Examining School-Community Partnerships as Avenues for Community Inclusion for Students With Intellectual Disability

• In Event: Community School Partnerships

Abstract

Although classroom inclusion of students with intellectual disability (ID) is now the norm, outside of school, youth with ID typically have less access to community recreation and leisure activities than their non-disabled peers. This study examined three partnerships between inclusive school-based extracurricular programs and community organizations as possible avenues for promoting social inclusion in the community, using a case study approach. Semi-structured interviews were conducted with school staff (n = 4) and community members (n = 3) representing the three partnerships. Results suggest that partnerships shaped inclusive attitudes and practices through increased community awareness and acceptance, enabling students with ID to participate more fully in the community.

Authors

• Emily Van Gaasbeek, University of Massachusetts - Boston

• Anna Dalton, University of Massachusetts - Boston

• Lydia Smith, Cambridge Health Alliance (CHA)

• Elicia Kelley, University of Massachusetts - Boston

• Ashlyn Smith, Special Olympics International

• Gary Siperstein, University of Massachusetts - Boston