Affiliation:
1. University of Virginia, Charlottesville, USA
2. East Tennessee State University, Johnson City, USA
Abstract
Nearly 1 million students with individualized education programs (IEPs) live in rural communities in the United States and, to date, no reviews have examined the transition literature related to supporting students in rural settings. The purpose of this review was to examine transition-related functional skill interventions conducted in rural settings. We conducted a systematic review of the experimental literature and identified 19 articles. Interventions reviewed included transition curricula, skill-based interventions, or other interventions (e.g., occupational therapy, interagency collaboration). Few articles included substantive reporting on rurality or the effects of community context on intervention design and implementation. We discuss the paucity of rural transition research and provide recommendations for conducting and reporting future research. Understanding best practice for conducting transition interventions in rural settings requires a framework that considers how the multidimensional elements of a given community influence postsecondary needs and outcomes.
Reference67 articles.
1. The Founding, Evolution, and Impact of the American Council on Rural Special Education
2. *Askvig B. A., Naslund M., Borisinkoff E. D., Daigneault R. (2020). A pilot study of a self-determination curriculum on secondary students. Journal of the American Academy of Special Education Professionals. Spring Summer, 21-40. https://www.naset.org/index.php?id=5507
3. *Ayres K. M., Langone J., Boon R. T., Norman A. (2006). Computer-based instruction for purchasing skills. Education and Training in Developmental Disabilities, 41(3), 253-263. https://www.jstor.org/stable/23880199
4. What Is Rural? Challenges And Implications Of Definitions That Inadequately Encompass Rural People And Places
5. The Benefits and Challenges of Special Education Positions in Rural Settings: Listening to the Teachers