We conducted an online statewide survey of teachers of students with moderate and severe intellectual disabilities to determine the extent to which their students were included in school extra-curricular and community recreation activities. For the 252 teacher respondents who indicated that their primary caseload consisted of students with significant intellectual disabilities, we report the numbers of students participating in school and community activities and the primary type of support students required to participate in each activity. Finally, we identify implications for practitioners who want to increase the participation of students with significant disabilities in school and community activities.

*"The most frequently noted activities in which at least one student participated were church social activities (65.5% of the teachers indicated they had at least one student participat- ing), peer social activities not related to school, church youth groups, community sports teams, and church clubs."

Author(s): Harold L. Kleinert, Sally Miracle, & Kathy Sheppard-Jones

Journal: Intellectual and Developmental Disabilities

Date: 2007

Volume: 45

Issue: 1

Pages: 46-55

DOI: 10.1352/1934-9556(2007)45[46:ISWMAS]2.0.CO;2

Databased: Yes

Disabilities: Developmental Disability, Intellectual Disability

Categories: Individuals with disabilities