Theses and Dissertations

ORCID

https://orcid.org/0000-0003-4524-0641

Advisor

Peterson, Donna J.

Committee Member

Robertson, Mary Nelson

Committee Member

Elmore-Staton, Lori D.

Committee Member

Morgan, Mariah S.

Committee Member

Phillips, Tommy

Date of Degree

12-12-2025

Original embargo terms

Embargo 2 years

Document Type

Dissertation - Open Access

Major

Human Development and Family Science

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Agriculture and Life Sciences

Department

School of Human Sciences

Abstract

In recent years, the prevalence of youth with physical, developmental, mental, or emotional disabilities has increased. Although formal processes in public schools ensure that educational programs are inclusive and accessible to youth with disabilities, youth development programs, which engage many youth in nonformal education, often lack adaptive methods to include and support youth with disabilities. Youth development programs such as 4-H provide developmental experiences that support youth’s readiness for adulthood; however, uncertainty exists about ways to extend the benefits of 4-H programming to youth with disabilities. This dissertation expands the literature on disability inclusion in 4-H through two studies designed with the 4-H Thriving Model in mind: (1) An environmental scan of Extension land-grant universities’ disability inclusion efforts across the United States and (2) A qualitative study of Mississippi Extension agents’ perspectives and needs related to implementing disability-inclusive 4-H programming. An environmental scan survey gathered information from 4-H Directors/Program Leaders regarding strategies used by their organization to support the participation of youth with disabilities in 4-H programs. The environmental scan findings show that 4-H staff use a number of disability inclusion practices for designing and implementing 4-H programs, but face difficulties in evaluating 4-H programs for youth with disabilities. Findings also provide insight into existing 4-H programs tailored to youth with disabilities and professional development opportunities for preparing 4-H staff to work with youth with disabilities. The qualitative study used semi-structured interviews and thematic analysis to explore perceived barriers, facilitators, and needs related to the inclusion of youth with disabilities in 4-H programs from the perspective of Mississippi Extension agents. The findings revealed several facilitators (e.g., intentional efforts to work collaboratively, openness to learning), multiple barriers to implementing inclusive 4-H programming (e.g., physical barriers, lack of resources), and a need for more frequent statewide training and ongoing organizational support for disability inclusion in 4-H programs was identified. Findings from both studies offer insight into how 4-H Extension organizations create accessible and inclusive opportunities for youth of all abilities. Implications for practice focus on ways to prepare 4-H staff for including and supporting youth with disabilities in 4-H programs.

Download

Available for download on Saturday, January 15, 2028

Share

COinS