Challenges Experienced by New Mexico Agricultural Education Teachers in Including Special Needs Students

Dormody, Thomas J.; Seevers, Brenda S.; Andreasen, Randall J.; VanLeeuwen, Dawn

doi:10.5032/jae.2006.02093

Cited by 16 publications

(12 citation statements)

References 5 publications

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“…Success in this area will require teachers to overcome this fear through self-assurance, experience and professional development (Dormody et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…Center and Ward (1987) acknowledged that "teachers' attitudes may be significantly modified by their pre-service training and the nature of their subsequent professional experience" (p. 41). Dormody, Seevers, Andreasen, and VanLeeuwen (2006) found that agriculture teachers who had taken more formal courses on including students with disabilities felt more prepared to include students with disabilities in their classroom/laboratories.…”

Section: Statedmentioning

confidence: 99%

“…However, most strategies for integrating special needs involve merely a reminder to treat those students the same as the other students in the class. Dormody et al (2006) conducted a study of the challenges that face New Mexico Agricultural Education teachers when including students with special needs. The participants were asked to rank types of disabilities and the challenges they face based on the format of their classroom.…”

Section: Agricultural Education For Students With Disabilitiesmentioning

confidence: 99%

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Perceptions of Agriculture Teachers toward Including Students with Disabilities

Giffing¹,

Warnick²,

Tarpley³

et al. 2010

JAE

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The inclusion of students with special needs in regular education classrooms has been required by federal law for more than three decades. However, much of the responsibility for successful accommodation of students with disabilities rests upon the shoulders of teachers. Previous research has indicated that successful inclusion of students with special needs is strongly influenced by the attitude of teachers involved. In this study, all secondary agriculture teachers in Utah were surveyed to determine their attitudes and perceptions related to their willingness and ability to include students with special needs in their classrooms and laboratories. Selected personal and professional characteristics were correlated with these attitudes and perceptions. A large majority of teachers responded that they understand the concept of inclusion, are in favor of including students with disabilities, and have had a positive experience teaching students with special needs. However, fewer respondents indicated that they had the skill level to iv successfully include students with disabilities. Overall, while teachers indicated willingness to include the students with most of the specific types of disabilities, they were less positive in their perceived abilities to successfully accommodate students with some specific categories of special needs.

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“…Success in this area will require teachers to overcome this fear through self-assurance, experience and professional development (Dormody et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

Section: Statedmentioning

confidence: 99%

Section: Agricultural Education For Students With Disabilitiesmentioning

confidence: 99%

See 1 more Smart Citation

Perceptions of Agriculture Teachers toward Including Students with Disabilities

Giffing¹,

Warnick²,

Tarpley³

et al. 2010

JAE

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show abstract

“…All three components have been shown to be beneficial to students with special needs. Dormody, Seevers, Andreasen, and VanLeeuwen (2006) concluded that emphasis should be placed on including students with special needs in FFA and SAE. In a study conducted by Schwager and White (1994), Oklahoma agriculture teachers determined that SAE was beneficial to students with special needs and these students should be encouraged to have an SAE program.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of North Carolina High School Agricultural Educators Regarding Students with Special Needs Participating in Supervised Agricultural Experience and FFA Activities

Johnson¹,

Wilson²,

Flowers³

et al. 2012

JAE

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The purpose of this study was to examine the perceptions of North Carolina high school agricultural educators toward including students with special needs when implementing Supervised Agricultural Experience and participating in FFA activities. The population was all high school agricultural educators in North Carolina with 12 month employment (N = 307). A simple random sample of 172 was selected with a response rate of 45.9%. Participants completed a questionnaire that measured teachers' perceptions and collected demographic information. Data analysis indicated that teachers had positive perceptions toward including students with special needs when implementing SAE. Teachers perceived that FFA participation was beneficial for students with special needs, but there were more limitations for these students than for other students. Teachers most frequently perceived student ability as a barrier to working with these students in SAE and the FFA.

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“…Reflective practice, according to Dormody, Seevers, Andreasen, and VanLeeuwen (2006), is critical for the teacher who must develop "competency in working with disabled students" (p. 94). Reflection is critical to all teachers but particularly necessary when dealing with the unfamiliar challenges faced when instructing SLD students to navigate the challenges particular to them.…”

Section: Inclusionmentioning

confidence: 99%