Relationships Between Special Education Confidence, Knowledge, and Selected Demographics for Agricultural Education Student Teachers

Abstract

The purpose of this study was to describe the relationship between special education confidence, knowledge, and selected demographics of agricultural education student teachers in the American Association of Agricultural Education southern region. A significant, low, positive association existed between total confidence and knowledge of providing a least restrictive environment. Statistically significant relationships occurred between student teachers' confidence scores and selected demographics. If a student teacher felt prepared to teach special needs students in agricultural classrooms and laboratories and had spent time with a special needs person outside an academic setting, they were statistically more confident in teaching special needs students. A statistically significant relationship occurred between student teachers' special education knowledge scores and selected demographics. Gender, age, and spending time with a special needs person outside an academic setting were associated with knowledge scores. As age and spending time with a special needs person increased, knowledge of disabilities and special education laws increased. Female student teachers had more knowledge about disabilities and special education laws than males. Additional research on the dynamic effects of time spent with special needs populations, in and outside academia, and feelings of preparedness for teaching special needs students is needed.