Teacher and Parent Perspectives on Extracurricular Activities for Students With Intellectual and Developmental Disabilities

Extant literature suggests that participation in extracurricular activities is beneficial for all students, especially those who receive segregated special education services. Although students with intellectual and developmental disabilities are legally entitled to participate, they are often excluded from these opportunities by either lack of access or support. This study investigated the experiences of eight teachers and six parents regarding the extracurricular participation of a sample of high-school-aged students and children. The goal was to identify barriers and facilitators to participation, including the use of Individualized Education Programs to guide accommodations. The two groups of participants agreed regarding the benefits of participation, barriers parents and students face, and potential solutions, but diverged in what they regarded as the teacher’s role in facilitating participation and ways of providing needed support. Practice, policy, and research implications of these findings are discussed.