Examining Whether Student Participation in School-Sponsored Extracurricular Activities Is Represented in IEPs

Autor/inn/en	Agran, Martin; Dymond, Stacy; Rooney-Kron, Magen; Martin, James
Titel	Examining Whether Student Participation in School-Sponsored Extracurricular Activities Is Represented in IEPs
Quelle	In: Intellectual and Developmental Disabilities, 58 (2020) 6, S.472-485 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9491
Schlagwörter	Individualized Education Programs; Students with Disabilities; Secondary School Students; Intellectual Disability; Special Education Teachers; Extracurricular Activities; Student Characteristics; Instructional Program Divisions; Augmentative and Alternative Communication + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sekundarschüler; Intellect; Verstand; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Außerunterrichtliche Aktivität
Abstract	The purpose of this study was to investigate the extent to which extracurricular activities are included in Individualized Education Programs (IEPs) of secondary age students with intellectual disability (ID). Student characteristics (grade, disability, use of augmentative and alternative communication) were examined to explore potential group differences. Participants were 498 special education teachers who had at least one student with ID on their caseload who had participated in a school sponsored extracurricular activity. Data were collected through an online questionnaire sent to members of a national listserv for transition professionals. Findings reveal that 63.69% (n = 314) of teachers reported they included information about extracurricular activities in the IEP; however, only 59.61% (n = 186) of these teachers also reported their student worked on IEP goals during extracurricular activities. Student characteristics were related to the presence of extracurricular activities in the IEP, number of IEP goals students worked on during extracurricular activities, student's most important IEP goal, and whether students received instruction on their most important IEP goal during extracurricular activities. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: https://meridian.allenpress.com/aaidd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01