Bridging Classroom and Competition: How Students with Intellectual Disabilities Learn and Apply FFA-Related Skills

Author

Skyler LempertFollow

Abstract

Though people often hear about inclusion and differentiation in education and their classroom settings there are questions about the capability and effectiveness of students with moderate to severe disabilities to participate in intra-curricular activities such as the National FFA Organization. Often teachers are tasked with trying to find ways for students to be a part of these experiences with little education on this aspect. This research begins by examining the historical progress of special education, particularly in relation to students with moderate to severe disabilities. It then explores the complex educational needs of this population and how schools have worked to address them through specialized services. The study also considers the extent to which students with moderate to severe disabilities are currently integrated into the National FFA Organization. From there, the discussion transitions to evidence-based instructional strategies that support meaningful skill acquisition for these students. Finally, the chapter highlights the specific disabilities most relevant to this study—Autism Spectrum Disorder and Down Syndrome. The study worked with three 8th grade students that were diagnosed with a moderate or severe disability - Autism Spectrum Disorder and Down Syndrome- in learning and identifying wildlife specimens from the Georgia FFA Wildlife Career Development Event. These students learned and identified the specimen on 4 different tests. The purpose of this study is to determine the capability and feasibility of teaching students with moderate to severe disabilities the materials needed to compete in FFA CDEs with fidelity. Inclusion does not just mean students being in a classroom, but it means giving them all the opportunities that they can within reason. All students should feel welcomed in an agriculture class as well as The National FFA Organization, and teachers should feel as if they have the knowledge and skills to teach these students to the best of their ability.

Year manuscript completed

2025

Year degree awarded

2025

Author's Keywords

Moderate to Severe Disabilities, FFA, Agriculture Education

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Kristie B. Guffey

Committee Member

Sallie McHugh

Committee Member

Chanel Schwenck

Document Type

Dissertation

Recommended Citation

Lempert, Skyler, "Bridging Classroom and Competition: How Students with Intellectual Disabilities Learn and Apply FFA-Related Skills" (2025). Murray State Theses and Dissertations. 425.
https://digitalcommons.murraystate.edu/etd/425