Extracurricular School Clubs

Abells D. Burbidge J. Minnes P. (2008). Involvement of adolescents with intellectual disabilities in social and recreational activities. Journal on Developmental Disabilities, 14(2), 88–94.

Algozzine B. Browder D. Karvonen M. Test D. W. Wood W. M. (2001). Effects of interventions to promote self-determination for individuals with disabilities. Review of Educational Research, 71, 219–277.

Brand B. Valent A. Danielson L. (2013). Improving college and career readiness for students with disabilities. Washington, DC: American Institutes for Research, College and Career Readiness and Success Center. Retrieved from http://www.ccrscenter.org/sites/default/files/Improving%20College%20and%20Career%20Readiness%20for%20Students%20with%20Disabilities.pdf

Cadwallader T. W. Wagner M. Garza N. (2003). Participation in extracurricular activities. In Wagner M. Cadwallader T. W. Marder C. (with Cameto R. Cardoso D. Garza N. Levine P. Newman L. ), Life outside the classroom for youth with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Retrieved from http://www.nlts2.org/reports/2003_04-2/nlts2_report_2003_04-2_complete.pdf

Carter E. W. Moss C. K. Hoffman A. Chung Y. Sisco L. (2011). Efficacy and social validity of peer support arrangements for adolescents with disabilities. Exceptional Children, 78, 107–125.

Carter E. W. Swedeen B. Moss C. K. Pesko M. J. (2010). “What are you doing after school?” Promoting extracurricular involvement for transition-age youth with disabilities. Intervention in School and Clinic, 45, 275–283. doi:10.1177/1053451209359077

Cushing L. S. Clark N. M. Carter E. W. Kennedy C. H. (2005). Access to the general education curriculum for students with significant cognitive disabilities. TEACHING Exceptional Children, 38(2), 6–13.

Daly E. J. Wells N. J. Swanger-Gagne M. S. Carr J. E. Kunz G. M. Taylor A. M. (2009). Evaluation of the multiple-stimulus without replacement preference assessment method using activities as stimuli. Journal of Applied Behavior Analysis, 42, 563–574.

Downing J. E. Peckham-Hardin K. D. (2007). Inclusive education: What makes it a good education for students with moderate to severe disabilities? Research and Practice for Persons With Severe Disabilities, 32, 16–30.

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Fredricks J. A. Eccles J. S. (2006). Is extracurricular participation associated with beneficial outcomes: Concurrent and longitudinal relations? Developmental Psychology, 42, 698–713.

Individuals With Disabilities Education Act, 20 U.S.C. § 1400 et seq. (2006).

Kleinert H. L. Miracle S. Sheppard-Jones K. (2007). Including students with moderate and severe intellectual disabilities in school extracurricular and community recreation activities. Intellectual and Developmental Disabilities, 45, 46–55.

Lipscomb S. (2007). Secondary school extracurricular involvement and academic achievement: A fixed approach. Economics of Education Review, 26, 463–472.

Pence, A. R., & Dymond, S. K. (2015). Teachers’ beliefs about the participation of students with severe disabilities in school clubs. Manuscript submitted for publication.

Rehabilitation Act of 1973, as amended by Pub. L. No. 110-325, to be codified at 29 U.S.C. § 701 (2009).

Simeonsson R. J. Carlson D. Huntington G. S. McMillen J. S. Brent J. L. (2001). Students with disabilities: A national survey of participation in school activities. Disability and Rehabilitation, 23, 49–63.

Snell M. E. Brown F. (2011). Selecting teaching strategies and arranging educational environments. In Snell M. E. Brown F. (Eds.), Instruction of students with severe disabilities (6th ed., pp. 122–185). Boston, MA: Pearson.

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