Access to Educational and Community Activities for Young Children with Disabilities

This report uses data from the Pre-Elementary Education Longitudinal Study (PEELS) to describe access for young children with disabilities in two specific domains: community activities, including extracurricular activities and family recreation, and kindergarten classroom experiences. While research has been conducted on children’s access to and participation in community activities and kindergarten experiences, those studies primarily focused on describing experiences for all children (Afterschool Alliance 2008; Fredericks and Eccles 2006; Guarino, Hamilton, Lockwood, and Rathbun 2006; Harrison and Narayan 2003; National Institute on Out-of-School Time 2003; Princiotta, Flanagan, and Germino-Hausken 2006; Rathbun, West, and Germino-Hausken 2004; Soukup, Wehmeyer, Bashinski, and Bovaird 2007; West, Denton, and Germino-Hausken 2000; West, Denton, and Reaney 2001). This report adds to the literature by focusing on access to and participation in community activities and kindergarten experiences for young children with disabilities and how access and participation may vary by child, family, and school district characteristics.