Providing Support for Rural Special Educators During Nontraditional Instruction: One State’s Response

Melinda Jones Ault, Ginevra Courtade, Sally A. Miracle, Amanda E. Bruce

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


In the midst of the COVID-19 global pandemic, teachers were forced to quickly determine how to deliver a free appropriate public education to their students when in-person instruction was not possible. School districts and states have a variety of ways to provide supports to their teachers. One method for providing technical assistance, professional development, consultation, and mentoring to teachers is through the use of regional cooperatives. In this Practice in Action article, two educational cooperative consultants present their experiences in supporting their teachers in the face of the pandemic. Successful strategies the cooperatives developed for teachers included providing trainings in online formats, creating an organized list of resources appropriate for online teaching, and facilitating opportunities for teachers to work together to problem solve in the era of the novel COVID-19. Challenges for teachers providing instruction for their students when schools were closed to face-to-face instruction are discussed.

Original languageEnglish
Pages (from-to)193-200
Number of pages8
JournalRural Special Education Quarterly
Issue number4
StatePublished - Dec 2020

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2020.


  • COVID-19
  • in-service teacher support
  • nontraditional instruction
  • rural special education

ASJC Scopus subject areas

  • Education
  • Development


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