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A Case Study of an Agricultural Teacher's Planned Behavior When Working With Students With Special Needs

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dc.contributor.authorGreaud, Michelle L.en
dc.contributor.committeechairWestfall-Rudd, Donna M.en
dc.contributor.committeememberScherer, Hannah H.en
dc.contributor.committeememberRicketts, John Cliftonen
dc.contributor.committeememberFriedel, Curtis R.en
dc.contributor.departmentAgricultural, Leadership, and Community Educationen
dc.date.accessioned2021-07-30T08:00:20Zen
dc.date.available2021-07-30T08:00:20Zen
dc.date.issued2021-07-29en
dc.description.abstractStudents with special needs are often placed in agriculture and other CTE classes. Literature has shown that teachers often feel unprepared to deal with this population of students. The Theory of Planned Behavior framed this case study of an exemplar agriculture teacher. Evidence of the teacher's planned behavior was supported by triangulation of interviews with the teacher, special education coordinator, special education aide, and lesson plans. This triangulation also showed that the teacher is an exemplar agriculture teacher in his work with students with special needs. Multiple themes emerged from the analysis of the interviews. An important theme was the need for agriculture teachers to participate in IEP meeting either by attending in person or by providing feedback prior to the meeting. Another important theme was the need for materials to be adapted for students with special needs both within lesson plans and as needed while the teacher is teaching the lesson. Recommendations for practice include providing information about special education laws, disabling conditions, and information on utilizing Universal Design for Learning (UDL) to pre-service and in-service teachers. It is also recommended that teacher preparation programs include having pre-service teachers work with students with special needs. Professional development workshops that discuss best practices for teachers when working with students with special needs can be beneficial. It is important for teachers to realize that not all students are the same but that everyone is better served if all teachers do their best at helping students achieve their highest potential. Because in the end, we all just want to be accepted for who we are.en
dc.description.abstractgeneralStudents with special needs are often placed in agriculture and other CTE classes. This dissertation was a case study of a model agriculture teacher. It looked at the teacher's behavior to determine if his work with students with special needs was planned. The importance of a teacher planning their behavior towards students with special needs is important from both a lesson planning viewpoint and also while the teacher is teaching. Multiple recommendations came out of the study. One recommendation included the need for programs that prepare agriculture teachers to have these individuals work with students with special needs while they are still in their teacher preparation program. Professional development workshops for current agriculture teachers should include information on best practices for working with students with special needs. It is important for teachers to realize that not all students are the same but that everyone is better served if all teachers do their best at helping students achieve their highest potential. Because in the end, we all just want to be accepted for who we are.en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:31837en
dc.identifier.urihttp://hdl.handle.net/10919/104452en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectAgricultural Educationen
dc.subjectSpecial Needs Studentsen
dc.subjectPlanned Behavioren
dc.subjectUniversal Design for Learning (UDL)en
dc.subjectIndividualized Education Program (IEP)en
dc.titleA Case Study of an Agricultural Teacher's Planned Behavior When Working With Students With Special Needsen
dc.typeDissertationen
thesis.degree.disciplineAgricultural and Extension Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen

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