Describing the Inclusiveness of Students with Disabilities in Iowa School-Based Agricultural Education Programs

Autor/inn/en	Wilkins-Brittain, Taylor; Smalley, Scott W.; Hainline, Mark S.
Titel	Describing the Inclusiveness of Students with Disabilities in Iowa School-Based Agricultural Education Programs
Quelle	In: Journal of Agricultural Education, 63 (2022) 3, S.1-15 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Students with Disabilities; Agricultural Education; Inclusion; Agriculture Teachers; Special Education; Communication (Thought Transfer); Teacher Role; Educational Legislation; Equal Education; Educational Quality; Research Needs; Teaching Experience; Individualized Education Programs; Social Support Groups; Services; Mainstreaming; Iowa + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Communication; thought; Kommunikation; Gedanke; Lehrerrolle; Bildungsrecht; Schulgesetz; Quality of education; Bildungsqualität; Forschungsbedarf; Individualized education program; Individualisierendes Lernen; Social support; Soziale Unterstützung; Dienstleistung
Abstract	Creating an inclusive and welcoming environment for all students with disabilities within school-based agricultural education (SBAE) is important to ensure students receive opportunities. This study explored the experiences that SBAE teachers associated with providing special education and related services for students with disabilities in all aspects of SBAE programs (i.e., classroom instruction, FFA membership, and Supervised Agricultural Experience [SAE] programs). Nine SBAE teachers from various career phases participated in semi-structured interviews with open-ended questions. Three main themes emerged from the interviews: communication, inclusiveness for a complete program, and transfer of responsibility for provided services. Future research should take a deeper look into the issue of providing free and appropriate public education (FAPE) for students with disabilities in SBAE programs. Additionally, future research needs to occur on each component (classroom, SAE, and FFA) of SBAE to ensure students with disabilities are being included to the fullest potential or what resources could be provided to assist educators. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: https://jae-online.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01