Leisure activities of young adults not receiving mental handicap services who were in a special school for mental handicap as children.

Davis et al. (1994) tracked adults who once went to special schools for intellectual disability. They asked how many leisure and peer activities each person did each week.

The team compared these adults to similar adults who had been in regular classes. They wanted to see if school setting still shaped social life years later.

Adults from special schools joined fewer clubs, sports, and friend groups. They also had less contact with peers outside of family and staff.

The gap stayed large even when both groups lived in the same towns.

Badia et al. (2011) extends this picture. They surveyed 237 adults with developmental disabilities and found personal motivation and "I can’t" thoughts predict leisure time more than label or IQ. In short, placement matters, but so does mindset.

Lambert et al. (2018) partly updates the story. Middle-school students with special needs felt worse in special schools, yet those in mainstream classes still felt lonely if inclusion was weak. The newer data says placement alone is not enough; the culture of the class counts too.

Heiman (2001) foreshadowed both results. Teens in special schools already reported more depression and loneliness, hinting that the adult leisure gap starts early.

For BCBAs writing transition plans, this chain of studies warns against "set and forget" placement choices. Push for inclusive leisure goals while the client is still in school, and add self-advocacy and confidence programs. A weekend bowling league or library anime club can matter as much as job training for long-term quality of life.