TY - JOUR
T1 - Challenges for Rural Native American Students With Disabilities During COVID-19
AU - Running Bear, Candi
AU - Terrill, William P.A.
AU - Frates, Adriana
AU - Peterson, Patricia
AU - Ulrich, Judith
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This article was supported in part by a grant funded by the U.S. Department of Education, Office of Special Education Programs H325D180029. The views expressed by the authors do not necessarily reflect the official policies of the U.S. Department of Education.
Publisher Copyright:
© Hammill Institute on Disabilities 2021.
PY - 2021/6
Y1 - 2021/6
N2 - The COVID-19 pandemic unexpectedly changed almost all aspects of people’s everyday lives. This included new challenges in the education of Native American students with disabilities who live in rural and remote areas of the United States. Native American students with disabilities living on reservations are served by local schools, tribally controlled schools, and Bureau of Indian Education schools under the provisions of the Individuals with Disabilities Education Act. In rural reservation communities during COVID-19, special education services for students with disabilities were significantly disrupted. Contributing factors were high rates of poverty, lack of adequate funding and staffing for health care, populations with higher rates of chronic illness, high percentages of homes with no running water or electricity, shortages of certified special educators, and barriers to alternative forms of education due to lack of access to high-speed internet and technology.
AB - The COVID-19 pandemic unexpectedly changed almost all aspects of people’s everyday lives. This included new challenges in the education of Native American students with disabilities who live in rural and remote areas of the United States. Native American students with disabilities living on reservations are served by local schools, tribally controlled schools, and Bureau of Indian Education schools under the provisions of the Individuals with Disabilities Education Act. In rural reservation communities during COVID-19, special education services for students with disabilities were significantly disrupted. Contributing factors were high rates of poverty, lack of adequate funding and staffing for health care, populations with higher rates of chronic illness, high percentages of homes with no running water or electricity, shortages of certified special educators, and barriers to alternative forms of education due to lack of access to high-speed internet and technology.
KW - COVID-19
KW - Native American students
KW - cultural and linguistic diversity
KW - rural special education
UR - http://www.scopus.com/inward/record.url?scp=85099560119&partnerID=8YFLogxK
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U2 - 10.1177/8756870520982294
DO - 10.1177/8756870520982294
M3 - Article
AN - SCOPUS:85099560119
SN - 8756-8705
VL - 40
SP - 60
EP - 69
JO - Rural Special Education Quarterly
JF - Rural Special Education Quarterly
IS - 2
ER -