Responding to Multicultural Challenges in Rural Special Education

Autor/inn/en	Ashbaker, Betty Y.; Wilder, Lynn K.
Titel	Responding to Multicultural Challenges in Rural Special Education
Quelle	In: Multicultural Learning and Teaching, 1 (2006) 1, S.31-44 (14 Seiten) PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2194-654X
DOI	10.2202/2161-2412.1003
Schlagwörter	Rural Schools; Special Education; Immigrants; Educational Legislation; Federal Legislation; Disabilities; Equal Education; Cultural Differences; Special Needs Students; Demography; Social Change; Change Strategies; Related Services (Special Education); Barriers + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Special needs education; Sonderpädagogik; Sonderschulwesen; Immigrant; Immigrantin; Immigranten; Bildungsrecht; Schulgesetz; Bundesrecht; Handicap; Behinderung; Kultureller Unterschied; Sonderpädagogischer Förderbedarf; Demografie; Sozialer Wandel; Lösungsstrategie
Abstract	In recent years, the majority of new immigrants to the United States have settled in rural areas, creating unique challenges for special education administrators. In this article, we discuss the details of the challenges to rural schools in meeting the requirements of the federal mandates, especially No Child Left Behind (NCLB) Act passed in 2001 and the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) known as the Individuals with Disabilities Education Improvement Act (IDEIA). Additionally, we discuss the challenges related to isolation, distance, teacher retention, resources, and English language learners and learners in poverty in rural areas. We then provide guidance and recommendations for improving the practice of special education in rural areas. (As Provided).
Anmerkungen	De Gruyter. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01