The present study examined how a multicomponent intervention embedded in a high school's extracurricular framework impacts students' acceptance of peers with intellectual disability (ID). Data were collected from eight high schools, three of which implemented the Special Olympics Unified Champion Schools (UCS) program involving inclusive sports, clubs, and schoolwide events, and five of which did not. A pretest-posttest survey design was used to measure students' attitudes, perceptions, and interactions (n = 1,230). Lagged dependent variable modeling revealed that UCS participation significantly predicted improved attitudes toward peers with ID and perceptions of school social inclusion, as well as increased social interactions with peers with ID. Unified extracurricular activities may be the next step forward in promoting an inclusive school culture.

中文翻译：

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统一的课外活动，作为高中社会融合的途径。

本研究调查了嵌入高中课外框架中的多因素干预如何影响学生对智障同伴（ID）的接受。数据收集自八所中学，其中三所实施了特殊奥林匹克统一冠军学校（UCS）计划，涉及包容性体育，俱乐部和全校性活动，其中五所没有。测验前测验后的调查设计用于测量学生的态度，看法和互动（n = 1,230）。滞后因变量模型显示，UCS参与显着预测了对具有ID的同龄人的态度和对学校社会包容的理解，以及与ID的同龄人的社交互动增加。