The RERIC team has awarded multiple dissertation grants to promote partnership-centered research in rural schools and communities. Summaries of two dissertations funded through RERIC are below.
Katie McCabe’s dissertation focused on…
Federal legislation requires students with disabilities be educated in their least restrictive environment (LRE). Despite the strong compilation of research indicating the negative outcomes of teaching students in segregated settings, research and national statistics has continued to demonstrate the persistent segregated placement rates for students with disabilities who require significant support needs (SSN). Some research, however, has begun to explore the influence of school locale (i.e., urban, suburban, or rural) on placement rates for students with disabilities. One study found 33.3% of rural students with a developmental disability spent 80% or more of their school day in general education (Brock & Schaefer, 2015). That is nearly double the national statistic, which reports only 17% of students with an intellectual disability spend 80% or more of their day in general education (United States Department of Education, 2018). This dissertation will utilize a critical theoretical framework to examine how the context of the rural school influences LRE decisions for students with SSN. The use of narrative inquiry methodology will allow focal students to tell how they experience inclusion and exclusion in rural area. Additionally, interviews with family members, school staff, peers, and community members will contribute to the narrative of LRE decisions in rural schools.
Kaitlyn Young’s dissertation emphasized …
The mental health needs of culturally and linguistically diverse (CLD) students in rural schools have historically received insufficient attention, hindering the ability of schools to make informed decisions regarding mental health systems and practice. As minoritized populations continue to represent the majority of growth in rural areas, understanding these unique needs is critical. Latinx youth in particular face higher risks of school refusal and suicidal ideation, yet experience significant barriers to treatment that are further compounded by rural isolation. This dissertation explores the intersection of these identities by utilizing focus groups with educators across three rural school districts. Through this qualitative approach, the research identifies key themes—including the impact of immigration status, trauma, and a lack of bilingual services—to provide recommendations for culturally responsive mental health systems. By centering educators’ perspectives and advocating for increased bicultural support and training, this study seeks to enhance the accessibility and effectiveness of school-based mental health care for rural CLD families.