Journal
INTELLECTUAL AND DEVELOPMENTAL DISABILITIES
Volume 59, Issue 4, Pages 335-351Publisher
AMER ASSOC INTELLECTUAL and DEVELOPMENTAL DISABILITIES - AAIDD
DOI: 10.1352/1934-9556-59.4.335
Keywords
extracurricular activities; participation; severe disabilities; intellectual disability; autism
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The study revealed that secondary students with severe disabilities face social obstacles when participating in extracurricular school clubs, experience varying degrees of support, and find a sense of safety in numbers.
The purpose of this study was to examine how secondary students with severe disabilities (i.e., severe intellectual disability or autism, multiple disabilities) participate in extracurricular school clubs. Using a qualitative multiple case design, the experiences of three high school students were examined. Data were collected through interviews, observations, and document reviews. A single-case inductive open-coding strategy was utilized across all data sources in which codes and categories emerged, and a final cross-case thematic evaluation was conducted. The cross-case thematic analysis resulted in the following four overarching themes: (a) going with the flow; (b) social obstacles: on the outside looking in; (c) supports provided: too much, too little, just right; and (d) safety in numbers.
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