Teacher Competence For Working With Disabled Students As Preceived By Secondary Level Agricultural Instructors In Pennslyvania

Elbert, Chanda; Baggett, Connie D.

doi:10.5032/jae.2003.01105

Cited by 23 publications

(25 citation statements)

References 6 publications

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“…Pennsylvania agriculture instructors were asked by Elbert and Baggett (2003) to indicate their perceived competency level for working with disabled students. The five competencies that were rated the lowest included: (1) completing individual vocational education plans, ( 2) being familiar with laws that apply to special needs students, (3) completing individual education plans, (4) assisting the student in viewing his/her assets or limitations realistically, and (5) utilizing a variety of methods and techniques to provide instruction for disabled students.…”

Section: Agricultural Education For Students With Disabilitiesmentioning

confidence: 99%

Perceptions of Agriculture Teachers toward Including Students with Disabilities

Giffing¹,

Warnick²,

Tarpley³

et al. 2010

JAE

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The inclusion of students with special needs in regular education classrooms has been required by federal law for more than three decades. However, much of the responsibility for successful accommodation of students with disabilities rests upon the shoulders of teachers. Previous research has indicated that successful inclusion of students with special needs is strongly influenced by the attitude of teachers involved. In this study, all secondary agriculture teachers in Utah were surveyed to determine their attitudes and perceptions related to their willingness and ability to include students with special needs in their classrooms and laboratories. Selected personal and professional characteristics were correlated with these attitudes and perceptions. A large majority of teachers responded that they understand the concept of inclusion, are in favor of including students with disabilities, and have had a positive experience teaching students with special needs. However, fewer respondents indicated that they had the skill level to iv successfully include students with disabilities. Overall, while teachers indicated willingness to include the students with most of the specific types of disabilities, they were less positive in their perceived abilities to successfully accommodate students with some specific categories of special needs.

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Section: Agricultural Education For Students With Disabilitiesmentioning

confidence: 99%

Perceptions of Agriculture Teachers toward Including Students with Disabilities

Giffing¹,

Warnick²,

Tarpley³

et al. 2010

JAE

View full text Add to dashboard Cite

show abstract

“…Four major principles comprise the inclusion model: diversity, individual needs, reflective practice and collaboration (Elbert & Baggett, 2003).…”

Section: Inclusionmentioning

confidence: 99%

Learning Disabled Student Needs Met Through Curriculum Redesign of the Illinois Agricultural Education Core Curriculum

Pense¹,

Watson²,

Wakefield³

2010

JAE

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“…Students with special needs have been the topic of research in agricultural education (Elbert & Bagget, 2003;Kessell et al, 2006aKessell et al, , 2006b. Secondary agriculture instructors experience a number of challenges when students with special needs are incorporated into their classroom (Elbert & Baggett, 2003).…”

Section: Introductionmentioning

confidence: 99%

Using Case–Scenarios to Determine the Perceptions of Secondary Agriculture Teachers and 4-H Youth Development Personnel Regarding Interorganizational Cooperation

McKim¹,

Torres²

2010

JAE

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This study determined the effectiveness of 'Annie's Project-Education for Farm Women' in improving women's skill sets. Illinois farm women who participated in Annie's Project were given a pre-test or baseline survey which measured farming practices in the five areas of risk (production, marketing, financial, legal and human resource). The women were later resurveyed. The main methodology to measure improvement in skill is calculated by the difference in the percentage of 'yes' responses from the baseline to the post-test. Results suggest an overall increase of 10.92 percent with the largest improvement occurring in the financial area of risk. In general, the differences in 'yes' responses were found to be significantly different from zero. Regression analysis was also performed to determine whether socio-economic variables, such as marital status and farm size, play a role in the difference in the percentages of 'yes' responses.Keywords: farm women, educational programs, annie's project IntroductionEducational outreach programs for farm women are becoming more prevalent throughout the United States. The Alaskan Women in Timber, the Minnesota Agri-Women and the University of Vermont's Women's Agricultural Network are just a few of a growing number of outreach programs. The central research question for this research is: are these programs effective in increasing the skills of farm women? A secondary research question is: are any socioeconomic variables essential in explaining who could benefit from educational programs?This study focuses on one program known as 'Annie's Project-Education for Farm Women' as an example. The main purpose of this article will be to assess the effectiveness of Annie's Project by considering the extent to which Illinois women's skill sets improved as a result of participating in the program. The paper includes the following: literature review and conceptual model, purpose and objectives, program description, research methods and data, survey results and conclusion. The methods and results rely on a statistical review of survey responses based upon analysis of mean, variance and multiple regression. Results indicate a significant increase in women's skill sets. There is some evidence from regression analysis, but highly inconclusive, that socio-economic factors may play a role in the skills gained by women participating in Annie's Project. It is more likely that the increase in skill sets occur regardless of socio-economic factors. Literature Review and Conceptual ModelFor a variety of factors, the role of women in agriculture is increasing. A brief review of the literature showed that the role of women is indeed increasing but the reasons for this increase are complex. The main purpose for this paper is more modest than fully understanding the causes of women's role in agriculture; it is to evaluate educational programs, such as Annie's Project, that might help educate women for increased production and financial management of farms. Regardless of the reasons for the increase, educatio...

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Teacher Competence For Working With Disabled Students As Preceived By Secondary Level Agricultural Instructors In Pennslyvania

Cited by 23 publications

References 6 publications

Perceptions of Agriculture Teachers toward Including Students with Disabilities

Perceptions of Agriculture Teachers toward Including Students with Disabilities

Learning Disabled Student Needs Met Through Curriculum Redesign of the Illinois Agricultural Education Core Curriculum

Using Case–Scenarios to Determine the Perceptions of Secondary Agriculture Teachers and 4-H Youth Development Personnel Regarding Interorganizational Cooperation

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