{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/31115"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/31115","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"An exploration of agricultural education as an effective tool for developing students with special needs","abstract":"Abstract There has been an increase in momentum of inclusive education in recent years (Giffing, Warnick, Tarpley, & Williams, 2010). In fact, several reports indicate that nearly one-fourth of secondary agriculture students have specific learning disabilities (Pense, Watson, & Wakefield, 2010). When one considers the ever-evolving rate that special education students are included in the secondary agriculture classroom, there is a continuing need to understand what these students are gaining from their experiences in the program including the learning environment and experiences offered to these students by secondary agriculture program as a whole. Research was conducted through interviews and observations among two rural schools in Illinois in order to explore the perceptions of agriculture instructors, special education aides and students with special needs as to how the agriculture program is serving students with special needs. Interviews with teachers and special education aides are successfully integrating students with learning disabilities into the learning activities of the agriculture program. Furthermore, observations supported these perceptions in that the classrooms are well-equipped to handle students with learning disabilities and provide a stimulating learning environment. The major conclusion was that comprehensive secondary agriculture programs that utilize the classroom, supervised agricultural experience, and the FFA model, provide a positive learning environment for students with special needs.","abstract_html":"Abstract There has been an increase in momentum of inclusive education in recent years (Giffing, Warnick, Tarpley, & Williams, 2010). In fact, several reports indicate that nearly one-fourth of secondary agriculture students have specific learning disabilities (Pense, Watson, & Wakefield, 2010). When one considers the ever-evolving rate that special education students are included in the secondary agriculture classroom, there is a continuing need to understand what these students are gaining from their experiences in the program including the learning environment and experiences offered to these students by secondary agriculture program as a whole. Research was conducted through interviews and observations among two rural schools in Illinois in order to explore the perceptions of agriculture instructors, special education aides and students with special needs as to how the agriculture program is serving students with special needs. Interviews with teachers and special education aides are successfully integrating students with learning disabilities into the learning activities of the agriculture program. Furthermore, observations supported these perceptions in that the classrooms are well-equipped to handle students with learning disabilities and provide a stimulating learning environment. The major conclusion was that comprehensive secondary agriculture programs that utilize the classroom, supervised agricultural experience, and the FFA model, provide a positive learning environment for students with special needs.","abstract_has_math":false,"creators":["Pirtle, Aspen"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Agricultural Education","degree_department":null,"school":null,"contributors":["Anderson, James C., II"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-05-22T00:29:04Z","date_published":"2012-05-22T00:29:04Z","updated_at":"2026-07-22T22:25:30Z","subjects":["inclusive","secondary agriculture","students with special needs"],"languages":["en"],"rights":["Copyright 2012 Aspen Pirtle"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/31115","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Anderson, James C., II"]},{"key":"dc:creator","label":"Author","values":["Pirtle, Aspen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2012-05-22T00:29:04Z","2012-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Agricultural Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["inclusive","secondary agriculture","students with special needs"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2012 Aspen Pirtle"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/31115"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Abstract There has been an increase in momentum of inclusive education in recent years (Giffing, Warnick, Tarpley, & Williams, 2010). In fact, several reports indicate that nearly one-fourth of secondary agriculture students have specific learning disabilities (Pense, Watson, & Wakefield, 2010). When one considers the ever-evolving rate that special education students are included in the secondary agriculture classroom, there is a continuing need to understand what these students are gaining from their experiences in the program including the learning environment and experiences offered to these students by secondary agriculture program as a whole. Research was conducted through interviews and observations among two rural schools in Illinois in order to explore the perceptions of agriculture instructors, special education aides and students with special needs as to how the agriculture program is serving students with special needs. Interviews with teachers and special education aides are successfully integrating students with learning disabilities into the learning activities of the agriculture program. Furthermore, observations supported these perceptions in that the classrooms are well-equipped to handle students with learning disabilities and provide a stimulating learning environment. The major conclusion was that comprehensive secondary agriculture programs that utilize the classroom, supervised agricultural experience, and the FFA model, provide a positive learning environment for students with special needs.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2012-04-26T13:51:35Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Aspen M Pirtle Final Thesis.doc: 189440 bytes, checksum: 99552dbcc31516ac25aa1801b29440fe (MD5) Pirtle_Aspen.pdf: 575952 bytes, checksum: 457aa4ebadf6e13de9a4ac3505b077b8 (MD5)","Made available in DSpace on 2012-05-22T00:29:04Z (GMT). No. of bitstreams: 4 Pirtle_Aspen.pdf: 576792 bytes, checksum: 514db4f8d09336237e9658bbdb17119c (MD5) Pirtle_Aspen.doc: 188928 bytes, checksum: d28121d59f1e9b35e373495a4a6532a6 (MD5) 1_Pirtle_Aspen.doc: 188928 bytes, checksum: d28121d59f1e9b35e373495a4a6532a6 (MD5) license.txt: 4062 bytes, checksum: 1eac12d79daaa4f1d78006269ef547c0 (MD5)"]},{"key":"dc:title","label":"Title","values":["An exploration of agricultural education as an effective tool for developing students with special needs"]}]}],"canonical_facts":{"dc:contributor":["Anderson, James C., II"],"dc:creator":["Pirtle, Aspen"],"dc:date":["2012-05-22T00:29:04Z","2012-05"],"dc:description":["Abstract There has been an increase in momentum of inclusive education in recent years (Giffing, Warnick, Tarpley, & Williams, 2010). In fact, several reports indicate that nearly one-fourth of secondary agriculture students have specific learning disabilities (Pense, Watson, & Wakefield, 2010). When one considers the ever-evolving rate that special education students are included in the secondary agriculture classroom, there is a continuing need to understand what these students are gaining from their experiences in the program including the learning environment and experiences offered to these students by secondary agriculture program as a whole. Research was conducted through interviews and observations among two rural schools in Illinois in order to explore the perceptions of agriculture instructors, special education aides and students with special needs as to how the agriculture program is serving students with special needs. Interviews with teachers and special education aides are successfully integrating students with learning disabilities into the learning activities of the agriculture program. Furthermore, observations supported these perceptions in that the classrooms are well-equipped to handle students with learning disabilities and provide a stimulating learning environment. The major conclusion was that comprehensive secondary agriculture programs that utilize the classroom, supervised agricultural experience, and the FFA model, provide a positive learning environment for students with special needs.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2012-04-26T13:51:35Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Aspen M Pirtle Final Thesis.doc: 189440 bytes, checksum: 99552dbcc31516ac25aa1801b29440fe (MD5) Pirtle_Aspen.pdf: 575952 bytes, checksum: 457aa4ebadf6e13de9a4ac3505b077b8 (MD5)","Made available in DSpace on 2012-05-22T00:29:04Z (GMT). No. of bitstreams: 4 Pirtle_Aspen.pdf: 576792 bytes, checksum: 514db4f8d09336237e9658bbdb17119c (MD5) Pirtle_Aspen.doc: 188928 bytes, checksum: d28121d59f1e9b35e373495a4a6532a6 (MD5) 1_Pirtle_Aspen.doc: 188928 bytes, checksum: d28121d59f1e9b35e373495a4a6532a6 (MD5) license.txt: 4062 bytes, checksum: 1eac12d79daaa4f1d78006269ef547c0 (MD5)"],"dc:identifier":["http://hdl.handle.net/2142/31115"],"dc:language":["en"],"dc:rights":["Copyright 2012 Aspen Pirtle"],"dc:subject":["inclusive","secondary agriculture","students with special needs"],"dc:title":["An exploration of agricultural education as an effective tool for developing students with special needs"],"dc:type":["text"],"thesis:degree_discipline":["Agricultural Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:30Z"}