Perceptions and Educational Strategies of Louisiana Agricultural Education Teachers When Working with Students with Special Needs
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 n...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Clemson University Press
2016-12-01
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| Series: | Journal of Youth Development |
| Online Access: | http://jyd.pitt.edu/ojs/jyd/article/view/433 |
| _version_ | 1797332262769917952 |
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| author | Kristin S. Stair J. Joey Blackburn J. C. Bunch Leslie Blanchard Melissa Cater Janet Fox |
| author_facet | Kristin S. Stair J. Joey Blackburn J. C. Bunch Leslie Blanchard Melissa Cater Janet Fox |
| author_sort | Kristin S. Stair |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-08T07:46:52Z |
| format | Article |
| id | doaj.art-75debca8056d40f8a73a02a9e5bacd39 |
| institution | Directory Open Access Journal |
| issn | 2325-4017 |
| language | English |
| last_indexed | 2024-03-08T07:46:52Z |
| publishDate | 2016-12-01 |
| publisher | Clemson University Press |
| record_format | Article |
| series | Journal of Youth Development |
| spelling | doaj.art-75debca8056d40f8a73a02a9e5bacd392024-02-02T15:42:52ZengClemson University PressJournal of Youth Development2325-40172016-12-01111496110.5195/jyd.2016.433409Perceptions and Educational Strategies of Louisiana Agricultural Education Teachers When Working with Students with Special NeedsKristin S. Stair0J. Joey Blackburn1J. C. Bunch2Leslie Blanchard3Melissa Cater4Janet Fox5Agricultural and Extension Education and Evaluation, Louisiana State UniversityAgricultural and Extension Education and Evaluation, Louisiana State UniversityAgricultural and Extension Education and Evaluation, Louisiana State UniversityAgricultural and Extension Education and Evaluation, Louisiana State UniversityAgricultural and Extension Education and Evaluation, Louisiana State UniversityAgricultural and Extension Education and Evaluation, Louisiana State UniversityA 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.http://jyd.pitt.edu/ojs/jyd/article/view/433 |
| spellingShingle | Kristin S. Stair J. Joey Blackburn J. C. Bunch Leslie Blanchard Melissa Cater Janet Fox Perceptions and Educational Strategies of Louisiana Agricultural Education Teachers When Working with Students with Special Needs Journal of Youth Development |
| title | Perceptions and Educational Strategies of Louisiana Agricultural Education Teachers When Working with Students with Special Needs |
| title_full | Perceptions and Educational Strategies of Louisiana Agricultural Education Teachers When Working with Students with Special Needs |
| title_fullStr | Perceptions and Educational Strategies of Louisiana Agricultural Education Teachers When Working with Students with Special Needs |
| title_full_unstemmed | Perceptions and Educational Strategies of Louisiana Agricultural Education Teachers When Working with Students with Special Needs |
| title_short | Perceptions and Educational Strategies of Louisiana Agricultural Education Teachers When Working with Students with Special Needs |
| title_sort | perceptions and educational strategies of louisiana agricultural education teachers when working with students with special needs |
| url | http://jyd.pitt.edu/ojs/jyd/article/view/433 |
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