Considering regular classroom options for students with severe disabilities in rural areas

Abstract

The education of students with severe disabilities presents unique challenges to school districts in rural, remote, and sparsely populated areas. In most cases, the models that have been embraced by larger districts do not generalize to districts where low incidence and geographical barriers are major obstacles. This article offers six service delivery options which utilize regular classrooms as a component in the education of students with severe disabilities. These six options are: 1) team-teaching, 2) parallel teaching, 3) regular classroom-based tutorial, 4) separate tutorial with regular classroom base, 5) regular classroom placement with support services, and 6) regular classroom placement with dual-certified teacher. The characteristics of each model are described.

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