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Title:School-based extracurricular activity participation of secondary students with severe disabilities
Author(s):Pence, Alicia R
Director of Research:Dymond, Stacy
Doctoral Committee Chair(s):Dymond, Stacy
Doctoral Committee Member(s):Renzaglia, Adelle; Meadan-Kaplansky, Hedda; Rice, Ian
Department / Program:Special Education
Discipline:Special Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):extracurricular activities
school clubs
participation
motivating factors
severe disabilities
Abstract:The purpose of this qualitative study was to examine the participation of secondary students with severe disabilities in extracurricular school clubs. Specifically, this study sought to understand: (a) the motivating factors that affected the inclusion of students with severe disabilities in school clubs, and (b) how students participated in school club activities. Using a multiple case study, the experiences of three high school students participating in school clubs were documented. Data were collected through interviews with special education teachers, club sponsors, and parents; observations of students participating in school club activities; and document reviews of school club information sources as well as Individualized Education Programs. Data analysis entailed coding interviews, observations, and document reviews for categories. A second level of analysis included a cross-case thematic evaluation of all data sources. Participating in fun activities with peers was the primary motivating factor for why students joined school clubs, while adult encouragement and being a part of a group were motivational factors affecting students’ continued involvement in school club activities. In general, students participated differently than their peers in school club activities. Students also received various amounts of personal support during their participation in school club activities, and were rarely supervised or monitored by an adult.
Issue Date:2016-08-11
Type:Thesis
URI:http://hdl.handle.net/2142/95258
Rights Information:Copyright 2016 Alicia Pence
Date Available in IDEALS:2017-03-01
Date Deposited:2016-12


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