7.1.1 Creating Inclusive Recreation Opportunities for Young Adults with Significant Support Needs

Louisiana Statewide Transition Project and Louisiana: Healthy and Ready to Work Fact Sheet Series

 

10/30/00

 

I. WHY IS THIS IMPORTANT?

 

Historically, young adults with severe and multiple disabilities, that is, those with more significant support needs, have been provided recreation opportunities that were almost exclusively segregated, therapeutic, and provided by disability organizations and specialists. Recent legislation such as the Americans with Disabilities Act (ADA), research on the benefits of inclusive programming, and parent and self-advocacy efforts have resulted in a tremendous growth in recreation activities and programs that are appropriate for and that welcome young adults with significant support needs. Inclusive recreation provides these young adults with multiple opportunities to learn new skills, meet new people, and assume respected roles as team members, volunteers, and community participants. It also provides them with multiple opportunities to learn from and to teach their peers.

 

II. KEY POINTS

 

The terms recreation and leisure refer to any activities or programs that people engage in for fun and relaxation. Something can only be defined as recreation or leisure if the person finds it enjoyable and is having fun. Thus, the goal of recreation services and supports is to provide people with the skills and experiences they need to participate in and have fun in chosen activities and programs. Inclusive recreation programs and activities are those in which people with disabilities have the same opportunities to participate as everyone else.  Placements are made only by assessing preferences and age – not disability labels, characteristics, or support needs. Inclusive programs address identified issues and barriers that are:

·        Environmental – attention to physical and sensory accessibility within all areas of facility; access to public transportation; attention to accessibility in the registration application and process;

·        Logistical - staff sensitivity and disability awareness training; adequate scheduling of age-appropriate and heterogeneous programs and activities; staff training on CPR, choking, seizures, and other medical needs;

·        Techniques - provision of effective practices (such as partial participation, activity modification, systematic teaching and error correction, and behavior management); assistive technology; peer buddy or cooperative learning models; and

·        Individualized Programming – assessment of individual needs and preferences; modifications are individualized to needs of person (not disability) and are geared toward goals of fun and independence.

 

The Americans with Disabilities Act (ADA) has important implications for recreation programs and activities. The ADA prohibits state and local governments and agencies (such as recreation and parks departments) and private entities (such as health clubs, restaurants, zoos, museums, and movie theatres) from discriminating against persons with disabilities in the provision of programs and services. This includes a variety of considerations, such as physical accessibility, telecommunications, transportation, registration applications and processes, and access to auxiliary aides. Personnel of many of these programs are eager to support the participation of persons with disabilities, but may need help in understanding and supporting the persons’ wants and needs. Young adults, their families, and service providers can play important roles in educating the general public about the importance of inclusive recreation in the lives of people with disabilities and in collaboratively problem-solving identified barriers.

 

Recent research and development efforts focusing on inclusive recreation have identified five guidelines for creating inclusive recreation opportunities for young adults with significant support needs (Schleien, Ray  & Green, 1997):

  1. Choose activities or structure them to result in cooperative, heterogeneous, peer-to-peer interaction outcomes. Many recreation activities are competitive by design.  When the primary goal of an activity is competition, that is, to win, young adults with significant support needs have little chance of competing successfully.  Instead, choose or structure cooperative activities where the goal is to come together as a team, where everyone wins by completing the activity, where participants compete against themselves and their previous best efforts, and where encouragement and support are valued.
  2. Prepare participants without disabilities to be cooperative companions, cooperative tutors, or both, and support these roles within cooperative environments and logistics.  Organize groups of participants according to similar age-ranges, experiences, and preferences, but not by disability. Choose activities that require or promote socialization over skill mastery. Encourage and reinforce cooperative interactions and peer identification of problems and solutions.
  3. Create a team of adults and young adults with disabilities who can plan programs and activities collaboratively.  Recruit and train a group of adults who have expertise in the identified recreation program and activities, adults who have expertise with young adults with significant support needs, and young adults who can sharer their own experiences.  Use this team to assess the program and activities, to assess the preferences of participating young adults, to train volunteers and staff, to identify and solve barriers to inclusive participation, and to monitor and evaluate activities.
  4. Adapt tasks to promote multi-abilities and implement specific skill training when needed.  Schleien et al. (1997) suggest three guidelines for adapting recreation activities: (1) adapting them “enough to increase participation, success, and enjoyment, but adapt only when necessary” (p. 112); (2) viewing any changes or adaptations as temporary whenever possible; and (3) making adaptations on an individual-need and an individual-activity basis. Modifications to consider include: adapting materials or equipment; adapting environments; changing rules of the game; simplifying the activity or changing the order of steps; and providing extra opportunities for practice.
  5. Construct activity plans that help put it all together from a cooperative structuring standpoint. Teams of people who are interested in demonstrating inclusive recreation opportunities will find it useful to document their efforts so that their efforts can be maintained and expanded. Activity plans, similar to lesson plan developed by teachers, are collaboratively developed by the team to describe the specific recreation activity, needed materials and resources, and typical adaptations.

           

 

III. ROLES/NEXT STEPS

 

Students/Young Adults:

The development and dissemination of this document were supported in part by funds from the U.S. Department of Education (Cooperative Agreement #H158A6007, “The Louisiana Statewide Transition Project: A Multi-Constituency Model”) and the U.S. Department of Health and Human Services, Maternal and Child Health Program (Grant MCJ-22HRW6, “Louisiana: Healthy and Ready to Work”). The opinions expressed herein are solely those of the authors and do not necessarily reflect the policy or position of the U.S. Department of Education or the U.S. Department of Health and Human Services, and no official endorsement by either of these two agencies should be inferred.

 

The LSUMC does not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in employment or the provision of services.

 

This document may be duplicated and disseminated in its original form without obtaining permission.

 

Alternate forms of this document are available upon request at 1-888-942-8104 or TDD 1-504-942-5900.

Young adults who are interested in inclusive recreation options should use their high school years to think about and explore their recreation interests and to practice and develop recreation skills that they can continue after leaving high school.  Many high schools and most communities offer an array of athletic classes and team sports, clubs, arts and craft classes, drama and music groups, summer camps, and volunteer opportunities. Young adults with disabilities should spend free time with other high school students as well as with other adults. They should explore as many interests as possible and then begin to focus on those interests they enjoy most. Young adults may find it helpful to inform the leader or instructor ahead of time about their wants and needs and explore options. Recreation offers multiple opportunities for teaching others about one’s abilities and for advocating for inclusion and modifications. Always remember that the goal of recreation is participation and enjoyment. If it is not fun, try something else!

 

Families:

Families should encourage young adults to explore multiple options and help them develop a range of interests and skills that may be continued with the family and other young adults after high school. They should also assist leaders and instructors in understanding the young adult’s disability and advocating for support and modifications as needed.

 

Agencies:

Agency personnel must make certain that recreation options are considered during transition planning and that the goal of programming remains focused on participation and enjoyment instead of skill perfection. They should also be aware of ADA requirements and advocate for and problem-solve with school and community groups and programs to include young adults with disabilities.

 

 

IV. RESOURCES/CONTACTS

 

Recreation Therapy and Therapeutic Recreation Resources http://www.recreationtherapy.com

 

V.  REFERENCES

 

Moon, M.S. (1994). Making school and community recreation fun for everyone. Baltimore, MD: Paul H. Brookes.

 

Schlein, S. J. et al. (1997). Community recreation and people with disabilities. Baltimore, MD: Paul H. Brookes.