Examining Whether Student Participation in School-Sponsored Extracurricular Activities Is Represented in IEPs.

Martin et al. (2020) sent a short survey to special-education teachers. They asked two questions. Do you list after-school clubs or sports in the student’s IEP? If yes, do you also write goals that use those activities?

Teachers replied about students with intellectual disability. The survey did not track how often kids actually joined the clubs. It only tracked what was written on paper.

Most teachers said, “Yes, I mention the chess club, choir, or basketball in the IEP.” Only six out of ten took the next step and wrote a goal that could be practiced during that club.

In other words, the club is named, but it is left empty of teaching. The missed chance: learning to take turns, ask a peer to play, or count score happens naturally in the club.

Andrews et al. (2024) looked at every goal in IEPs for students with extensive support needs. They found most goals were about sitting still, keeping hands down, or following one-step directions. Academic or “I-can-choose” goals were rare. Martin et al. (2020) now shows the same narrow pattern shows up in after-school spaces. Together the two papers say: we write goals for quiet compliance and forget real-life learning.

Pitchford et al. (2016) asked parents of youth with developmental disability what helps their kids stay active. The top answer was, “I believe the activity is good for my child.” When parents believe, kids move more. Martin’s finding gives you a place to act: write a goal in the club setting and teach the parent what to cheer for. The belief and the practice line up.

Fahmie et al. (2013) ran a 10-week after-school fitness program for overweight students with ID. Fitness gains were small, but candy intake dropped. The program worked because staff had a plan. Martin et al. (2020) says most IEPs lack that plan. The two studies meet at the same fix: embed the plan in the IEP so the club time is therapy time.

You can turn free club minutes into free teaching minutes. Next IEP meeting, open the draft. When someone says, “She loves choir,” add a goal: “Student will request the next song from a peer with three-word utterances during choir practice, four of five opportunities.” Bring the choir teacher to the meeting. Hand them a data sheet. The student sings, learns language, and the team sees why inclusion matters.