Literaturnachweis - Detailanzeige
| Autor/in | Jager, Brenda K. |
|---|---|
| Titel | Educational Services for Students with Visual Impairment in Rural Communities: Myths and Realities. |
| Quelle | (1999), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Practices; Elementary Secondary Education; Geographic Isolation; Labor Turnover; Professional Isolation; Rural Areas; Rural Education; Special Education; Teaching Conditions; Visual Impairments; Visually Impaired Mobility |
| Abstract | This paper provides background information on the nature of rural communities and examines factors that influence educational services for students with visual impairments in these communities. Characteristics that are most often mentioned in defining rural areas are lack of public transportation, distance from a metropolitan area, size of nearest city, density of population, and environmental features such as lack of sidewalks. Rural communities demonstrate vast differences in topography and population density, ranging from isolated Alaskan bush villages to clusters of small towns in New England. Factors that influence educational services to visually impaired rural students include: (1) difficulties in recruitment and retention of teachers; (2) isolation of teachers and related stress; (3) lack of environments appropriate to teaching mobility concepts; (4) school district efforts to meet student needs; and (5) isolation of the student with visual impairment. Rural areas may lack preservice and inservice opportunities for teachers; salaries may be low; and teachers may not be prepared for a rural environment. Technological advances such as e-mail and cellular telephone service may aid in reducing teacher isolation. Various practices are described by which rural school districts try to meet the needs of their few visually impaired students. Contains 25 references. (CDS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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