Youth with intellectual and developmental disabilities (ID/DD) face significant barriers to social inclusion (Hill, Davis, Prout, & Tisdall, 2004; Koller, Pouesard, & Rummens, 2018; Simplican, Leader, Kosciulek, & Leahy, 2015) that are counter to their fundamental rights (Browne & Millar, 2016) and associated with negative social and emotional outcomes (e.g., Koller et al., 2018). It is therefore critical that research uncover strategies for removing these barriers. Extracurricular activities provide an important context for fostering social inclusion of youth with ID/DD, and federal law has language specific to ensuring students with disabilities access to extracurricular activities (Individuals with Disabilities Education Improvement Act, 2004, § 614[d][A][i]; U.S. Department of Education, 2011). However, relatively few students with ID/DD participate in extracurricular activities compared to students with other disabilities and students without disabilities (e.g., Lipscomb et al., 2017). States hold increasingly significant power and autonomy over the implementation of federal educational policy (Knackstedt, Leko, & Siuty, 2018). Yet, heretofore there has been no systematic, state-level analysis of policies related to social inclusion for youth with ID/DD in extracurricular activities. This study provides a state-level analysis of policies related to social inclusion of youth with ID/DD in extracurricular activities.
Directed content analysis found that states varied widely in their number and content of policies regarding inclusion of students with disabilities in extracurricular activities. No states used the terms inclusion or social inclusion in their policies, highlighting the divide between academia and policy in defining and examining special education issues. There was no finding of a formal, regular mechanism federally or by states to measure and report extracurricular activity participation for students with disabilities.
Through the lens of a rights-based, leisure justice, socio-ecological framework, several areas for potential research were identified and recommendations are provided for researchers, federal and state policymakers, school districts, extracurricular program staff, students, and families. These results can inform stakeholders of potential avenues for increasing participation of youth with ID/DD in extracurricular activities, and in turn can help to optimize the social inclusion of youth with ID/DD.
|Advisor:||Tuckwiller, Elizabeth D.|
|Commitee:||Kochhar-Bryant, Carol A., Taymans, Juliana M.|
|School:||The George Washington University|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 81/5(E), Dissertation Abstracts International|
|Subjects:||Special education, Disability studies, Public policy|
|Keywords:||Developmental disability, Extracurricular, Inclusion, Intellectual disability, Social inclusion, State policy|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be