KNOWLEDGE, ATTITUDES AND TEACHING PRACTICES OF VOCATIONAL AGRICULTURE TEACHERS CONCERNING PUBLIC LAW 94-142, THE EDUCATION FOR ALL HANDICAPPED CHILDREN ACT

The investigation was designed to describe the perceived level of knowledge, attitudes and teaching practices of vocational agriculture teachers concerning the provisions of Public Law 94-142, The Education for All Handicapped Children Act. Data were collected by mail questionnaire from a random sample of 262 vocational agriculture teachers in Ohio. Teachers were categorized by type of school: comprehensive high schools and joint vocational schools.;The results revealed that vocational agriculture teachers perceived themselves as having an inadequate level of knowledge about the provisions outlined in PL 94-142. Teachers' attitudes toward the provisions of the Law were described as unsure, neither highly favorable or highly unfavorable. Vocational agriculture teachers indicated minimal involvement with teaching practices mandated in the Law. The data also indicated that there were no differences between teachers in comprehensive high schools and teachers in joint vocational schools on their perceived level of knowledge and their attitudes. When teaching practices were considered, teachers in joint vocational schools were implementing a higher number of teaching practices than were teachers in comprehensive high schools.