Problems in Implementing Special Education in Rural Areas

Abstract

  • Study conducted as part of the National Rural Research and Personnel Preparation Project.
  • Focused on challenges in implementing comprehensive special education programs in rural areas under Public Law 94-142 (Education for All Handicapped Children Act of 1975).
  • Identified major hindrances:
    • Teacher retention and recruitment
    • Rural attitudinal problems
    • Issues related to rural geography and climate.

Overview of Rural Special Education Challenges

  • Over two-thirds (67%) of U.S. schools are in rural areas, with unserved and underserved handicapped children primarily located there.
  • Rural settings face unique barriers:
    • Scattered populations contribute to higher costs and difficulty in program implementation compared to urban areas.
    • Traditional infrastructure and cultural values complicate the change process.

Key Findings from the Study

Phase I - Problems Identification
  • Conducted in 1978-79, involving 19 state education agencies.
  • Focused on understanding cultural, geographical, and socioeconomic challenges affecting compliance with P.L. 94-142.
Phase II - Data Collection
  • Investigated 80 rural school districts and cooperatives.
  • Developed profiles of effective delivery strategies relevant to specific rural contexts.
More Phases
  • Phase III: Interdisciplinary models for personnel preparation.
  • Phase IV: Field testing and dissemination of training models.

Methodology

  • Included a formal questionnaire targeting issues in the implementation of P.L. 94-142.
  • Areas of inquiry included:
    • Cultural and socioeconomic inhibiting factors.
    • Geographic and climatic challenges.
    • General difficulties faced by local educational agencies.

Results and Challenges Identified

  • Major areas of difficulty reported by state education agencies included:
    • Staffing shortages (94%).
    • Attitudinal barriers, including resistance to change (88%).
    • Geographic issues, such as long distances between schools and special services (79%).
  • Other complicating factors:
    • Language barriers (44%), cultural differences (66%), and economic class disparities (50%).

Cultural Inhibitors

  • Language differences impede effective communication and assessment.
  • Cultural attitudes towards education can affect the identification of handicapped children.
  • General suspicion towards external interventions complicates adherence to federal mandates.

Geographic and Climatic Inhibitors

  • Poor road conditions hamper service delivery, especially for itinerant staff, increasing the cost of service provision.
  • Difficult terrain, including icy and mountainous areas, often disrupts services and leads to longer travel times.
  • Long distances create logistical challenges for accessing specialized services, making full implementation of the least restrictive environment difficult.

Socioeconomic Factors Affecting Implementation

  • Low tax bases limit the financial resources available for special education services.
  • Economic disparities impact value placed on education for handicapped students, leading to neglect in addressing their needs.

Implementation Issues Identified by Education Agencies

  1. Recruiting and retaining qualified staff is a persistent issue.
  2. Resistance to change is prevalent in rural communities, with many trying to maintain traditional practices.
  3. Difficulty in parent involvement and understanding of procedural safeguards.
  4. Underdevelopment of necessary services for moderately and severely handicapped children traditionally placed outside local communities.

Conclusions

  • Challenges in rural special education can be traced back to systemic issues in recruitment, local culture, and geography.
  • Most state education agencies are aware and actively working to resolve these obstacles through technical assistance and innovative approaches.