Inclusion for All? Opportunities and Challenges of Including Students with Diverse Needs in FFA Activities

Mary Kate Morgan Lanier; Joy E. Morgan; Wendy J. Warner; Barbara M. Kirby

doi:10.5032/jae.v67i2.2399

Authors

Mary Kate Morgan Lanier North Carolina State University https://orcid.org/0009-0003-8487-6121
Joy E. Morgan North Carolina State University https://orcid.org/0000-0001-5790-7592
Wendy J. Warner North Carolina State University https://orcid.org/0000-0002-7804-7138
Barbara M. Kirby North Carolina State University https://orcid.org/0009-0001-2059-6425

DOI:

https://doi.org/10.5032/jae.v67i2.2399

Keywords:

Students with diverse needs, FFA Participation

Abstract

The purpose of this study is to examine the experiences of North Carolina high school agriculture teachers with incorporating students with diverse needs in FFA. More specifically, this study seeks to identify and describe the challenges and suggested improvements for incorporating students with diverse needs in FFA, determine inclusionary practices teachers utilize to encourage students with diverse needs’ FFA participation that teachers perceive as successful, and identify the motivations of teachers incorporating students with diverse needs in FFA. The three-circle model of agricultural education served as a conceptual framework to this study. This qualitative study used the interviews of eight North Carolina high school agriculture teachers as the primary method of data collection. Through these interviews the following themes emerged: the value of relationship building and the challenges with competition. It is recommended by the researcher that pre-service and in-service training be implemented related to the inclusion of students with diverse needs in FFA. Additionally, it is recommended that a taskforce be established by North Carolina FFA to develop policies and procedures to promote inclusion within FFA, specifically within competitive FFA events.

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