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

Johnson, Lendy; Wilson, Elizabeth; Flowers, Jim; Croom, D. Barry

doi:10.5032/jae.2012.04041

Cited by 7 publications

(9 citation statements)

References 8 publications

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“…Even though the majority of teachers in this study have taken coursework in special education, adequate in-service should be provided so that teachers can stay on top of the research within the special education field. Additionally, there is evidence that teachers who have experienced more in-service opportunities related to inclusion tend to be more willing to include students in other aspects of the agricultural education program, including participation in FFA and SAE (Johnson, Wilson, Flowers, & Croom, 2012). This presents a need for additional training in all areas of the agricultural education program.…”

Section: Discussionmentioning

confidence: 99%

Perceptions and Educational Strategies of Louisiana Agricultural Education Teachers When Working with Students with Special Needs

Stair

Blackburn

Bunch

et al. 2016

JYD

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A teacher’s willingness to accept inclusion has been identified as an indicator of the quality of experience that a student with special needs will have in the classroom The purpose of this exploratory study was twofold: (1) to describe the overall perceptions of working with students with special needs and (2) to determine how teachers in Louisiana are currently working with students with special needs. A total of 152 teachers attended the Louisiana agricultural education teacher’s summer conference with 43% completing a three part survey instrument. Data analysis indicated that teachers are confident in their ability to work with students with special needs and they agree that they can incorporate various areas of inclusion within their programs. However, they disagreed that they have received adequate in-service opportunities related to special education. Regarding educational strategies, teachers in this study identified all of the given inclusion strategies as being used regularly in their programs with the exception of tutoring after school. They also identified these educational practices as being highly effective within their programs. Due to the exploratory nature of this study, additional research is recommended to further investigate the in-service and training needs of teachers in Louisiana.

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Section: Discussionmentioning

confidence: 99%

Perceptions and Educational Strategies of Louisiana Agricultural Education Teachers When Working with Students with Special Needs

Stair

Blackburn

Bunch

et al. 2016

JYD

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“…Studies in both 4-H and agricultural education programs have shown a trend toward positive attitudes by agricultural and extension educators. One investigation of North Carolina agricultural educators working with special needs students when implementing a supervised agricultural experience (SAE) found that teachers reported beneficial outcomes and positive perceptions for students with disabilities (Johnson et al, 2010). A cross-national study with primary and secondary school teachers in South Africa and Finland found overall neutral attitudes toward inclusion (Savolainen et al, 2012).…”

Section: Conceptual Modelmentioning

confidence: 99%

Extension Professionals' Attitudes, Self-Efficacy, and Perceptions of Inclusion for 4-H Youth With Disabilities

Anderson,

Niewoehner-Green,

Scheer

2021

JAE

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The 4-H Youth Development program prohibits all forms of discrimination which includes disability. 4-H Extension professionals provide the essential interface between Extension and the local community to create an inclusive environment for all youth, including those with disabilities, that is welcoming and accessible. Attitudes and self-efficacy for working with youth who have disabilities impacts how well 4-H delivers positive youth development programs. The purpose of this study was to determine state-wide 4-H Extension professionals' attitudes, self-efficacy, and perceptions of inclusion toward youth with disabilities. In addition, the researchers sought to examine their use of a training program to better serve youth with disabilities. All 4-H Extension professionals in Ohio were surveyed (N = 135) with 71 responding (response rate of 53%). Results indicated the attitudes of Extension professionals for accepting of and feeling comfortable around youth with disabilities was overwhelmingly positive. They also perceived that youth with disabilities felt that they were included in 4-H activities. For self-efficacy, 4-H professionals reported they could effectively provide inclusive opportunities for youth with disabilities and adapt their level of instruction, take extra time, and pay attention to the needs of youth with disabilities. However, about a third of the respondents somewhat or strongly agreed that their workload would increase by having youth with disabilities in their organization. The disability training program was used by over three-fourths of the 4-H professionals and helped them to engage with parents to learn more about their children with disabilities. The program also improved accommodations and creating a more inclusive 4-H environment.

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“…Considering the benefits students receive from SAE participation, North Carolina teachers believed students with special needs received the same benefits from participation as do other students but identified fewer opportunities for SAE involvement (Johnson, Wilson, Flowers, & Croom, 2012).…”

Section: Benefitsmentioning

confidence: 99%

Synthesis of Contemporary SAE Research 1994–2014

Rank¹,

Retallick²

2016

JAE

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In the 1990s, a series of research syntheses were conducted regarding supervised agricultural experience. These syntheses included supervised agricultural experience (SAE) research from 1964 through 1993. With these past syntheses as the premise, contemporary SAE research was identified, synthesized, and coded into emerging themes. Inclusion criteria for this synthesis required articles to (a) be published in a peer-reviewed journal or national/regional American Association for Agricultural Education research conference proceedings, (b) include research specifically pertaining to SAE, (c) be available and accessible through the search procedures, and (d) be published between January 1994 and December 2014. An exhaustive search was conducted using library databases as well as digital journals and conference proceedings. Themes that emerged from this synthesis were (a) participation, (b) teacher education, (c) benefits, (d) professional development, (e) supervision, (f) scope/structure, (g) economic impact, (h) program quality, (i) learning theory, and (k) international settings. Similar to the previous syntheses, research conducted between 1994 and 2014 was primarily descriptive, conceptually broad, and often limited to relatively small populations such as single states. Additional multistate and national studies are recommended to describe the content and context of SAE instruction in teacher education and to refine quality indicators related to SAE practice.

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

Cited by 7 publications

References 8 publications

Perceptions and Educational Strategies of Louisiana Agricultural Education Teachers When Working with Students with Special Needs

Perceptions and Educational Strategies of Louisiana Agricultural Education Teachers When Working with Students with Special Needs

Extension Professionals' Attitudes, Self-Efficacy, and Perceptions of Inclusion for 4-H Youth With Disabilities

Synthesis of Contemporary SAE Research 1994–2014

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