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Abstract

The Training Rural Educators in Kentucky (TREK) projects have been providing distance education courses to graduate students in moderate/severe disabilities (MSD) and early childhood special education (ECSE) since 1989. This paper provides the results of a survey conducted at the end of the third 3-year-cycle of federal funding for a TREK project, Training Rural Educators in Kentucky through Distance Learning (TREK-DL). Project staff collected data on students' satisfaction with the content and delivery of distance education courses offered through the TREK projects. In addition, they collected impact data on the degree with which students used best practices for children with disabilities that were emphasized in TREK coursework. The results of the survey show that students were satisfied with the coursework they were receiving and, with the exception of technology malfunctions and communication/interaction difficulties imposed by the technology, they were satisfied with all formats of course delivery (i.e., on site, satellite, and interactive video). In addition, the results show that students are implementing best practices with children who have disabilities and sharing those practices with other adults with whom they work. As well, students indicate that their involvement with the TREK projects has resulted in systemic changes at their places of employment.

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Training Rural Educators in Kentucky through Distance Learning: Impact with Follow-up Data

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References