Teaching Leisure Skills to Transition-Age Youth With Extensive Support Needs to Promote Community Engagement
Bibliographic Data
| ID | 22412224 |
|---|---|
| Authors | Ashley Anderson (0000-0002-4140-463X, University of North Carolina at Pembroke, corresponding author), Fred Spooner (0000-0001-9640-9959, University of North Carolina at Charlotte), Leslie Ann Bross (0000-0002-4707-4758, University of North Carolina at Charlotte), Emily Wall (0000-0002-5331-5095, North Carolina State University at Raleigh) |
| Year | 2026 |
| Publication date | 2026-07-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TEACHING Exceptional Children (JOURNAL) |
| Journal identifiers | ISSN: 0040-0599 • E-ISSN: 2163-5684 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00400599261458317 |
| OpenAlex | W7167820026 |
| Language | EN |
| References cited | 25 |
Marcus is an 18-year-old high school senior with big plans for his future! He stays active in school, participating in academics and extracurricular clubs, and also enjoys spending time with family and friends in the community. He plans to attend a postsecondary program at his local university for students with intellectual and developmental disabilities (IDD) after high school graduation. Importantly, Marcus has extensive support needs (ESN) and requires significant support for everyday tasks, including accessing community experiences and engaging in leisure activities of his choosing. Marcus is ambulatory and can read common sight words on a third-grade level if associated with familiar pictures. He uses vocal language as his primary mode of communication, but his language skills are limited. Although Marcus participates in some recreational activities with support, he does not access these independently or follow proper safety steps and guidelines in all situations. Marcus reported he desires to visit these places in his community to remain a healthy, active, and valued member of his community after graduation. These community places include the bowling alley, park, and local gym. Based on current research and in coordination with his parents and family, Marcus’s teacher plans to teach Marcus a variety of skills in the community settings in which he will utilize them, but she wonders how to provide appropriate support and instruction for Marcus along the way.
Community engagement · Everyday life · Recreation · Sight · Social skills · Variety (cybernetics) · Cerebral Palsy and Movement Disorders · Children's Physical and Motor Development · Inclusion and Disability in Education and Sport
Defining social inclusion of people with intellectual and developmental disabilities
An Implicit Technology of Generalization 1
Effects of a Community-Based Intervention for Teaching Leisure and Recreation Skills to Young Adults With Extensive Support Needs
Effects of video-prompting using iPad on teaching leisure activities to students with multiple disabilities
| Highly cited | No |
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