Putting the distance in distance education: An international experience in rural special education personnel preparation

Rural Special Education Quarterly, Winter 2003 by Kelly, Karen L, Schorger, John R

In terms of recognizing the increasing potential of distance education as a viable means of providing a dynamic and collaborative support network for special educators, the instructors and students in this project indicated that computer-mediated communication adequately addressed this need. It would follow that an untapped potential exists within the distance education revolution for dynamic professional development to be generated and productive, diverse learning networks created. This potential exists not only within the borders of the United States, but could extend internationally to link our special education professionals with training and educational communities abroad.

Specific recommendations for research and practice include (1) continued investigation of the distance learning model as an effective means of increasing the number of individuals in rural areas who choose a career in special education; (2) an in-depth analysis of the instructional methods most effective in establishing communities of learners among distance learners; (3) development of support networks that provide general and special educators, in rural areas, professional development opportunities that reduce technological barriers, such as facilitating the integration of technology into classrooms. A current example of a professional development model, which promotes teaching and learning through technology, is the Technology and Learning in Every School (TALES) project that has been implemented across several school districts in Montana (http://www.monta-na-ta-les.org.) It would seem likely that special educators, who participate in professional development opportunities where technology competency is required, may be more inclined to take advantage of distance education as a viable means of learning. It also seems evident that institutions that prepare special educators may be more effective in addressing the critical teacher shortage if their programs include a distance education component as a viable teaching and learning option.

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