In the Rocky Mountain West (RMW) region of the United States, research on disproportionality regarding special education eligibility is limited, negatively affecting the understanding of rural schools’ needs within this region. School locale and district demographics were investigated as potential predictors of percentage of students receiving special education services in rural districts. Rurality was a significant negative predictor of the percentage of students receiving special education while language use other than English at home and socioeconomic status were significant positive predictors of the percentage of students receiving special education services. Further, language use other than English at home was a significant negative predictor of the percentage of students receiving special education services. Implications from findings and limitations are discussed.
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