Assessment of Food Safety Knowledge of High School and Transition Teachers of Special Needs Students

Autor/inn/en	Pivarnik, Lori F.; Patnoad, Martha S.; Richard, Nicole Leydon; Gable, Robert K.; Hirsch, Diane Wright; Madaus, Joseph; Scarpati, Stan; Carbone, Elena
Titel	Assessment of Food Safety Knowledge of High School and Transition Teachers of Special Needs Students
Quelle	In: Journal of Food Science Education, 8 (2009) 1, S.13-19 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-4329
DOI	10.1111/j.1541-4329.2008.00063.x
Schlagwörter	Consumer Science; Food Standards; Disabilities; Special Education Teachers; Special Needs Students; Secondary School Teachers; Teacher Evaluation; Teacher Attitudes; Curriculum Development; Knowledge Base for Teaching; Diseases; Safety Education; Foods Instruction; Health Promotion; Prevention; Transitional Programs; Teacher Surveys; Connecticut; Massachusetts; Rhode Island + Suchen Sie Ihr Suchwort? Lebensmittelgesetz; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Sonderpädagogischer Förderbedarf; Teacher appraisal; Lehrerbeurteilung; Lehrerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching theory; Theory of teaching; Unterrichtstheorie; Disease; Krankheit; Sicherheitserziehung; Lebensmittelkunde; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Prävention; Vorbeugung; Master-Studiengang
Abstract	Adolescents with disabilities require access to general education and life skills instruction. Knowledge of food safety for this audience is important for health and valuable for work placement. The objective was to implement a survey to assess high school and transition special education teachers in RI, CT, and MA for food safety knowledge and attitudes toward the use of food safety education for special needs students. Respondents answered questions on food safety topics and attitudes toward incorporating food safety principles into curriculum. Agree, disagree, and don't know and Likert scale response formats were used. Descriptive one-way ANOVA and t-test statistics were run. Forty-seven food safety knowledge questions for 220 respondents were assessed. Of the respondents, 69% had primary certification in special education and 15% in Family and Consumer Sciences (FCS). As part of the learning experience, 86% served food in the classroom, and 94% served food classified as potentially hazardous. Using 80% as knowledge mastery, only 24 of 46 items (52%) met the standard, with cooking and chilling categories scoring low (70%). FCS and special education teachers had significant differences (P less than 0.05) in knowledge scores, 87% and 74%, respectively. Special education teachers scored low, 66% to 67%, in key food safety categories. Attitudinal questions reflected a support for food safety information to be taught to this student audience. The survey identified the need for outreach education for special education teachers due to lack of food safety knowledge, food safety risks due to potentially hazardous foods prepared by students, and lack of food safety resources for these students. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10