NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1061440
Record Type: Journal
Publication Date: 2015
Pages: 8
Abstractor: ERIC
Reference Count: 20
ISBN: N/A
ISSN: ISSN-0040-0599
Extracurricular School Clubs: A Time for Fun and Learning
Pence, Alicia R.; Dymond, Stacy K.
TEACHING Exceptional Children, v47 n5 p281-288 May-Jun 2015
Inclusion in school clubs affords students with severe disabilities learning opportunities as well as a natural context for addressing curricula. These learning opportunities expand the number of settings in which students can practice, master, and generalize skills associated with priority IEP objectives. Teaching skills within natural activities helps students with severe disabilities generalize skills (Snell & Brown, 2011). Further, instruction delivered in inclusive settings with the use of peer supports increases interactions between students with severe disabilities and their peers without adversely affecting academic engagement (Carter et al., 2011). This article details a five-step process for addressing the curriculum within school clubs. This process involves identifying student interests and support needs, investigating existing school clubs, selecting a school club that matches student interests, including the student with appropriate supports, and embedding learning priorities in club activities. Using the five steps outlined in this article, students with severe disabilities can be included in school clubs that match their interests, priority IEP objectives can be targeted for instruction, and active engagement in learning can be achieved.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
IES Grant or Contract Numbers: H325D090087