I. WHY IS THIS
IMPORTANT?
Studies have shown that people with and without disabilities who spend their free time participating in regular recreation and leisure activities and programs are happier, healthier, and more involved with other people and in their communities. Because persons with disabilities are more likely to be unemployed or employed only on a part-time basis, they tend to have more free time. Inclusive recreation provides them 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.
The following steps provide young adults, their
families, and the personnel who work with them some strategies for including
recreation in the transition process.
(1) Assess community recreation
and leisure options. It is important to know exactly what people of similar ages do for fun
in the young adult’s community. Studies show that adults engage in very
different recreation interests than children and teenagers. Studies also show
that people pursue very different recreation interests in different communities
– even within the same state. An easy way to find out what people do for fun is
to ask them, for example, by using a mailed or telephone survey of typical
young adults in the community who have recently exited school.
(2) Assess the young adult’s
preferences. The next step is to find out exactly what the young adult likes to do
and compare this to the list of pursuits identified in the step above. This can
be done by asking the young adult, through a preferences map, or by observing
what the young person does in his or her free time. Keep in mind that some
young adults, especially those with more significant disabilities, may need to
be provided opportunities to experience some of the pursuits identified in the
step above before they can express a range of inclusive and age-appropriate preferences.
(3) Choose a range of recreation
activities and programs. Using the identified community options and the young
adult’s preferences, choose a range of programs and activities that: (a) are
individual and group; (b) are home-based and community-based; (c) require
minimal skills and skill development and practice; (d) require payment and are
inexpensive or free; (e) require active participation and are
spectator-oriented; and (f) can be pursued frequently and infrequently.
(4) Provide opportunities and practice;
teach needed skills; provide needed technology; and/or modify activity,
materials, or rules. Provide young adults with
multiple opportunities to pursue the selected recreation options. Always keep
in mind that the goal of recreation is participation and enjoyment – not skill
perfection. There are an unlimited number of recreation opportunities that
young adults can pursue when a goal of participation and fun and a focus on
creativity are adopted. For example, persons who are blind can jog around a track
when ropes are used to mark perimeter boundaries. They can bicycle using a
tandem bike with a sighted partner. They can play checkers and other board
games when tactual markings are added to materials. People with hearing impairments can enjoy musical and theatrical
events when interpretive signing, assistive listening devices, and/or
captioning are used. Persons with physical disabilities can play computer games
when adaptive switches are added to computers. They can play tennis and
basketball when settings and materials are modified and rules are adapted.
People with mental retardation can play board and card games and pursue
individual and team sports when rules are simplified and/or materials are
color-coded. People with all types and degrees of disabilities can play sports,
attend camps, and join scout troops and recreation clubs when other members are
provided information of the persons’ needs and are given an opportunity to help
address the persons’ unique needs.
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 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.
In addition, for transition-age students with
disabilities, IDEA includes “therapeutic recreation” as a related service that
may be included within the IEP and statement of transition services.
III. ROLES/NEXT STEPS
Students/Young Adults:
Young adults who are interested in 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.