The philosophical and practical difficulties of including children with special needs into regular classrooms has become a worldwide phenomenon. This study was conducted to identify the impact of the rural experience on rural teachers' (a) knowledge and understanding of students with special needs, (b) perceptions of their own teaching effectiveness and job satisfaction, and (c) perceptions of the accessibility and availability of support systems within schools and districts. The study provides several recommendations for teacher education and in-service experiences.
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Boyer et al. (1997) studied this question.
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