Including Students With Moderate and Severe Intellectual Disabilities in School Extracurricular and Community Recreation Activities

Abstract

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.

Teachers’ Beliefs About the Participation of Students With Severe Disabilities in School Clubs

“…Most teachers believed a special education teacher or instructional assistant did not need to be present during club activities for a student with SD to benefit the most from participating. This finding is in direct contrast to similar studies that found that students with SD required extensive adult supports to participate in extracurricular activities (e.g., Eriksson, 2005;Kleinert et al, 2007b). In the current study, peers were cited most frequently as the persons providing primary and ongoing support for students with SD during club meetings.…”

“…Few teachers used modified instruction, adapted materials, or augmentative or alternative communication (AAC) devices and no teachers used assistive technology. Findings in Kleinert et al (2007b) also reported that teachers seldom utilized assistive technology as a primary support for including students with SD in extracurricular and recreational activities. As many students with SD will typically require the use of AAC and assistive technology, of particular concern is the rarity or absence of these supports within the study findings.…”

“…A natural extension of Kleinert et al's (2007b) research is the investigation of teachers' beliefs about the participation of students with SD in extracurricular activities. Special education teachers are the school professionals who typically best understand their students' educational needs and interests, and they are uniquely poised to facilitate their students' inclusion.…”

Adolescents with Disabilities

“…It is more challenging to suitably integrate adolescents with severe disabilities into general education courses. This is particularly true since the limited involvement of adolescents with severe disabilities in general education courses and extracurricular activities may reflect, in part, a perception that many students with severe disabilities lack the social and behavioral skills needed to participate actively in inclusive activities with their peers (Carter and Hughes 2006;Kleinert et al 2007;Lyons et al 2016).…”

Extracurricular School Clubs

“…Among these activities, Kleinert et al (2007) found that school clubs were the most frequent type of organized activity in which students participated. Several research studies have also found that students with severe disabilities are typically supported by one or more individuals during extracurricular activities, including special education teachers, paraeducators, general education teachers, peers, and parents (Eriksson, 580029T CXXXX10.1177 Kleinert et al, 2007Pence & Dymond, 2015.…”