Motivation for Participation in Extracurricular School Clubs for Students with Severe Disabilities

Autor/in	Pence, Alicia
Titel	Motivation for Participation in Extracurricular School Clubs for Students with Severe Disabilities
Quelle	In: International Journal of the Whole Child, 6 (2021) 1, S.26-37 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-297X
Schlagwörter	Students with Disabilities; Clubs; Student Motivation; Severe Disabilities; Extracurricular Activities; Disproportionate Representation; Social Influences; Environmental Influences; Student Characteristics; Special Education Teachers; Teacher Attitudes; Parent Attitudes; Student Attitudes; Familiarity; Student Participation + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Club; Klub; Schulische Motivation; Severe disability; Schwerbehinderung; Außerunterrichtliche Aktivität; Sozialer Einfluss; Environmental influence; Umwelteinfluss; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Elternverhalten; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The participation of students with severe disabilities in school-based extracurricular activities provides students with opportunities to experience a full inclusive school event. Typically, however, students with severe disabilities remain underrepresented in extracurricular involvement as compared to their peers without disabilities (Agran et al., 2017; Cadwallader, et al., 2003). Understanding factors influencing students' decisions to participate, or not to participate, in extracurricular activities is a concept frequently investigated in the existing literature for students without disabilities; however, participating in extracurricular school events is seldom explored for students with disabilities. Research highlights two factors when considering participation by students without disabilities in why these students select extracurricular school activities; these factors include individual and social-environmental motivational influences. (As Provided).
Anmerkungen	Tennessee Association for Childhood Education International. Web site: https://libjournals.mtsu.edu/index.php/ijwc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01