Perceptions and Preparedness: An Investigation of Agricultural Education Teachers' Self-Efficacy for Including Students with Learning Disabilities in Supervised Agricultural Experience Programs

This study explored secondary [STATE] school-based agricultural education (SBAE) teachers' perceptions of instructing students with learning disabilities in Supervised Agricultural Experiences (SAEs) programs. The perceived importance and competence levels of SBAE teachers utilizing individualized education programs (IEPs), implementing inclusive classroom practices, and adapting instruction for diverse learners were addressed using Bandura's self-efficacy theory. A post-positivist, descriptive correlational design was used to gather and analyze collected data. The instrument contained 65 questions and statements separated into six sections: 1) Individualized Education Programs (IEPs); 2) best management practices for the agriculture classroom and SAE; 3) implementing teaching strategies based on learning challenges; 4) changes in the IEP population; 5) current IEP population; and 6) personal characteristics. The questions were categorized into sections to determine the educator’s perception of Individualized Education Programs alone before introducing IEPs in the various components of the agriculture classroom. A Borich Model was used to determine the educator’s perceived level of importance as well as the level of competence. Participants (n = 43) acknowledged the high importance of including students with disabilities, needing additional training to utilize student IEPs to tailor instruction effectively, and equipping new teachers with the skills needed for selecting appropriate instructional strategies to improve student learning. These discrepancies suggest a need for targeted professional development to enhance teachers' confidence and skills. The findings highlight areas for improvement, such as effectively using IEPs, implementing best practices for inclusive learning environments in classrooms and SAEs, and selecting appropriate teaching strategies for students with varying needs.