Education and Training in Autism and Developmental Disabilities: Does Inclusion End at 3:00?

Autor/inn/en	Agran, Martin; Wojcik, Andrew; Cain, Irina; Thoma, Colleen; Achola, Edwin; Austin, Kira M.; Nixon, Cynthia Allen; Tamura, Ronald B.
Titel	Education and Training in Autism and Developmental Disabilities: Does Inclusion End at 3:00?
Quelle	In: Education and Training in Autism and Developmental Disabilities, 52 (2017) 1, S.3-12 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Developmental Disabilities; Intellectual Disability; Extracurricular Activities; Inclusion; Special Education Teachers; Teacher Surveys; Student Participation; Parent Role; Teacher Attitudes; Online Surveys; Elementary Secondary Education; Leisure Time; Recreational Activities; Teacher Role; Connecticut; South Carolina; Virginia; Washington; Wyoming + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Intellect; Disability; Disabilities; Verstand; Behinderung; Außerunterrichtliche Aktivität; Inklusion; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Parental role; Elternrolle; Lehrerverhalten; Freizeit; Freizeitgestaltung; Lehrerrolle
Abstract	Although participation in extracurricular activities for students with intellectual and developmental disabilities has been advocated, a limited number of students appear to be involved in such activities. Further, there is little empirical research on how extracurricular activities are valued, supported, and encouraged. This study surveyed a sample of special educators across five states to learn about their opinions regarding extracurricular activities. As reported in other research, the findings confirm that few students participated in these activities; few parents requested these services for their children; and few teachers believed that planning them is their responsibility, despite the fact that they thought these activities were of value and provided several benefits. The implications of these findings are discussed. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01