Describing the Inclusiveness of Students with Disabilities in Iowa School-based Agricultural Education Programs

Abstract

Creating an inclusive and welcoming environment for all students with disabilities within school-based agricultural education (SBAE) is important to ensure students receive opportunities. This study explored the experiences that SBAE teachers associated with providing special education and related services for students with disabilities in all aspects of SBAE programs (i.e., classroom instruction, FFA membership, and Supervised Agricultural Experience [SAE] programs). Nine SBAE teachers from various career phases participated in semi-structured interviews with open-ended questions. Three main themes emerged from the interviews: communication, inclusiveness for a complete program, and transfer of responsibility for provided services. Future research should take a deeper look into the issue of providing free and appropriate public education (FAPE) for students with disabilities in SBAE programs. Additionally, future research needs to occur on each component (classroom, SAE, and FFA) of SBAE to ensure students with disabilities are being included to the fullest potential or what resources could be provided to assist educators.