A Perceptual Analysis Of The Benefits And Barriers To Creating All Inclusive Learning Environments In Secondary Agricultural Education Programs
The purpose of this study was to gauge the state of inclusion in American Secondary Agricultural Education programs as perceived by state directors of agricultural education. It was found agricultural education is beneficial for minorities and women. Additionally, it was perceived that inclusion overall was critical for secondary agricultural education: however, barriers to its full implementation in secondary agricultural education were found to be the lack of role models, stereotypes, the perception of agriculture itself, guidance counselor support, and understanding student learning styles. Solutions to improving inclusion in secondary agricultural education were perceived to be preservice and inservice training in multicultural education and differentiated instruction, and forming collaborative relationships with guidance counselors, school administrators, and the community in general.