Training rural educators in Kentucky through distance learning: Impact with follow-up data

Rural Special Education Quarterly, Fall 2002 by Grisham-Brown, Jennifer, Collins, Belva C

Students affected. If students said that they were using a particular practice after taking coursework through the TREK project(s), they were asked to indicate the number of children with whom they used each practice. All practices were used with between 1 and 299 children with disabilities. The practice used with the largest number of children (mean = 68) was activity based instruction. Following is the mean number of children affected by the use of the remaining best practices: (a) errorless learning-60, (b) family-centered programming-56, (c) transdisciplinary teaming-50, (d) positive behavioral supports-50, (e) longitudinal programming for transition-49, (f) data-based decision making-35, (g) functional curriculum-29, (h) community-based instruction-26, (i) person-centered planning-26, (j) functional/ecological curriculum-24, and (k) inclusion-20.

Other teachers affected. Students who said they were implementing best practices they learned through coursework also were asked to indicate the number of adults with whom they shared information regarding the practices. All practices were shared with between 0 and 123 adults. The practice shared with the largest number of adults was positive behavioral supports (mean = 27). Following is the mean number of adults with whom TREK-DL students shared information about the remaining best practices: (a) longitudinal programming for transition-24), (b) inclusion-23, (c) transdisciplinary teaming-21, (d) activity-based instruction-18, (e) person-centered planning-17, (f) family-centered programming-16, (g) functional curriculum-13, (h) community-based instruction-12, (i) errorless learning procedures-11, (j) data-based decision making-10, and (k) functional/ecological assessment-6.

Systemic change. Last on the survey, students were asked to provide examples of systemic changes in their places of employment that they believe resulted from their increased knowledge and skills in using recommended practices. There were seven (7) comments regarding an increase in inclusive practices for children with disabilities that respondents attributed to the knowledge they gained through TREK courses. One respondent indicated that the use of Circle of Friends (Vandercook, York, & Forest, 1989), a person-centered planning process taught in several TREK courses, facilitated the inclusion. One student stated, "My school is moving toward full inclusion. I have shared my materials from my UK classes with my colleagues, and we all have found them to be very beneficial." There were three comments from students indicating that they saw improvement in the area of behavior management since they completed TREK courses. Three respondents also stated that their school was more proficient at data collection as a result of the courses. As well, 3 respondents indicated that they saw greater progress on students' IEPs because of the gained knowledge of how to do systematic instruction. Two respondents said that they believed their curriculum was more functional since taking courses on designing functional curriculum models for children with disabilities. One respondent developed a parent education program based on knowledge and skills obtained through TREK-DL coursework, another indicated that the quality of students' IEPs had improved, and a third said that the program where they work had moved from a unidisciplinary to a transdisciplinary model of service delivery since taking TREK courses. A comment by one student provides evidence of the type of systemic change TREK program faculty strive for in providing services to students in rural areas. The student said, "I believe that our school has become more efficient and proficient in systematic instruction and data collection. I also feel that many more students are included in regular classes and the doors continue to open every year."