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This study examined the best practices and insights gained that will impact future practice in the rural special education setting with the return to post-COVID instruction. Hattie (2021) highlighted the importance of reflecting on what went right and encouraged schools to discuss the evidence of success during the pandemic school year. Following the scholar-practitioner framework, two special education directors in the rural central Texas area share their experiences during the pandemic and offer insight into new practices and procedures they are implementing post-COVID. Four common themes emerged from the thematic analysis: (a) the importance of technology, (b) changes in instructional practices, (c) barriers to student success, and (d) communication structures. This article aims to guide rural special education leaders as they continue to navigate instructional and financial challenges post-pandemic.
[Stephanie Atchley, Donna Baumgardner, Penny Hampton and Tyler Sheppard (2022); SPECIAL EDUCATION LEADERSHIP PRACTICES IN THE RURAL SCHOOL SETTING Int. J. of Adv. Res. 10 (Nov). 45-53] (ISSN 2320-5407). www.journalijar.com
Tarleton State University
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