Teaching Students with Special Needs in School-Based, Agricultural Education: A Historical Inquiry

Autor/inn/en	Teixeira, Kathryn L.; Edwards, M. Craig
Titel	Teaching Students with Special Needs in School-Based, Agricultural Education: A Historical Inquiry
Quelle	In: Journal of Research in Technical Careers, 4 (2020) 1, S.75-95 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-2118
Schlagwörter	Special Needs Students; Agricultural Education; Equal Education; Inclusion; Students with Disabilities; Federal Legislation; Public Schools; Vocational Education; Access to Education; Youth Programs; Teaching Methods; Teacher Competencies; Teacher Education; Elementary Secondary Education; Educational Legislation; Educational Quality; Higher Education + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bundesrecht; Public school; Öffentliche Schule; Berufsbildung; Access; Bildung; Zugang; Bildungszugang; Jugendsofortprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Lehrerausbildung; Lehrerbildung; Bildungsrecht; Schulgesetz; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The purpose of this historical study was to investigate the inclusion of students with special needs in school-based, agricultural education as reported by The Agricultural Education Magazine and the Journal of Agricultural Education over a time period of six decades. The impact of landmark legislation, such as the Vocational Education Act of 1963, the Elementary and Secondary Education Act of 1965, the Education for All Handicapped Children Act of 1975, and the Individuals with Disabilities Act of 1990, were examined. This legislation motivated and supported agricultural education's efforts to meet the learning needs of special education students by providing modified lessons and learning environments, inclusive SAEs and FFA activities, and focused teacher preparation. Challenges and concerns regarding the placement of special needs students in school-based, agricultural education are also discussed, as well as opportunities for related research in the future, especially about their participation in the FFA. (As Provided).
Anmerkungen	UNLV Department of Teaching and Learning. 4505 South Maryland Parkway PO Box 3005, Las Vegas, NV 89154. e-mail: jrtc@unlv.edu; Web site: https://digitalscholarship.unlv.edu/jrtc/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01