Extracurricular School Clubs: A Time for Fun and Learning

Autor/inn/en	Pence, Alicia R.; Dymond, Stacy K.
Titel	Extracurricular School Clubs: A Time for Fun and Learning
Quelle	In: TEACHING Exceptional Children, 47 (2015) 5, S.281-288 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059915580029
Schlagwörter	Clubs; Extracurricular Activities; Severe Disabilities; Student Participation; Inclusion; Mainstreaming; Student Interests; Student Needs; Leisure Time; Peer Relationship; Planning + Suchen Sie Ihr Suchwort? Club; Klub; Außerunterrichtliche Aktivität; Severe disability; Schwerbehinderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Inklusion; Studieninteresse; Freizeit; Peer-Beziehungen; Ablaufplanung; Planungsprozess
Abstract	Inclusion in school clubs affords students with severe disabilities learning opportunities as well as a natural context for addressing curricula. These learning opportunities expand the number of settings in which students can practice, master, and generalize skills associated with priority IEP objectives. Teaching skills within natural activities helps students with severe disabilities generalize skills (Snell & Brown, 2011). Further, instruction delivered in inclusive settings with the use of peer supports increases interactions between students with severe disabilities and their peers without adversely affecting academic engagement (Carter et al., 2011). This article details a five-step process for addressing the curriculum within school clubs. This process involves identifying student interests and support needs, investigating existing school clubs, selecting a school club that matches student interests, including the student with appropriate supports, and embedding learning priorities in club activities. Using the five steps outlined in this article, students with severe disabilities can be included in school clubs that match their interests, priority IEP objectives can be targeted for instruction, and active engagement in learning can be achieved. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01