"We Missed Teaching Inclusion": The Perceived Impact of COVID-19 on Inclusive Extracurricular Activities

• In Event: AERA Roundtable Session 12
  In Roundtable Session: Perspectives on COVID-19 and Special and Inclusive Education (Table 25)

Abstract

The COVID-19 pandemic has exacerbated issues of social inequity for many student populations, including those with disabilities. This paper explores how COVID-19 impacted inclusive extracurricular activities, such as Special Olympics Unified Champion School (UCS), which promotes social inclusion between students with and without intellectual disabilities (ID). As part of an ongoing evaluation, 443 liaisons (staff responsible for UCS implementation) responded to three open-ended survey questions regarding modifications to UCS during COVID-19 and the perceived impact on schools and students. Liaison responses were analyzed using qualitative thematic analysis. Findings indicated that modified UCS activities created participation barriers for students with and without ID. In addition, modifications hindered students’ interactions with one another, thus diminishing opportunities for meaningful social engagement and inclusion.

Authors

• Margaret Mackin, Child Study and Human Development

• Staci Ballard, University of Massachusetts - Boston

• Holly Jacobs, Special Olympics

• Afrina Rohani, University of Massachusetts - Boston

• Key Duckworth, University of Massachusetts - Boston