Examination and Redesign of Inclusive Special Education Service Delivery in a Rural School. (March 2022)

• Record Type: Journal Article
• Authors: Haines, Shana J.; Giangreco, Michael F.; Shepherd, Katharine G.; Suter, Jesse C.; Moore, Mika
• Is Part Of: Rural special education quarterly. Volume 41:Number 1(2022)
• Page Start: 25
• Page End: 38
• Publication Date: 2022-03
• Subjects: inclusive education -- service-delivery -- paraprofessionals -- rural special education -- multi-tiered system of supports; People with disabilities -- Education -- United States -- Periodicals; People with disabilities -- Education; United States; Éducation spéciale; Handicapé; Milieu rural; États-Unis; Electronic journals; Periodicals; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.90973
• DOI: 10.1177/87568705211052497
• Languages: English
• ISSNs: 8756-8705

Abstract

In this article, we describe the self-directed change made by a rural elementary school in response to a data-based examination of its service-delivery model that revealed its lowest performing students were spending most of their time with the school's least qualified staff. This mixed-method case study describes (a) why and how the school shifted personnel deployment and utilization, (b) factors that facilitated the shifts in service delivery, and (c) perceived effects of the changes. Findings demonstrate how implementing data-based decision-making through strong collaborative leadership led to recognizing, exploring, and modifying the school's overreliance on paraprofessionals by increasing the availability of more highly skilled personnel to facilitate more inclusive instruction and collaboration. Participants also described challenges and perceived negative aspects related to change. We conclude with implications for practice, including how this study could inform similar change efforts in small rural schools, and suggestions for future research.