Students with special needs are often placed in agriculture and other CTE classes. Literature has shown that teachers often feel unprepared to deal with this population of students. The Theory of Planned Behavior framed this case study of an exemplar agriculture teacher. Evidence of the teacher's planned behavior was supported by triangulation of interviews with the teacher, special education coordinator, special education aide, and lesson plans. This triangulation also showed that the teacher is an exemplar agriculture teacher in his work with students with special needs. Multiple themes emerged from the analysis of the interviews. An important theme was the need for agriculture teachers to participate in IEP meeting either by attending in person or by providing feedback prior to the meeting. Another important theme was the need for materials to be adapted for students with special needs both within lesson plans and as needed while the teacher is teaching the lesson. Recommendations for practice include providing information about special education laws, disabling conditions, and information on utilizing Universal Design for Learning (UDL) to pre-service and in-service teachers. It is also recommended that teacher preparation programs include having pre-service teachers work with students with special needs. Professional development workshops that discuss best practices for teachers when working with students with special needs can be beneficial. It is important for teachers to realize that not all students are the same but that everyone is better served if all teachers do their best at helping students achieve their highest potential. Because in the end, we all just want to be accepted for who we are. / Doctor of Philosophy / Students with special needs are often placed in agriculture and other CTE classes. This dissertation was a case study of a model agriculture teacher. It looked at the teacher's behavior to determine if his work with students with special needs was planned. The importance of a teacher planning their behavior towards students with special needs is important from both a lesson planning viewpoint and also while the teacher is teaching. Multiple recommendations came out of the study. One recommendation included the need for programs that prepare agriculture teachers to have these individuals work with students with special needs while they are still in their teacher preparation program. Professional development workshops for current agriculture teachers should include information on best practices for working with students with special needs. It is important for teachers to realize that not all students are the same but that everyone is better served if all teachers do their best at helping students achieve their highest potential. Because in the end, we all just want to be accepted for who we are.

Yes / This research investigates the perceived clarity and usefulness of infographic versus traditional text-based assessment guidelines among undergraduate nursing students with and without specific learning difficulties (SpLDs). Through quantitative analysis, the study reveals that undergraduate nursing students with SpLDs significantly prefer infographics over text-based guidelines, both in terms of clarity and usefulness (p < .001). Interestingly, there were no statistically significant differences in the perceptions of students without SpLDs. These findings suggest that the use of infographics as a tool for presenting assessment guidelines could contribute to more inclusive educational practices. The research further highlights the potential of infographics to not only make complex information more accessible but also to cater to diverse learning needs. As higher education institutions strive to be more inclusive, adapting assessment guidelines to suit the varied learning styles and cognitive needs of all students, particularly those with SpLDs, becomes increasingly important. This paper provides initial evidence to support the adoption of infographic-based assessment guidelines as a step towards achieving this goal.

I Skollagen framgår det att skolan ska ta hänsyn till elevers olika behov, samt att barn och elever ska ges stöd och stimulans så att de utvecklas så långt som möjligt. Trots det finns det inte mycket forskning om hur en sådan lärmiljö kan skapas eller utformas. Mot bakgrund av detta genomfördes denna studie med syfte att undersöka hur några lärare i mellanstadiet organiserar undervisningen samt den fysiska miljön för att skapa förutsättningar för lärande. Frågeställningar togs fram med inspiration från TEACCH- modellen som handlar om att skapa förutsägbarhet och förståelse för sammanhang genom en tydliggörande pedagogik. De tre frågeställningarna var: Hur är den fysiska miljön organiserad?, Hur är den tydliggörande arbets- och aktivitetsordningen organiserad? och Hur ser organiseringen av undervisningen ut? Sex stycken lärare observerades under ett eller två lektionstillfällen vardera utifrån ett observationsschema som utgick från de tre frågeställningarna. Utöver observationerna skickades en enkät ut som 28 lärare deltog i. Enkätens frågor utgick, liksom observationerna, från de tre frågeställningarna. Resultatet analyserades sedan utifrån det teoretiska ramverket och förhållningssättet Universal Design for Learning. Studien visar att en tillgänglig lärmiljö skapas i olika utsträckning, samt att lärarna inte fullt ut skapar en tillgänglig lärmiljö och därmed inte uppväger skillnader mellan elevernas olika förutsättningar. Hinder för att lärarna inte fullt ut skapar en tillgänglig lärmiljö kan relateras till olika nivåer av yttre kontroll, såsom fysiska och organisatoriska begränsningar. Utifrån resultatet kunde slutsatsen dras att tydliggörande och tillgänglig undervisning behöver utvecklas som forskningsfält då forskning ännu inte har klargjort hur och på vilket sätt enskilda faktorer inom tydliggörande pedagogik påverkar lärande. I den specialpedagogiska praktiken skulle lärarnas arbete kunna försvåras på grund av komplexiteten och oenigheten inom den vetenskapliga forskningen om vad som specifikt främjar lärande samt hur olika faktorer påverkar lärmiljön.

Au cours des dernières décennies, le Québec a connu une augmentation significative du nombre d’élèves ayant des défis particuliers dans les classes ordinaires du primaire. Cette diversification des profils d’apprentissage a complexifié l’enseignement, qui vise la réussite de tous les élèves indépendamment de leurs besoins spécifiques. Les pratiques pédagogiques et les ressources matérielles jouent un rôle crucial pour favoriser l’accès, la participation et la progression pour tous les élèves. Toutefois, les enseignants ne semblent pas suffisamment préparés, tant dans leur formation initiale que continue, pour mettre en place des pratiques dites accessibles dans la classe. Cette étude vise à mieux comprendre comment la formation courte s’appuyant sur le processus de planification universelle (PPU) peut soutenir les enseignants du primaire afin de planifier et mettre en œuvre la conception universelle de l’apprentissage (CUA) et les aides technologiques (AT) dans la classe. Plus spécifiquement, cette étude vise à concevoir un dispositif de formation à proposer aux enseignants, à documenter la réalisation des étapes du PPU par les enseignants et à décrire les apports et les limites du dispositif de formation quant au soutien apporté par ce dernier aux enseignants du primaire au Québec. À partir de la littérature recensée, un dispositif de formation a été élaboré et proposé à cinq enseignants du primaire. Les enseignants ont suivi une formation en ligne d’environ une heure de façon individuelle avant de participer à une rencontre de travail collectif. Les résultats de cette recherche, s’appuyant sur une méthodologie qualitative, montrent que le dispositif de formation courte offre un soutien prometteur aux enseignants. Celui-ci a contribué à changer les perceptions des enseignants en ce qui concerne les difficultés à apprendre orientant le regard vers l’identification des obstacles plutôt que des déficiences. De plus, le PPU a été utile pour soutenir la planification et la mise en œuvre de la CUA et des AT par les enseignants. Enfin, la collaboration, l’accompagnement et la conception des ressources de formation selon les principes de la CUA ont joué un rôle pour soutenir la compréhension et le développement d’habiletés au cours de cette formation. / Over the last few decades, Quebec has seen a significant increase in the number of students with special challenges in regular primary school classes. This diversification of learning profiles has complicated teaching, which aims at the success of all students regardless of their specific needs. Educational practices and material resources play a crucial role in promoting access, participation and progress for all students. However, teachers do not appear to be sufficiently prepared, both in their initial and continuing training, to implement so-called accessible practices in the classroom. This study aims to better understand how short training based on the Planning for all learners (PAL) can support primary school teachers in planning and implementing the Universal design of learning (UDL) and assistive technology (AT) in the classroom. More specifically, this study aims to design a training to be proposed to teachers, to document the achievement of the PAL stages by teachers and to describe the contributions and limits of the training system in terms of the support provided by the latter to primary school teachers in Quebec. Based on the literature collected, a training scheme was developed and proposed to five primary school teachers. Teachers took about an hour of online training individually before participating in a collective work meeting. The results of this research, based on a qualitative methodology, show that the short-term training system offers promising support to teachers. This has helped change teachers’ perceptions of learning difficulties by looking to identify obstacles rather than disabilities. Most of all, the PPU has been useful in supporting the planning and implementation of UDL and ATs by teachers. Finally, the collaboration, support and design of training resources in accordance with the UDL principles played a role in supporting understanding and skills development during this training.