Date of Award
Master of Science
Agricultural Education and Studies
Agricultural and Life Sciences Education
Scott W. Smalley
Mark S. Hainline
With the passing of laws, such as Free and Appropriate Public Education (FAPE), Individuals with Disabilities Act (IDEA), No Child Left Behind (NCLB), and Section 504 of the Rehabilitation Act of 1973, the mainstreaming of students with disabilities has become a popular topic. Understanding federal law mandates students be included in the least restricted environment (LRE) this study sought to determine the inclusion of students with disabilities in school based agricultural education (SBAE) courses in the state of Iowa in all aspects of the agricultural education three circle model, (1) classroom/laboratory instruction, (2) FFA, and (3) SAE. Utilizing the experiences of 10 teachers, three main themes derived from open ended interview questions, (1) communication, (2) inclusiveness for a complete program, and (3) transferring of responsibility. Interview questions considered teaching experience of educators, classroom structure, support from administration, and specific examples of adjusting for a student with a disability. Future recommendations for practice include actively engaged conversations in Individuals Education Program (IEP) meetings with administration, faculty, parents, and student. In addition, future research recommendations include interviewing of special education department to understand their unique role in developing modifications and accommodations needed for active participation of students with disabilities in SBAE.
Wilkins, Taylor, "Determining the inclusiveness of students with disabilities in Iowa agricultural classrooms" (2018). Graduate Theses and Dissertations. 16895.