TY - JOUR
T1 - Changing Lives on the Border
T2 - Preparing Rural, Culturally Responsive Special Educators
AU - Peterson, Patricia J.
AU - Sandigo, Alma M.
AU - Stoddard, Susan E.
AU - Abou-Rjaily, Kathleen
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 research was supported in part by grants funded by the U. S. Department of Education, Office of English Language Acquisition T365Z120173 and T365Z110167.
Funding Information:
Peterson Patricia J. PhD 1 Sandigo Alma M. EdD 1 Stoddard Susan E. PhD 1 Abou-Rjaily Kathleen PhD 1 Ulrich Judith AA 1 1 Northern Arizona University, Flagstaff, USA Patricia J. Peterson, Northern Arizona University, Box 5774, Flagstaff, AZ 86011, USA. Email: patricia.peterson@nau.edu 10 2019 8756870519879066 © Hammill Institute on Disabilities 2019 2019 Hammill Institute on Disabilities. All rights reserved Arizona teacher education programs are largely concentrated in urban or suburban areas, with the majority of practicum experiences and student teaching placements located in the same metropolitan areas. However, in Arizona, 35% of K–12 students are served by the 135 school districts that qualify as “rural.” In the extreme southwest corner of Arizona bordering Mexico, 70% of these rural K–12 students are of Hispanic background with Spanish as their first language, and 26.7% of these Hispanic families are living below the poverty line. The “Grow Your Own” programs described here, developed through university–school district partnerships, are specifically designed to prepare culturally responsive educators to meet the needs and ultimately improve the lives of students with disabilities in southwestern Arizona rural border communities. rural special education cultural and linguistic diversity English learners border communities teacher preparation u.s. department of education https://doi.org/10.13039/100000138 T365Z110167 and T365Z120173 edited-state corrected-proof Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported in part by grants funded by the U. S. Department of Education, Office of English Language Acquisition T365Z120173 and T365Z110167.
Publisher Copyright:
© Hammill Institute on Disabilities 2019.
PY - 2020/6/1
Y1 - 2020/6/1
N2 - Arizona teacher education programs are largely concentrated in urban or suburban areas, with the majority of practicum experiences and student teaching placements located in the same metropolitan areas. However, in Arizona, 35% of K–12 students are served by the 135 school districts that qualify as “rural.” In the extreme southwest corner of Arizona bordering Mexico, 70% of these rural K–12 students are of Hispanic background with Spanish as their first language, and 26.7% of these Hispanic families are living below the poverty line. The “Grow Your Own” programs described here, developed through university–school district partnerships, are specifically designed to prepare culturally responsive educators to meet the needs and ultimately improve the lives of students with disabilities in southwestern Arizona rural border communities.
AB - Arizona teacher education programs are largely concentrated in urban or suburban areas, with the majority of practicum experiences and student teaching placements located in the same metropolitan areas. However, in Arizona, 35% of K–12 students are served by the 135 school districts that qualify as “rural.” In the extreme southwest corner of Arizona bordering Mexico, 70% of these rural K–12 students are of Hispanic background with Spanish as their first language, and 26.7% of these Hispanic families are living below the poverty line. The “Grow Your Own” programs described here, developed through university–school district partnerships, are specifically designed to prepare culturally responsive educators to meet the needs and ultimately improve the lives of students with disabilities in southwestern Arizona rural border communities.
KW - English learners
KW - border communities
KW - cultural and linguistic diversity
KW - rural special education
KW - teacher preparation
UR - http://www.scopus.com/inward/record.url?scp=85074661863&partnerID=8YFLogxK
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U2 - 10.1177/8756870519879066
DO - 10.1177/8756870519879066
M3 - Article
AN - SCOPUS:85074661863
SN - 8756-8705
VL - 39
SP - 71
EP - 81
JO - Rural Special Education Quarterly
JF - Rural Special Education Quarterly
IS - 2
ER -