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Volume 51(3) - 2010 - DOI: 10.5032/jae.2010.03088



Secondary agricultural education programs are enrolling increasing numbers of students with various disabilities. One consequence is that pre–service teachers are expressing a need for additional preparation to work with such students. This study was conducted to examine the preparation that pre–service teachers receive to work with students with learning disabilities in secondary agricultural education programs. The target population for the study was agricultural teacher educators who plan and in some situations, deliver such preparation. An instrument was mailed to a purposive sample of 84 teacher educators in the fall of 2006. As a result, 63 were returned for a 75% response rate. The respondents reported the cooperative pairs/groups teaching technique and the extra/extended time accommodation as most covered in their teacher education programs. The No Child Left Behind Act of 2001was the federal legislation pre–service teachers felt was most covered in their program to prepare them to implement in the secondary setting. A majority (73%) of the respondents indicated that their pre–service teachers must complete at least one special education course. It is recommended that when a special education course is not offered by another department, agricultural teacher education programs should offer a course within the department.

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