Beliefs of Arizona School Based Agricultural Education Teachers on Neurodivergent Students Within FFA Intracurricular Programs: A Multiple Case Study Analysis

Abstract

The purpose of this qualitative multi-case study was to examine the beliefs held by Arizona agriculture teachers about their role in serving neurodiverse students through intracurricular FFA programs. This study approached the research question through the lens of the neurodiversity paradigm which focuses on individuals finding acceptance and agency rather than a dysfunction to be cured. Four overarching themes emerged from the data describing Arizona agriculture teacher’s beliefs and experiences working with neurodiverse students within FFA: belonging is integral for neurodiverse students’ participation; the definition of neurodiverse student success differs from teacher to teacher; agriculture teachers believe they are more understanding of neurodiverse students; and peer learning is more impactful than traditional professional development. Recommendations for further research include expanding the number of participants to other states and programs in future analysis, comparing beliefs of general education and agriculture teachers, and exploring the self-efficacy of agriculture teachers for working with neurodiverse students. Recommendations for future practice include increased professional development and teaching training for working with neurodiverse student populations, future professional development focused on specific diagnoses within the neurodiversity umbrella, and increased effort by National FFA and state associations on inclusion for all students, including students with neurodiversity.