Bridging the Preparation Gap: Agricultural Preservice Teachers’ Perceptions of Special Education Competencies at Two Hispanic-Serving Institutions

Agricultural education is a rapidly growing area of career and technical education that expands students’ opportunities. This study assessed New Mexico State University and Texas Tech University preservice agricultural education students’ perceived importance and competence in implementing special education competencies. The results indicated that preservice educators highly valued special education integration but felt their competence was lacking. No statistically significant differences in perceived importance or competence emerged between students who had completed special education coursework and those who had not. These results suggest that these students may need professional development and that preservice special education coursework may not be effective.