In recent years, many efforts have been made to improve accessibility of community recreation services.  Federal, state, and local laws assure that leisure-related services provided to the public-at-large must also be made available to persons with disabilities.  Current human service perspectives support inclusion of persons with developmental disabilities into all aspects of life.  Schools are increasingly becoming integrated.  Parents are realizing that their children, who are included in regular school settings, must have opportunities to meet and play with classmates during non-school hours.  As a result, there is an increasing demand for community recreational programming to include persons with developmental disabilities.  Through such initiatives, it has been shown, time and again, that accessible recreation settings and programs are not only feasible, but can be mutually beneficial to participants, both with and without disabilities.

Some of the benefits include:
With an increase in options, people have more choices.

Activity and social skills are learned in ways typical of kids their own age.

Positive relationships with others are started and nurtured leading to development of friendships.

Persons without disabilities become more accepting of differences and begin to appreciate the capacities of persons with disabilities

People develop better self-concept and self-esteem.

By taking risks, people learn from failures, as well as successes, thereby enhancing personal growth and development.

People can be seen as "typical", not "special."

Persons without disabilities can serve as role models or co-participants, not as helpers or personal aides.

BACKGROUND



What are
school and
community
sponsored
recreational
experiences?

But, aren't
these ,
programs
really for
children who
do not have
disabilities? `



0 Physical fitness, health and wellness can 
be improved.                          

0 Leisure skills development can enhance  job performance and community adjustment, leading to independence, productivity and full inclusion.

Parks and recreation agencies, YMCAs, scouts, community education, 4-H, schools
and community centers are the ideal agencies that offer a range of leisure
opportunities to the public-at-large. These agencies usually offer their recreational
programs at times convenient to the general public, i.e. after school or work, on
weekends, and during vacation times. Call and they will give you information on their
programs.  Be sure to get on their mailing list. ` .

No! Even though most were designed for children who don't have disabilities, all
programs and settings must be open and accessible to persons who have disabilities all programs and settings must be open and accessible to persons who have disabilities
according to various state and federal laws and legal guidelines. For example, PL 94-142 regulates access to school sponsored recreation activities (clubs, intramural
sports, extracurricular activities). Other laws, including the newly enacted Americans with
Disabilities Act (ADA), assures access to other community recreation environments;
The concern really is that most school and leisure agency staff lack the training and
skills to effectively include children with developmental disabilities in more than just
a select few programs. This is changing as staff are beginning to get the necessary .
training, as well as receiving technical assistance to make their services more accessible. `

They still refer me to the "special" recreation programs.  What should I do?

My child has little experience in community recreation.  Aren't adaptive programs best at this point?

Even though you are referred to adaptive or special recreation programs, you are under no
obligation to enroll your child in these.  Many schools and community recreation
agencies offer programs designed specifically for persons with disability. It is believed that
by gathering specialized resources (staff, adapted equipment) at a few leisure sites or
by limiting "programming to agency "down times," the leisure needs of persons with
disabilities can best be met. This; of course, presumes that persons with similar disability
labels (mental retardation, autism) all have the same types of leisure needs and interests,
including the need for specialized staff and equipment. These practices also send out a
confusing message that may only further isolate your child and foster dependence.

Beware! The choices you and your child have become severely limited when special
recreators identify, for you, a "selection" of options that may or may not fit your child's
needs, learning styles, lifestyles; or interests.

Not necessarily.  If carefully planned and facilitated, even children with the most
severe disabilities can be successfully included in programs and settings with children who do not have disabilities. It is understandable that for initial peace of mind
you may wish to enroll your child in a program labeled `adaptive," because you
may feel that the staff have the necessary sensitivity and programming skills involve your child However, don't underestimate the skills of the "regular"" staff. Most have years of experience working with diverse, challenging children who do
not have disabilities. While these professionals may not @ running actual
programs for people with severe disabilities, they may have a good sense of how to `
facilitate your child's positive and successful involvement in activities. They are experts
at "kid dynamics" usually have an unfaltering to quality services for ALL kids. Get to know your local


recreation staff personally so that you may have a more complete understanding of how
they can best meet your child's leisure needs.

Another option you might consider is to combine enrollment in adaptive program with participation in typical recreational L     opportunities. This would allow practice of skills, plus enhance integration and             1 relationship building with nonhandicapped persons. In fact, if done properly, some segregated programs might serve as effective. `stepping-stones to more inclusive leisure experiences.

Examples include:  

Receiving 1:1 instruction from a dance therapist and using @e skills learned at school dances.

Join the after-school adaptive bowling program and signing up for the employee
league bowling tournament

Attending adaptive leisure education classes through community education and applying skills learned to sign up for a , .woodworking class the next session.

competing in Special Olympics swim meets and joining a local YMCA in order to practice and cross-train.

If your child is currently enrolled in adaptive recreation programs, take time to evaluate this involvement and start to make any needed changes.

Does this program teach my child skills that can be applied in "real life" situations?

Is my child learning skills that make him less dependent on parents and others?

Does this program serve as a "stepping stone" to opportunities that will help the
child to opportunities that will help the child grow,  develop and enhance his integration and inclusion?

Is what he's doing here enhance his acceptance, value, and appreciation among.
his peers?

Does my child really like being at this activity?  Is he really having a "good time?"

I'm concerned that my child will not be accepted and will be teased and made fun of. What's to be done to prevent this?

My child is multiply-handicapped. Can activities be adapted or modified to help him participate?

It is important that you spend time talking with the recreation staff to acquaint them
with the interests, needs, and capabilities of your child. Many myths and stereotypes
about persons with disabilities are perpetuated because people lack awareness,
understanding and appreciation of persons with disabilities. It is the responsibility of
the provider agency to inform instructors of policies of nondiscrimination and
accessibility. Advocates and parents can provide needed awareness orientation to
instructional staff. Other participants in the program can be educated, as well. If teasing
or mocking behaviors do occur, instructors will know how to redirect relationships in a
more positive way. "Teasing is natural for socialization to occur among children. It is a
way of testing limits, personal feelings and understanding of others. While it is normal,
it is never easy for the parent or child. But, the recreation staff is, trained to help make
certain that relationships between . participants is not a cause for concern. Share
your feelings with staff and maintain an open line of communication.

Absolutely! However, it takes a receptive, flexible and motivated instructor, along with
other creative, imaginative people to arrive at modifications and adaptations that enhance
the recreational experience particular to your child. All children are unique and require a
specific approach that recognizes this Uniqueness and individuality. Your child
differs only in the extent and level of support needed. However, be certain that adaptations
are made based upon the actual needs Of the child, not based upon arbitrary criteria such
as the disability label the child bears.  Adaptations should be designed to support
the child's participation in the activity and to enhance success and enjoyment. Adaptations
can be as simple as rearranging furniture to accommodate a wheelchair or changing the
rules of the game, to having persons ` available to provide more intensive one to
one assistance. You and the staff are only



HOW do I determine which activities are of interest to my child?


limited by your imagination and willingness to search for solutions. Think of others who
can make suggestions, then invite them to join you in coming up with creative
solutions.

Asking your child directly is a good place to start. If his leisure experiences have been
limited to only a few activities or take place mostly at home, or he is unable to communicate specific preferences to you, you will need to make a "best guess" in his behalf. Simply view what other kids his age are doing for fun. Make a list of facilities  and programs available' in your neighborhoods and surrounding community.  Take your child to visit lots of different leisure settings and gauge his response and interest. If choosing for the child, try to relate your choice to a known interest of the child. For example, if your child enjoys rhythm instruments (maracas, tambourine) look for programs that introduce participants to folk music. If your child is more alert when outdoors, the local nature center is an excellent place to go.

Use the child's chronological (actual) age, not mental age as a guideline. Age appropriate activity involvement aids positive perceptions of the child and enhances acceptance and inclusion. 

Talk to the child's teachers, friends, classmates, siblings, cousins and others close to the child for information on leisure interests.

"Tune-in" to the child's expressions to find  out interests. 

Let your child make choices, as s/he is able, allowing them to act independently and
to learn the consequences of the decision.

Try new things; take risks.  You may not think the activity would be fun but your
child will!


What kind of information should  get from the programs or staff? Should I share information about my child, too?

        .
Oftentimes, you can get the information you need off the registration form m the recreation program guide the leisure agency publishes. Call or stop at the agency to get a copy. Sometimes, though, the information you need isn't as complete as you would like. Be sure to find out at least the following:

Times, dates-do they fit your schedule?

Any costs to you? (fees, equipment, supplies)

Age limits for participants.  Are kids my child's age registering?

Complete program description.  What are the expectations of participants?

Any special equipment/apparel/materials needed?

Number of staff to number of participants.

Experience of staff.

Provision of transportation (if required).

Availability of financial assistance (if needed).

Gathering this information helps you decide if the activity is "worth doing" and assists
you with decision-making and planning concerning your child's involvement.

If you are interested in enrolling your child in the program, you must now decide if it's
important to discuss with staff the unique characteristics of your child. In some
instances, the presence or absence of a disability is irrelevant to whether or not the
child can successfully participate in the program. At these times, you can decide not
to share this information. It's up to you.  However, in some cases, it seems quite
helpful to share these characteristics with staff to be certain that appropriate
considerations be made to accommodate your child. This can enhance their participation in
and enjoyment of the activity: In fact, this might bean effective way to "set the stage" for positive and ongoing, communication between you and staff, leading to other
inclusive leisure experiences.



You might consider sharing the following important information:

How will my child get to and from recreational programs?

Share the attitudes you have regarding your child. For example: treating your child as they would others his/her own age; expecting him/her to be as independent as possible; encouraging others to interact with your child; `supporting and assisting only when necessary ;.encouraging accomplishments; and so on.

Provide specific information such as your child's strengths and limits;  types of
assistance that will be necessary for your child; specific activities that are appropriate;
how your child communicates; pertinent medical information; and any other unique
characteristics that may effect your child's participation.

Finally, share specific teaching techniques and ways of adapting activities, You may
want to recruit the help of your child's teacher, therapeutic recreation
Specialist/consultant or other related services staff to help you discuss this information
and best ways to incorporate it within, the recreation activity.

Leisure agencies assume that parents or other family members will transport their children
to and from recreational activities. This is a usual practice for families until such time as
children are able to get to activities themselves. You will need to assume this
responsibility, as W1311. However, if circumstances prevent you from providing-
transportation, several approaches can be taken:

Contact the school or leisure agency to find out what kinds of transportation they provide for school-aged participants.

Contact public transportation organizations to determine availability 'of buses and taxis which cater to the needs of persons with disabilities;

Check with public assistance agencies to determine availability of ~ eligibility for
financial assistance to support public transportation of children with disabilities;

Talk with neighbors, friends and
                      

I'm concerned about the cost.  Is financial assistance available? .

Other ways of addressing financial concerns include:

co-participants of the activity to arrange carpools;

Check with community organizations such as Lions Clubs and similar fraternal and
charitable organizations. They may' be able to provide funds to purchase accessible vans
and buses;

Discuss with teachers the possibility of teaching your child how to use public 
transportation.

Most programs set up to serve the general public usually have some financial support
available to reduce memberships, activity fees, and similar costs. YMCAS, community
education, parks and recreation am examples of agencies that provide full or partial
scholarships (dependent on the finds they have available for this). Don't be afraid to ask! You may need to have an interview and disclose your financial situation (privately and confidentially) before you are awarded a scholarship.

Look for low or no-cost recreational  alternatives. Often these are listed in:  newspapers, community bulletin boards, public service announcements and Chamber
of Commerce/Office of Tourism handouts;

Call your local ARC. They may have a listing of options;

Agree to volunteer or assist in other ways in exchange for reduced fees;

Approach fraternal organizations and similar groups as sponsors to fund people to go on
trips and outings. (Be willing to do a presentation to the members of the
sponsoring group);

Assist in writing grant proposals to get funds to support systems changes that will
increase access to leisure opportunities.



My child needs personal attention to help with hygiene, paying attention, etc. Who will
provide this support if I can't be there?

How can I be sure my child having a good experience?

Oftentimes, it is immediately assumed that if a person has a disability, another adult is
necessary. In order to be certain of what your child really needs, take a close look at the
activity to see what is expected of all participants. Compare your child's abilities to these.  If there are certain aspects of the activity that your child cannot perform
independently or with appropriate assistance from the instructor, then decide the actual supports needed. You may find that an additional person is not needed.        
                                      
In the event that another person is needed, don't expect instructors to take time away from working with others to spend extra time with your child. In this case, it is best to work together to identify this person so that your child can participate. As the parent, you will need to take primary responsibility to identify this person. You should look to people in your neighborhood (child care providers, neighbors, classmates) who know
the child. Recreation and advocacy agencies sometimes have volunteers from whom to draw:  There are also volunteer agencies who can refer persons to you or the program:
Students from local universities can also be recruited. However, instructors and co-participants are capable of providing some supports such as giving helpful reminders,
helping someone with their jacket, and assisting persons during some parts of the activity. Regardless of the level of support, your child should have every opportunity to learn so to become more independent in this and other recreational activities.

Periodically, check on how things are going and assist with making changes, if necessary.  Evaluate things such as; is your child participating and if it needs to be increased; are the adaptations working; is your child having fun (smiles, laughing, interacting with others); is there enough supervision (not too much or too little); is your child learning and becoming more independent in the activity. It is critical that


I need help to make this work, any thoughts?

Look for assistance in these ways:


you communicate with the leisure staff throughout the activity.

More and more leisure agencies are learning ways to include children and youth with
developmental disabilities in programs and settings alongside kids without disabilities.
These and a number of social service agencies are hiring personnel who have the
skills necessary to include all kids in recreation

1. Contact the staff directing programs at the site where your child wishes to play.  Assume your child will get the support and assistance they need from these persons.  Offer to assist, as needed, to make it work.

2. Contact the special needs coordinator, adaptive recreation director, or similarly
titled person within these leisure service agencies. They will have ideas about programs and approaches that will assist your child's participation. `

3. Contact your local advocacy organization (Arc, UCP, Autism Society) to see if they
have staff who can help facilitate inclusive opportunities.

4. Contact classroom teachers, special education coordinators, and other school personnel for their suggestions about resources. Many school districts have interagency transition committees who are addressing leisure and recreation issues.

5. Join (or start!) an advisory group to discuss strategies for inclusive school and community recreation. Share your vision and perspectives to assure equal recreational
opportunities for your child and others.




Suggested Readings


SCOLA Leisure Activity Fun Guide.
Arc Ramsey County, St. Paul, MN 1991.
This guide highlights the activities of SCOLA, a grant-funded program that addresses the
leisure needs of youth with developmental disabilities ages 14-21 years. Activities in support of inclusive school and community recreation include: parent empowerment
training, self-advocacy training, technical assistance and training of leisure service  providers, coalition building, and demonstration efforts. For a FREE copy, 
call: 1-612-778-1414. 

Community Recreation and Persons With Disabilities: Strategies For Integration, S.J.
Schleien and M.T. Ray, Paul H. Brookes Publishing, Inc. 1986. ($25.95)
This book details a process to include persons with disabilities into a wide range of
community leisure services. It's audience includes leisure service providers, parents,
teachers, and advocates. To obtain a copy, call: 1-800-638-3775.

Fun for Everyone: A Guide to Adapted Leisure Activities for Children With Disabilities.
AbleNet, Inc., Minneapolis, MN 1990. ($20.00) A handy guide to age-appropriate and functional activity selection for school age children. Shows ways to adapt battery operated toys with simple technology.  Examples, stories, ideas, and resource lists are included. To obtain a copy, call: 1-800-322-0956.


SCHOOL + COMMUNITY OPPORTUNITIES FOR LEISURE ACTIVITIES