Inquiry-Based Instruction for Students with Special Needs in School Based Agricultural EducationReport as inadecuate




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Journal of Agricultural Education, v52 n2 p36-46 2011

Educating students with special needs in school based agricultural education (SBAE) is a problem that should be addressed. While many students in SBAE classes have special needs, contradicting research exists establishing the best method of instruction for students with special needs. Inquiry-based instruction shows some promise, but little is known about its effectiveness in SBAE settings for students with special needs. The purpose of this study was to determine if inquiry-based instruction impacts content knowledge achievement for students with special needs. A one-group pretest-posttest, design was used to determine if students with an Individualized Education Plan (IEP) differed in content knowledge achievement from those students without IEPs. No difference in content knowledge achievement was found between students with IEPs and those without over seven pre and post tests using ANCOVA measures. Based on these findings inquiry-based instruction can be an effective method of instruction for students with special needs and should be used when appropriate. (Contains 1 figure and 3 tables.)

Descriptors: Agricultural Education, Disabilities, Special Needs Students, Inquiry, Teaching Methods, Instructional Effectiveness, Pretests Posttests, Individualized Education Programs, Comparative Analysis, Knowledge Level, Vocational Education, Professional Development

American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org





Author: Easterly, R. G., III; Myers, Brian E.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4159&id=EJ955689



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