Rural School Staff Roles in Career Development for Students With Disabilities: A Mixed Methods Study

The ways in which high schools rural communities allocate their staffing and assign roles related to career development impact the preparation of students with disabilities for future employment pursuits. This mixed methods study explored (a) 291 school staff administrators supporting disabilities, (b) how they came assume these roles, (c) viewed roles. Findings indicated that special educators self-decided an overwhelming majority this area could benefit from increased contributions other positions support work disabilities. We offer recommendations extending clarifying districts.