A Case Study of Four Agricultural Science Teachers’ Preparation for Teaching Special Needs Students

Abstract

No Child Left Behind (2002) and the Individuals with Disabilities Education Act (2004) have changed the way students with disabilities are educated in public schools today. The purpose of this study was to examine the preservice program at an 1876 land grant institution and determine if it was adequately preparing students to meet the needs of special education students in their classrooms. The question that guided this study was: What were the voices of agricultural science teachers regarding their preparation to meet the needs of special education students in agricultural science classrooms? This study utilized qualitative case study methodology and interpretive phenomenological analysis in order for the researcher to gain knowledge about the participants’ experiences. Three themes emerged as a result of this qualitative analysis: learning by doing, lack of preparedness, and room for improvement. Field experiences were cited as the most meaningful learning experiences. Recommendations for bridging the gap between theory and practice include modeling differentiated instruction practices by faculty, providing opportunities for implementing differentiated objectives and instruction, and facilitating better communication between special education staff and student teachers during the student teaching semester.