Martin Agran, University of Wyoming.
Stacy Dymond and Magen Rooney-Kron, University of Illinois, Champaign-Urbanad.
Intellect Dev Disabil. 2020 Dec 1;58(6):472-485. doi: 10.1352/1934-9556-58.6.472.
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.
本研究旨在调查课外活动在中学智障学生（ID）个别化教育计划（IEP）中的涵盖程度。研究考察了学生特征（年级、残疾程度、使用辅助性和替代性沟通方式），以探索潜在的群体差异。参与者为 498 名特殊教育教师，他们的学生名单中至少有一名智障学生参加过学校赞助的课外活动。数据通过向过渡专业人员的全国名单服务列表成员发送在线问卷收集。研究结果表明，63.69%（n=314）的教师报告说他们在 IEP 中包含了课外活动信息；然而，只有 59.61%（n=186）的教师报告说他们的学生在课外活动中参与了 IEP 目标的制定。学生特征与 IEP 中是否包含课外活动、学生在课外活动中参与的 IEP 目标数量、学生最重要的 IEP 目标以及学生是否在课外活动中接受了最重要的 IEP 目标的指导有关。
