Teachers' beliefs about the participation of students with severe disabilities in school clubs

Alicia R. Pence, Stacy K. Dymond

Research output: Contribution to journalArticlepeer-review

Abstract

The purpose of this study was to investigate teachers' beliefs about the participation of students with severe disabilities (SD) in school clubs. Participants were special education teachers (N = 60) of middle and junior high school students with SD from one state. Data were collected using a survey. Results indicate that teachers value including students in school clubs and believe that students benefit from engaging in club activities, yet they did not view this setting as a place to address curricula. Issues with supports, transportation, and planning were identified as barriers to participation. Prior experience sponsoring a school club positively affected teachers' perceptions of benefits gained from participation.

Original languageEnglish (US)
Pages (from-to)52-68
Number of pages17
JournalResearch and Practice for Persons with Severe Disabilities
Volume41
Issue number1
DOIs
StatePublished - Mar 2016

Keywords

  • Extracurricular activities
  • School clubs
  • Severe disabilities
  • Teacher perceptions

ASJC Scopus subject areas

  • Social Psychology
  • Health Professions(all)
  • Public Health, Environmental and Occupational Health

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