perform their mission, vision and role, that is, providing learners access to a wide range of reading material to enable them to acquire knowledge as well as ability to read books online. This paper will address the impact computer technology is having on rural school learners at Katsande Primary School. It will explain how embracing of computer technology has influenced learners concerning achieving quality education. 

2002 in Review: A Synthesis of the Special Education Technology Literature

2003 ◽  
Vol 18 (3) ◽  
pp. 5-28 ◽  
Author(s):  
Dave L. Edyburn
Keyword(s):  
Special Education ◽  
Staff Development ◽  
Knowledge Base ◽  
Information Overload ◽  
Relevant Literature ◽  
Education Technology ◽  
Research Synthesis ◽  
Future Research ◽  
One Year ◽  
Synthesis Methodology

Both scholars and practitioners struggle with the concomitant problems of too much information, inadequate tools for managing information overload, and too little time for professional development. As a result, professionals routinely lament how difficult it is to stay current within their discipline. The purpose of this study was to examine recent additions to the extant knowledge base in special education technology using a methodology known as the comprehensive one-year research synthesis. Two questions guided the inquiry: How widely scattered is the literature on special education technology? and What have we learned lately? The table of contents from each issue of 31 journals in special education technology (n = 5), special education (n = 17), and educational technology (n = 9) published in 2002 were studied. The procedures yielded a corpus of 833 articles of which 221 articles (27%) were judged relevant for this review as contributing to the emerging knowledge base on special education technology research and practice. Analysis of the literature scatter revealed relevant literature could be found in 28 journals but that a core set of 8 journals contributed 58% of the relevant articles. Content analysis of the relevant articles revealed a number of dominant themes in the literature during 2002: alternative and augmentative communication (AAC), assistive technology, instructional design, instructional strategies, multimedia, preservice teacher education, staff development, and technology integration. The major attributes of the comprehensive one-year research synthesis approach are that it simultaneously addresses the problem of information overload and provides a new tool for accessing the knowledge base. Limitations of the one-year research synthesis methodology are discussed along with the implications of this work for future research, development, and practice.

Generations on New Technologies in Retail Banking in the Context of Knowledge Economy

2019 ◽  
Vol 11 (3) ◽  
pp. 19-33
Author(s):  
Małgorzata Kieżel ◽  
Magdalena Stefańska
Keyword(s):  
Perceived Risk ◽  
Information Society ◽  
New Technologies ◽  
Retail Banking ◽  
Innovative Technology ◽  
Key Factors ◽  
Advanced Technologies ◽  
Wide Range ◽  
Innovative Solutions ◽  
Retail Banks

Together with development of innovative technology, retail banks increasingly and more frequently apply it to create and provide customers value. Such trends are justified in the article, considering the development of information society as well as progressing diversity in customers' preferences. The differences are increasingly stronger, especially if consumers' age representing different generations. The purpose of the article is to identify and evaluate the scope of use of retail banking products based on innovative technologies by customers in total, and while taking into account belonging to three various generations. According to the results of the research, security, lower price and growth of the comfort of use are the key factors to encourage the customers to use innovative solutions in banking. The most important barriers in that area are the costs that occur together with products based on advanced technologies and perceived risk of using unknown earlier services. However, acceptance of technologically advanced products by a wide range of customers depends on generation.

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