Mixed-Methods Approaches to Enhance Rural Special Education Research.

This article focuses on the importance and application of mixed-methods research in rural special education to better understand and address the unique challenges faced by rural students, teachers, schools, and communities. It highlights that rural special education contexts differ significantly from urban and suburban settings, often experiencing higher poverty rates, limited funding, teacher shortages, and geographic isolation, which impact service delivery and research participation. The article describes three mixed-methods designs—convergent, explanatory sequential, and exploratory sequential—that integrate qualitative and quantitative data to provide richer, contextually grounded insights into rural special education practices and outcomes. It emphasizes that mixed-methods research, though underutilized in special education, offers a valuable framework for rigorous, culturally responsive studies that can inform policy, improve interventions, and support educational equity in rural areas.