Agricultural Education, School and Society

Lesson 10:	Diversity
Introduction:	After the Smith Hughes Act was passed in 1917, the Federal Board for Vocational Education (which was created by the Act) had the responsibility for developing policies to govern vocational education. These policies were published in a document titled Bulletin 1. In this document, the Federal Board identifies the type of student who is supposed to be in vocational education - "normal, healthy students, not the backward, nor the incorrigible..." If you have been around vocational classes today, you realize the above description doesn't exactly match vocational students today. There has been a change. The primary impetus for the change was the civil rights movement of the 1960s which recognized the rights of all individuals to receive equal treatment and education. Many citizens were being left behind and political leaders, in an attempt to rectify the situation, passed legislation that mainstreamed many special education students into vocational classes. And federal legislation in the 1960-1990 era called for substantial amounts of money allocated to vocational education be spent in working with special needs groups. Another factor impacting upon the type of student in vocational education, is the changing demographics in America. Immigration and birthrates in certain ethnic groups is rapidly changing the complexion of our society. In this lesson we will examine a variety of issues related to student diversity. As an agriculture teacher, you will be expected to deal with these issues.
Learning Objectives:	Upon completion of this unit the learner should be able to: Define learning styles Give three examples of different learning styles List the eight kinds of intelligence identified by Gardner in his "theory of multiple intelligences" Describe cooperative learning Identify the goal of multicultural education Identify nine categories of exceptional learners Describe the five critical principles of special education Discuss: Public Law 94-142 Plessy vs. Ferguson Brown vs. Board of Education Title IX Describe what an IEP is and what is to be included in an IEP
Instructional Activities:	Take the interactive pretest on student diversity. Read Chapter 2 "Different Ways of Learning" and Chapter 3 "Culturally Responsive Teaching" in Sadker and Sadker. Historically, teaching agriculture was a male dominated field. This was partially due to the fact that female students were not allowed in the FFA until 1969. The situation has improved considerably, but there is still concern about "gender equity" in vocational education and agricultural education. Education Week, discusses this concern in an article titled "Advocates Call for Breakdown Of Gender Barriers in Voc. Ed." You might check out some of the related links in the article. Read the article "A Bad IDEA Is Disabling Public Schools" from Education Week (Sept. 5, 2001) After reading chapter 2 see how you do on the review quiz: http://highered.mcgraw-hill.com/sites/0073525901/student_view0/chapter2/multiple_choice_quiz.html And try this one after chapter 3: http://highered.mcgraw-hill.com/sites/0073525901/student_view0/chapter3/multiple_choice_quiz.html
Lagniappe:	One of my favorite cartoonists is Randy Glasbergen. He has cartoons about education, animals, teens, marriage, computers, business, health, etc,
Assignment:	If you are currently teaching, please send an e-mail to your classmates describing the types of "special" students you may have in your classroom, what is done to accommodate these students, and the impact these students are having on the agriculture program. If you are not currently teaching, send you classmates a "letter to the editor" type of response to the article (above) "A Bad IDEA Is Disabling Public Schools" where you provide your reaction to the article.

Lesson 10:

Diversity

Introduction:

After the Smith Hughes Act was passed in 1917, the Federal Board for Vocational Education (which was created by the Act) had the responsibility for developing policies to govern vocational education. These policies were published in a document titled Bulletin 1. In this document, the Federal Board identifies the type of student who is supposed to be in vocational education - "normal, healthy students, not the backward, nor the incorrigible..."

If you have been around vocational classes today, you realize the above description doesn't exactly match vocational students today. There has been a change. The primary impetus for the change was the civil rights movement of the 1960s which recognized the rights of all individuals to receive equal treatment and education. Many citizens were being left behind and political leaders, in an attempt to rectify the situation, passed legislation that mainstreamed many special education students into vocational classes. And federal legislation in the 1960-1990 era called for substantial amounts of money allocated to vocational education be spent in working with special needs groups.

Another factor impacting upon the type of student in vocational education, is the changing demographics in America. Immigration and birthrates in certain ethnic groups is rapidly changing the complexion of our society.

In this lesson we will examine a variety of issues related to student diversity. As an agriculture teacher, you will be expected to deal with these issues.

Learning Objectives:
Graphic of a Road Sign

Upon completion of this unit the learner should be able to:

Define learning styles
Give three examples of different learning styles
List the eight kinds of intelligence identified by Gardner in his "theory of multiple intelligences"
Describe cooperative learning
Identify the goal of multicultural education
Identify nine categories of exceptional learners
Describe the five critical principles of special education
Discuss:

Public Law 94-142

Plessy vs. Ferguson

Brown vs. Board of Education

Title IX

Describe what an IEP is and what is to be included in an IEP

Instructional
Activities:

Take the interactive pretest on student diversity.

Read Chapter 2 "Different Ways of Learning" and
Chapter 3 "Culturally Responsive Teaching" in Sadker and Sadker.

Historically, teaching agriculture was a male dominated field. This was partially due to the fact that female students were not allowed in the FFA until 1969. The situation has improved considerably, but there is still concern about "gender equity" in vocational education and agricultural education. Education Week, discusses this concern in an article titled "Advocates Call for Breakdown Of Gender Barriers in Voc. Ed." You might check out some of the related links in the article.

Read the article "A Bad IDEA Is Disabling Public Schools" from Education Week (Sept. 5, 2001)

After reading chapter 2 see how you do on the review quiz: http://highered.mcgraw-hill.com/sites/0073525901/student_view0/chapter2/multiple_choice_quiz.html

And try this one after chapter 3: http://highered.mcgraw-hill.com/sites/0073525901/student_view0/chapter3/multiple_choice_quiz.html

Lagniappe:

One of my favorite cartoonists is Randy Glasbergen. He has cartoons about education, animals, teens, marriage, computers, business, health, etc,

Assignment:

If you are currently teaching, please send an e-mail to your classmates describing the types of "special" students you may have in your classroom, what is done to accommodate these students, and the impact these students are having on the agriculture program.

If you are not currently teaching, send you classmates a "letter to the editor" type of response to the article (above) "A Bad IDEA Is Disabling Public Schools" where you provide your reaction to the article.