Local special education administrators (LSEAs) are integral in facilitating career development services for students with disabilities alongside their peers, particularly in rural school districts. This qualitative study explored the perceptions of 12 LSEAs regarding their contributions related to career development for students with disabilities in their rural districts and the factors they perceive to shape their own ability in this area. The emergent grounded theory indicated that LSEAs viewed their own roles in career development to vary widely and compete with other priorities as well as to be contextualized by their knowledge and awareness of opportunities within their districts and communities. Furthermore, LSEAs perceived these roles to be shaped by their collaborations within their districts, their partnerships in the community, the involvement of students’ families, and training and supports available to them. Recommendations for research, practice, and policy with respect to extending the contributions of LSEAs are provided.

中文翻译：

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地方特殊教育管理者对促进农村地区职业发展服务的看法

地方特殊教育管理者 (LSEA) 在促进残疾学生与同龄人的职业发展服务方面发挥着不可或缺的作用，特别是在农村学区。这项定性研究探讨了 12 个 LSEA 对农村地区残疾学生职业发展所做贡献的看法，以及他们认为塑造自己在该领域能力的因素。新兴扎根理论表明，LSEA 认为自己在职业发展中的角色差异很大，并与其他优先事项竞争，并根据其知识和对所在地区和社区内机会的认识来确定自己的角色。此外，LSEA 认为这些角色是由他们在学区内的合作、社区中的伙伴关系、学生家庭的参与以及向他们提供的培训和支持来塑造的。提供了有关扩大 LSEA 贡献的研究、实践和政策建议。