West Virginia Agricultural Education Teachers' Perceptions on Involving Students with Exceptionalities in Agricultural Classrooms and Laboratories. (Paperback)

The purpose of this study was to examine West Virginia Agricultural Education Teachers perceptions on involving students with exceptionalities in agricultural classrooms and laboratories. This study examined whether teachers felt confident, well-prepared, and if other students interact well with students with exceptionalities. This study also sought to determine if agricultural teachers felt they had adequate training to work with students with exceptionalities or if additional training was needed. The majority of teachers agreed that including students with exceptionalities in the classroom fosters understanding for diverse populations. A majority of teachers have seen an increase in students with exceptionalities in their classrooms. Agricultural teachers feel confident and well-prepared to work with students with exceptionalities; however, they did not feel confident or well-prepared to work with students with exceptionalities when they first started teaching agriculture. A majority of teachers feel classes/trainings should be required to prepare teachers to work with students with exceptionalities.