This study investigated the relation between grade level, support needs, and use of augmentative and alternative communication (AAC) and the participation of secondary age students with intellectual disability in school-sponsored extracurricular activities. Participants were special education teachers with at least one student with an intellectual disability on their caseload who participated in a school-sponsored extracurricular activity (N = 498). Data were collected using an online questionnaire sent to members of a national listserv for transition professionals. Teachers reported students participated in a variety of extracurricular activities within the categories of sports/fitness, school clubs, special events, and performing arts. The majority of students participated in activities for less than 3 hr per week and did not participate in activities that only included students with disabilities. Support needs and use of AAC were related to the type of extracurricular activities in which students participated, the amount of time students spent in extracurricular activities each week, and the extent to which students participated in extracurricular activities that only included students with disabilities. Grade-level differences were nonsignificant, except in relation to activities that only included students with disabilities.

中文翻译：

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参加学校赞助的课外活动的智障中学生的特征

这项研究调查了年级水平，支持需求以及使用补充性和替代性交流（AAC）与中智障碍中学生在学校赞助的课外活动之间的关系。参加者是特殊教育老师，他们的案卷中至少有一位智障学生，他们参加了学校赞助的课外活动（N = 498）。使用在线调查表收集数据，该调查表发送给国家过渡服务专业人员名单服务的成员。老师报告说，学生参加了体育/健身，学校俱乐部，特殊活动和表演艺术等类别的各种课外活动。大多数学生每周参加活动少于3个小时，没有参加仅包括残疾学生的活动。AAC的支持需求和使用与学生参加的课外活动的类型，学生每周在课外活动上花费的时间以及学生参加仅包括残疾学生的课外活动的程度有关。除仅包括残疾学生的活动外，年级水平差异不显着。以及学生参加仅包括残疾学生的课外活动的程度。除仅包括残疾学生的活动外，年级水平差异不显着。以及学生参加仅包括残疾学生的课外活动的程度。除仅包括残疾学生的活动外，年级水平差异不显着。