Rural Special Education Quarterly

This study examined how to support implementation agents in establishing and maintaining the implementation fidelity (IF) of a mathematics evidence-based practice (EBP) for Tier 2 instruction in a rural Midwestern U.S. school. Tier 2 interventions, which serve students at risk of academic failure, play a critical role in bridging general and special education. However, their effectiveness is often hindered by low IF—the degree to which interventions are delivered as intended. This mixed-methods sequential explanatory study employed a multiple-baseline single-subject design in Phase 1 to evaluate the effects of an IF intervention package on participants’ fidelity to a Tier 2 word problem-solving intervention. Semi-structured interviews in Phase 2 explored participants’ experiences with the intervention and examined contextual factors influencing EBP implementation in rural settings. The findings underscore the importance of understanding rural school contexts and providing structured supports to enhance the implementation of mathematics EBPs in these settings.

An Individualized Education Program (IEP) is a legally binding document that explicitly describes how students with disabilities accesses free and appropriate public education (FAPE). U.S. federal law mandates IEPs be collaboratively designed by constituents and comprised of distinct components and procedures intended to maximize the educational potential of all students with disabilities. However, existing research indicates that the practical implementation of the IEP process can vary widely. This mixed methods study (a) investigated the degree to which the development of instructional programs for students with disabilities attending a rural U.S. school district aligned with legal mandates and recommended practices for IEPs and (b) analyzed perceptions of students, teachers, and caregivers regarding their unique participation in the IEP process. We discuss the practical implications of these findings for the provision of special education services in rural districts and the role of students and families in evaluating special education programming.

Special education teachers experience stress that affects their work quality. The authors conducted a multiple-baseline study to examine biofeedback training for improved heart rate variability and self-regulation using objective indicators during practicum experiences at a Midwest U.S. urban university for in-service special education teachers. Four special education teachers received heart rate variability biofeedback (HRVB) training to build awareness of physiological stress signs and to learn stress reduction techniques. Limited access to support services heightened the need for interventions like HRVB to help rural teachers manage isolation and high work demands. All participants increased mean heart rate variability from baseline to intervention, with most experiencing a statistically significant decrease in stress indicators. A visual analysis demonstrates a functional relation for two participants and a positive trend for a third. The study’s findings suggest HRVB training is an effective tool for improving heart rate variability and self-regulation, with potential for use in rural special education contexts. However, limitations related to costs and resources may affect accessibility and implementation in some rural areas.

Multilingual learners with disabilities are an increasingly visible population in rural U.S. schools, yet they often face systemic barriers to accessing the dual services—language development and special education—they are legally entitled to receive. This article examines how rurality intensifies challenges such as staffing shortages, limited professional development, and geographic isolation, contributing to inequities in identification, instruction, and service provision. Grounded in current research and policy guidance, we offer actionable, equity-centered strategies for rural education stakeholders, including implementation of a multi-tiered system of support, inclusive co-teaching models, cross-training for educators, regional consortia, and meaningful family engagement. We emphasize the role of interdisciplinary collaboration, culturally and linguistically responsive practices, and data-driven decision-making in supporting multilingual learners with disabilities. This work contributes to the growing rural special education knowledge base and underscores the need for innovative, coordinated efforts to ensure educational equity for dually identified students in under-resourced rural settings.