摘要：Are student teachers in the southern region knowledgeable about teaching students with
special needs? The purpose of this study was to describe agricultural education student teachers’
knowledge of the Individuals with Disabilities Education Act, disabling conditions, and special
education laws. The population was student teachers (N = 335) from the American Association
of Agricultural Education southern region. Respondents participated in a student teaching
experience during the 2005 spring semester. Overall, 74.5% felt prepared to teach special needs
students in agricultural education classrooms and laboratories. However, this feeling of
preparedness was primarily centered on developing an individual education plan. Mean scores
for the total correct response to the knowledge assessment was 57%. Respondents were
marginally knowledgeable about five special education criterion (providing least restrictive
environment; providing appropriate and challenging curriculum for all; understanding special
education laws; deaf- or hearing-impaired; and emotional/behavior disorder). Student teachers
may be ill-prepared to meet the challenges of accommodating special needs students in
agricultural education classrooms and laboratories. Agriculture teachers who are unaware of
special education laws and/or issues that may impact their local programs should request in-
service workshops, materials, and/or network with teachers who have experience in teaching
special needs populations.
关键词：: Individuals with Disabilities Education Act, Student Teachers
