A recent study led by alumna Jodee A. Prudente, Ph.D., BCBA-D, principal at Marvin Picollo School, and MaryAnn Demchak, Ph.D., BCBA-D, professor of special education at the ÐÔ°®ÎåÉ«Ìì, Reno, examines the perceptions of rural school district principals regarding program quality indicators (QIs) for students with an intellectual disability (ID). The research, recently published in The Rural Educator, highlights the challenges and needs of rural principals in supporting special education programs.
"Often school principals have limited knowledge of special education practices," Prudente remarked. "Their leadership programs may have only required one course focusing on special education. However, rural school principals can support teachers of students with ID by learning to understand quality indicators and using a quality indicator checklist to provide feedback on practices that are likely to increase student progress."
Program quality indicators (QIs) play a crucial role in ensuring students with ID receive appropriate instruction and access to the curriculum. These indicators are evidence-based and provide a framework for special education teachers and administrators to design and implement effective educational programs. However, rural school settings present unique challenges, including geographic isolation, limited professional development opportunities, and difficulties in recruiting and retaining qualified special education teachers.
Through a cross-sectional survey, the study investigated rural school district principals' perceptions of the importance of QIs, their implementation by teachers, and principals' confidence in providing feedback on these indicators. Findings revealed discrepancies between principals' perceptions of the importance of QIs and their confidence in assessing teacher implementation, suggesting a need for targeted professional development and resources.
Students with ID require structured, research-based instruction tailored to their unique learning needs. This includes systematic instruction, access to inclusive settings, communication support, and self-determination skill development.
Despite the importance of specialized instruction, many rural special educators enter the field with general special education licenses that may not include training specific to ID. Additionally, limited access to funding and resources can make it challenging for educators to implement QIs effectively. This research underscores the need for ongoing professional development, mentorship and systemic support for rural special education teachers and administrators.
Principals serve as instructional leaders and play a key role in supporting special education teachers in implementing QIs. However, the study found that principals in rural districts often lack the necessary training and resources to provide effective guidance. While they may have general knowledge of special education policies and compliance, they frequently need additional preparation to lead special education programs effectively for students who have more specialized needs.
To address these challenges, the study highlights the importance of equipping principals with knowledge of evidence-based instructional strategies, coaching teachers on systematic instruction, and facilitating access to professional development. Given the growing emphasis on accountability and student outcomes, supporting rural principals in these areas is essential to ensuring quality education for students with ID.
While strong empirical evidence supports the use of QIs for students with ID, a gap remains between research and classroom implementation. The study suggests that increased training opportunities, professional learning communities, and mentorship programs could help bridge this gap. By enhancing principals' understanding of QIs and their ability to support teachers, rural schools can create more effective learning environments for students with disabilities.
This research contributes to ongoing discussions about the challenges and opportunities in rural special education. As policymakers and educators work to improve access to quality instruction, the insights from this study highlight the need for targeted interventions and support systems for rural principals and special education teachers.
"When rural school principals are knowledgeable about quality indicators for programs for students with ID, it can lead to increased support of their teachers and potentially result in greater retention of these teachers due to this increased support," Demchak said.
Prudente, who earned her doctorate in Education: Special Education & Disability Studies through the College of Education & Human Development, was recognized in 2023 with the prestigious American Council on Rural Special Education (ACRES) Research Proposal of the Year Award for her innovative dissertation proposal on improving instructional practices for students with intellectual and developmental disabilities.
