The purpose of this research was to examine the
effects of a co-curricular program on the behavior of
seriously emotionally disturbed (SED) middle school
students. Co-curricular activities are any school-based activities that give students an opportunity to
blend the various aspects of their academic learning
with personal actions.
This was an action research study conducted in a
middle school special education program. The
participants were 10 middle school students
identified as seriously emotionally disturbed.
These students participated in the planning and
evaluation of their involvement in co-curricular
activities during this year long study.
Participant observations, interviews, student
and staff journals, and documentary evidence provided
data for the development of case records.
The study generated the following results:
Participation in co-curricular activities
increased the sense of belonging for these students
at this middle school.
Seriously emotionally disturbed students
reported that adult mentors significantly influenced
their level of success.
Seriously emotionally disturbed students had
higher grade point averages and better attendance and
fewer disciplinary issues during this study.
During co-curricular activities, these students
demonstrated leadership, thinking, communication, and
cooperative learning skills that were not apparent in
the regular classroom settings.
Seriously emotionally disturbed students
responded favorably to a solution-focused model of
education.
Parents reported that their students engaged in
more leisure activities involving peers outside
school, and were easier to live with at home.
Students identified the privilege of
participating in co-curricular activities as
motivating them to minimize their past use of counter-productive social strategies during
interactions with peers and adults.
Latino students found it difficult to
participate in activities with Anglos if other
Latinos did not view the activity as acceptable.
The primary implication of this research for
schools is that co-curricular programs appeared to
increase the sense of belonging for middle school
SED students which influenced more positive social
and academic behaviors. / Graduation date: 1999
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/33548 |
| Date | 09 June 1998 |
| Creators | Stevens, Clifford W. |
| Contributors | Winograd, Ken |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
Page generated in 0.0019 seconds