Problems in Implementing Comprehensive Special Education Programing in Rural Areas

Abstract

Data were collected for the National Rural Research and Personnel Preparation Project, funded by the Bureau of Education for the Handicapped, to investigate problems in implementing comprehensive special education programs. Cultural, geographic, climatic, socioeconomic and other inhibiting factors were analyzed in relation to implementation of Public Law 94-142, the Education for All Handicapped Children Act of 1975. Although all major aspects of P.L. 94-142—the concept of the least restrictive environment; due process procedures; individualized education programs (IEP's); and parent involvement—were identified as problems for rural schools, three primary hindering factors were identified: (1) teacher retention and recruitment problems, (2) rural attitudinal problems, and (3) problems based on rural terrain. It was found that these problems emanated from tradition bound rural environments and were exacerbated by geographic and climatic demands of remote, isolated areas. The initial study was followed by a study identifying interrelated effective and cost efficient service delivery strategies and community and district subtypes.