 | The 131st Annual Meeting (November 15-19, 2003) of APHA |
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| The 131st Annual Meeting (November 15-19, 2003) of APHA |
Janey Sturtz McMillen, PhD1, Rune J. Simeonsson, PhD2, Gail S. Huntington, PhD1, Tonya A. Gscheidle2, and Carrie L. Mills2. (1) Frank Porter Graham Child Development Institute, University of North Carolina-Chapel Hill, CB 8185, University of North Carolina, Chapel Hill, NC 27599-8185, (919) 966-7826, janey_mcmillen@unc.edu, (2) Frank Porter Graham Child Development Institute, University of North Carolina, Chapel Hill, CB #8185, UNC-Chapel Hill, Chapel Hill, NC 27599-8185
Research has shown that students with disabilities who participate in non-core academic and extracurricular school activities have lower absenteeism, are less likely to fail courses or drop out of school, and are more likely to go on to college and live independently. The purpose of this study was to define and measure aspects of school environments that affect participation of students with disabilities and to examine links between student characteristics, school characteristics, and participation. The study took place in two stages. The first stage involved a modified Delphi process for instrument development. The focus of the Delphi was to identify facilitators and barriers influencing participation in school activities for students with disabilities. A national random sample of 300 special education teachers were surveyed to identify specific barriers and facilitators. Results indicated that consensus was achieved around a core set of factors that either helped or hindered participation, and these factors then served as the basis for a school environment measure used in the second stage of the study. In the second stage, surveys were sent to a national random sample of 2000 special and 2000 general education teachers. Participants rated school environments more negatively in larger districts, larger schools, urban schools, and schools serving higher grade levels. Students with disabilities were reported as less likely to participate in some activities overall (band, clubs, sports, after-school programs), but more facilitative environments were associated with greater participation for both general and special education students.
Learning Objectives:
Keywords: Children With Special Needs, Education
Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.