Examining whether student participation in school-sponsored extracurricular activities is represented in IEPs

Martin Agran, Stacy Dymond, Magen Rooney-Kron, James Martin

Research output: Contribution to journalArticlepeer-review


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.

Original languageEnglish (US)
Pages (from-to)472-485
Number of pages14
JournalIntellectual and developmental disabilities
Issue number6
StatePublished - Dec 8 2020


  • Extracurricular activity
  • IEP goals
  • Intellectual disability
  • Support

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology
  • Community and Home Care
  • Psychiatry and Mental health


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