Engaging Diverse Learners in School Based Agricultural Education - A Case Study Identifying Successful Instructional Strategies for Students with Learning Difficulties in Secondary Agricultural Education

Abstract

Agricultural Education provides a hands-on learning atmosphere for students in a public-school setting for kindergarten through twelfth grade in Georgia. School-Based Agricultural Education exists to promote career skills, leadership development, and personal growth through the context of industry relevant agricultural practices. Students enrolled in agricultural education classes vary academically and can be classified as general education, resource with paraprofessional support, or inclusion; inclusion students are often on the autism spectrum. The purpose of this study was to identify and organize best practices and instructional materials for School Based Agricultural Education teachers at the secondary level to differentiate their classroom instructional materials and classroom culture to positively benefit students with learning difficulties, specifically in the context of the three-component model. Participants in the study were identified by State Agricultural Education staff as being proficient in differentiation with diverse learners. This case study was modeled after Yin’s Case Study Research Methods. Teachers were contacted by their school email listed on the Georgia FFA website for participation in the study. Interviews were recorded and semi-structured, using interview questions provided as a guide. Teachers identified as being proficient at differentiating provided evidence of differentiation techniques and methods through lesson plans, project rubrics, and interview transcripts. Major themes identified in the study include: Buddy System, Relationships are Foundational, SAE for All or Nothing, Facility Accessibility, Skills over Mastery, Redirection is a Correction, Representation Matters, and Teacher Limitations.