Riding Fences

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In lieu of an abstract, here the is editorial's first paragraph:

In the first issue of Volume 39, we are pleased to present a series of articles on English learners with special needs in rural settings. With the increased focus on English learners in special education settings in the past few decades, a gap within the literature, research, policy, and services exists as it relates to rural settings. At the forefront of informing the field, Rural Special Education Quarterly presents Part I of this guest-edited issue focusing on the strengths, challenges, and future directions of serving this growing population. This work stems from foci in culturally responsive practices, disproportionality, school partnerships, and other critical components when serving English learners in rural schools across the United States. Most importantly, we acknowledge that English learning is only part of the intersectionality of a student’s identity, and as such cannot be discussed or explored in silo, especially as it intersects with disability, culture, and life experiences. As a note, we would like to use the most recent terminology in the field of English learning and bilingual education and describe students whose native language is not English as English learners. The following paragraphs contain snippets of each article’s focus in this special issue.



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