Agricultural Education for All: Importance and Ability of Agricultural Educators to Integrate Special Education Competencies into Professional Practice
DOI:
https://doi.org/10.5032/jae.v66i1.2835Keywords:
Special Education, Agricultural Education, Special NeedsAbstract
School-Based Agricultural Education (SBAE) has served students with special needs for decades. The impact of Career and Technical Education (CTE), such as SBAE, can lead to higher earning potential, increased employment rates, and career exploration opportunities for students with special needs. However, many agricultural educators feel unprepared to differentiate instruction for students with special needs. This study examined SBAE teachers’ professional development needs related to special education integration. In addition, the study evaluated statistical differences in how male and female agricultural educators value the importance of special education integration and their ability to implement it into professional practice. The instrument utilized fourteen competencies needed for educators to effectively teach students with special needs. A census of (N = 204) educators in three states- New Mexico, Utah, and Montana- was conducted with a response rate of 36.27% (n = 74). The findings indicated that while SBAE teachers recognize the importance of special education, they feel unprepared to implement it effectively. Furthermore, research objective two found that male agricultural educators value the importance of special education significantly less than female educators. Based on these findings, the researchers suggest offering professional development that emphasizes the importance of special education integration into SBAE. Furthermore, research exploring SBAE’s impact on the career trajectory of students with special needs and specific strategies to maximize its effect is needed to ensure effective and efficient instruction for diverse learners.
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