We conducted an online statewide survey of teachers of students with moderate and severe intellectual disabilities to determine the extent to which their students were included in school extracurricular and community recreation activities. For the 252 teacher respondents who indicated that their primary caseload consisted of students with significant intellectual disabilities, we report the numbers of students participating in school and community activities and the primary type of support students required to participate in each activity. Finally, we identify implications for practitioners who want to increase the participation of students with significant disabilities in school and community activities.

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In the midst of the COVID-19 global pandemic, teachers were forced to quickly determine how to deliver a free appropriate public education to their students when in-person instruction was not possible. School districts and states have a variety of ways to provide supports to their teachers. One method for providing technical assistance, professional development, consultation, and mentoring to teachers is through the use of regional cooperatives. In this Practice in Action article, two educational cooperative consultants present their experiences in supporting their teachers in the face of the pandemic. Successful strategies the cooperatives developed for teachers included providing trainings in online formats, creating an organized list of resources appropriate for online teaching, and facilitating opportunities for teachers to work together to problem solve in the era of the novel COVID-19. Challenges for teachers providing instruction for their students when schools were closed to face-to-face instruction are discussed.

Picture this scenario:For Young at Heart, a monthly social and recreational event targeted specifically for senior citizens, students with moderate and severe disabilities worked with Key Club members to plan and cook a dinner for seniors, as well as plan the entertainment for the evening. During the event, students helped prepare the meal, served it, and participated in the social activities. After a successful evening, the students wrote letters to local businesses to solicit funding for the next event. Students and their peer partners composed reflections and planned a celebration. Teachers included videotaped reflections and activities into students' alternate portfolios to document their learning.