SCOLA Project Staff wish to acknowledge key players in St. Paul, Minnesota. Through their active involvement and consistent support, Inclusive Leisure opportunities are becoming a reality for young people with disabilities. They're making a difference TOGETHER!
Presented by:
SCOLA of Arc Ramsey County
Tip Ray, Director
Rich Burke, Facilitator Year One
Judy Fyffe, Facilitator Year Two
Sharyl Kasse, Facilitator Year Two
Sponsored by:
The Governor's Council on Developmental Disabilities
Author: Tip Ray
Typist: Terri Nye
Design and Production: Destiny 2
PREFACE
In 1989, the Governor's Planning Council on Developmental Disabilities requested proposals that would "build community capacity to support persons with developmental disabilities and their families." SCOLA (School + Community = Opportunities for Leisure Activities) was funded to address the leisure needs of youth ages 14-21 who have severe developmental disabilities and attend St. Paul, Minnesota Public Schools. SCOLA was designed to be a joint effort between the schools, students, parents, leisure service providers, and other interested community members who, together, as "key players," would comprehensively address these leisure needs.
Community leisure programming for persons with developmental disabilities is an ongoing concern to parents, careproviders, teachers, and advocates. It is of particular concern for students who are nearing graduation. All too often young adults with severe disabilities waste their lives sitting in front of a TV set because they have never had the opportunity to be with the rest of society. Providing these youth with opportunities for leisure experiences in settings and activities also frequented by their peers who do not have disabilities is worthwhile. The benefits of such shared experiences are many and are noted in this guide. However, the path to inclusion can be fraught with obstacles. Fortunately, these obstacles can be overcome to create avenues of opportunity for youth with developmental disabilities.
HOW TO USE THE "FUN GUIDE"
This "Fun Guide" is for everyone who cares about the leisure future of youth with developmental disabilities. It was developed to share what has worked within the SCOLA Project. We hope that you will find this information useful and will apply these strategies in your own community.
In an ideal world there would be no need for such a guide. Inclusive leisure experiences would be the norm. Whether or not the person has a disability would not matter because the leisure program provider would naturally include and provide necessary supports for all persons.
In reality, however, we don't have accessible community-wide leisure services. Leisure agencies vary. Some think separate programs are better. Others value and work toward full inclusion. Many provide a mix.
Parents are often their child's chief advocate, but they may not know that leisure agencies, like public parks and recreation and community education, have a legal responsibility to include persons with disabilities. In fact, they can hold these agencies accountable by insisting on good integrated services.
Finally, many parents, school and leisure staff don't know that there are "tried and true" ways that others have used and that there are people available who know how to use these approaches.
The "Fun Guide" outlines ways in which community members can replicted the efforts of SCOLA in order to overcome the many obstacles that keep youth with disabilities from enjoying their leisure time. By working together, "key players" can assure opportunities and that leisure service systems meet the needs of all citizens.
Here's how the "Fun Guide" can be used by these "key players":
Teachers
Appreciate the value of inclusive leisure programming to assure social integration in high school, as well as successful graduation to post-school environments.
Leisure Agency Staff Find out what you need to know to include youth with disabilities in your programs. Build your awareness of the leisure needs of youth with disabilities so you can develop "accessible attitudes."
Advocates
Find out what parents need to know to be
leisure advocates for their children, plus
hold leisure agencies accountable for
services that will include children with
disabilities.
Parents
Learn about the many "key players" and
supports that can assist your sons and
daughters to be fully included in school &
community recreation programs.
Leisure Consultants and Facilitators (a.k.a
Community Leisure Planner)
Use the "Fun Guide" as a "template" for ,
developing training materials and support
strategies for "key players" you encounter.
LEISURE IN OUR LIVES
Indeed! How Mr. Forbes' comments date
to each of us, as unique individuals caught
up in our own day-to-day "battles," is
worth pondering. It is often claimed that
leisure helps us to balance our lives and
smooth the rough spots. Leisure enhances
our quality of life. It seems important
then, that we have some sense of the role
these experience play in our own lives, if
we are to address the leisure, recreational,
and social needs of youth with disabilities.
Leisure is distinctly individual. That
means it is unique to the person `
experiencing it. However, there are
universal dimensions of leisure:
LEISURE AT TIME
Free time is leisure time. It is the time left
over ("spare time") when the essential tasks
of life are complete.
LEISURE AS ACTIVITY
We engage in many different "leisure"
activities. Persons do this to learn, to be
amused, to relax, to connect with the
community. Leisure activities can be active
(softtball, jogging) and passive (reading,
TV), and can include nontraditional pursuits
such as work-related or home-based activities
(some regard doing housework as
leisure!).
LEISURE AS PERSONAL EXPERIENCE
If we are acting relaxed without feeling the
need to do "something" (the Italians call
this "dolce far nicnte," the sweetness of
doing nothing), we maybe experiencing
leisure. It is one's state-of-being, what one
feels before, during or after leisure. It is the
reason-we choose to do certain activities-
activities we enjoy, because they make us
feel good.
Consider these examples of leisure. Look familiar?
Your noon jog along the river road.
Lounging poolside with a novel and iced tea.
Refinishing furniture.
Rafting on the Colorado River.
Working 16-hour days for two weeks to finish a proposal on a pet project for work.
Delivering "hot meals" at the homes of elderly persons.
Writing letters.
Doing nothing...nothing at all.
There are almost
as many forms of
recreation and
diversion as there
are human beings.
But It can be laid
down as a universal
rule that every man,
woman, and child
needs some kind of `
recreation, some
kind of
entertainment,
some kind of
amusement. We all
have to fight the
battle of life."
B.C. Forbas
FORBES, June 21, 1982
TEENS WITH `
DISABILITIES:
LEISURE IN THEIR
LIVES
What of youth who have developmental disabilities? What is the nature of their leisure?
The most appropriate and effective way of addressing the leisure needs of youth with disabilities is to expose them to the same opportunities and experiences enjoyed by their classmates who don't have disabilities. This means that the student with a disability should be able to paint scenery for the drama club production, contribute time and talent to the yearbook, go on co-ed outings to skate, and provide community service to assist at food shelves, etc.
We have also learned that both students with and without disabilities can benefit positively from leisure times that are shared:
As leisure options increase, so do students' choices;
Students learn activities and social skills in ways typical of other teens and young adults;
Positive relationships started in leisure settings, lead to friendships and other personal commitments;
Students without disabilities value differences and begin to appreciate capacities of persons who have disabilities;
All students develop better self-concept and self-esteem;
By taking risks, and trying new things, all students learn from failures, as well as successes, thereby enhancing personal growth and development;
Students with disabilities become "students first" and lose the "special" label;
Students without disabilities become role models, co-participants, and friends rather than tutors, helpers, or "special friends."
Leisure development enhances success in the workplace and acceptance in the community, leading to full inclusion.
Unfortunately, students with disabilities are excluded from participating in programs currently offered to typical teens. A prevalent feeling is that certain extraordinary or "special" accommodations must be in place before youth with disabilities can participate, even partially, and have a "positive" or "productive' leisure experience.
Accommodating these youth has meant putting them in "special" settings and activities that further contributes to their isolation an segregation from their classmates. While it is usually true that these youth need some measure of support, (as will be explained further on is this guide), these supports can be applied to recreation that bring youth with and without disabilities together.
The typical leisure of youth with disabilities does not revolve around friends and fun, personal choice, or positive and valued person identity. Rather, it all too often looks like this:
During the school day:
-students go on outings with classmates who are also disabled;
-staff/adult-to-student ratio is very high;
-ongoing activities (bowling) take place when community members are not there;
-field trips occur often with little teaching of leisure skills;
-activities are often based on adults' interests vs. actual interests of students;
-focus is on traditional activities (bowling, swimming);
-student involvement becomes the "project" of school service clubs vs. being a participant of the club.
After-school:
-students are bussed home;
-parents, neighbors and others must address .
the leisure time of students at home;
-if the school offers "adapted" after-school
activities, the program is designed for
youth who need minimal hands-on support.
Weekend and Vacation Days:
-continued reliance on family, neighbors, and
other to assist with recreation;
-students must attend summer school (increased
focus on field trips and staff directed leisure);
-students attend residential and day camps only
for persons with disabilities;
-students attend drop in activities (Friday Night dances; 2x/week social club) usually designed for persons who are quite independent.
Many obstacles seem to get in our way as we attempt to create more inclusive leisure service systems. Often we cite the lack of resources (money and staff) or the fact that these youth have disabilities that are "too severe" to have their needs met in already established settings. Senator John Chaffee helps us to put these obstacles in a much better perspective. His "6 Steps to Stagnation" put the burden for change right where it belongs-on us!
Experience has shown us time and again that persons with disabilities will not be fully included in their communities unless individuals come together and work together to effect changes in service systems that historically separate people because of their labels. Integration in leisure settings will not happen by itself! Certainly, some parents and leisure staff are working together to make inclusion a reality for a few individuals. However, in order to achieve a community-wide leisure service system that is open and accessible to all, specific coordinated steps have to be taken. Avoid the "6 Steps to Stagnation." Consider, instead, these:
Six Steps to Stagnation
1. We've never done it that way.
2. We're not ready for that yet.
3. We're doing all right without it.
4. We tried it once and it didn't work.
5. It costs too much.
6. It won't work.
Since serious
barriers to
Involvement exist In
our services and
communities, any
community which
hopes to
significantly after
the quality of life
for its citizens who
have disabilities,
needs individuals
and groups of
people who are
dedicated to
developing
alternatives."
P. Hutchison
&J. Lord, 1979
Action Step 1:
Form A Community Leisure
Advisory Committee
Who's Responsible?
One of the arguments put forth as a
possible obstacle to realizing full inclusion
in communities concerns the age-old issue
of "who's responsible?" False assumptions
and past practice contributes to either
continued segregation or flat-out omission
of individuals, for example, who have more
severe disabilities. Either a token adaptive
recreation program exists within agencies,
or agencies assume that "others" are
providing leisure services, We know that
"others" most often refers to parents;
careproviders, and therapists.
Even if there seems to be leisure
programming for persons with
developmental disabilities (ex., social
clubs, Friday night dances, bowling
leagues, and Special Olympics), these
programs often restrict participation to
individuals with less handicapping
conditions (i.e., "higher functioning"
participants). This confusing and highly
discriminatory practice sends a clear
message to families who have a member
with a more severe disability that their sons
and daughters are "too handicapped" to be
served by these programs and should look
elsewhere. No wonder families have a
limited vision of the future of their child.
How can s/he possibly be integrated when
S/he's not "able" to be in segregated
programs?!
Who's responsible? ALL agencies that
provide leisure services to the public at
large, of course! ALL agencies, whether
publicly or privately owned and operated,
need to consider persons with disabilities
as potential constituents. And, ALL must
provide architectural and program access to
these persons. Access is assured by state
and federal laws such as The Americans
With Disabilities Act, Architectural
Barriers Act, Section 504 of the
Rehabilitation Act of 1973, and state
human rights legal mandates. Inclusive
recreation is a civil right!
"If we have to open our doors wider, so
does everyone else." No one agency wants
to be the primary provider of integrated
services. Rightly so. BUL, there are ways
that agencies can learn to be more open and
accessible and to support each other in the
process. Forming a Community Leisure
Advisory Committee is a good place to
start.
Committee membership.
The membership of the advisory committee
would be community members `who are
personally committed to a vision that youth
with disabilities deserve similar
opportunities to access leisure experiences as
their peers without disabilities and are
willing to work toward that vision. Key
players can be recruited through dool
mailings and parent support groups. Others `
come from direct contacts to leisure agencies
and other organizations committed to serving
youth with or without disabilities. These
key players combine their personal and
professional resources for inclusion.
It is important that others besides those who
specifically serve special needs groups be
involved on this committee. That is, parks
and recreation apartments need to involve
general along with adaptive recreation staff,.
and so forth. The committee must be careful
to include these "generic" staff any true
and long-lasting changes are to occur. Also, a
(50% or more) of the committee membership should represent family
members and students with and without
developmental disabilities. Incorporating
there perspectives is critical in any "action
for inclusion."
Functions of the Advisory Committee.
The Community Leisure Advisory
Committee can serve as "change agent"
effecting entire community service systems.
Thus, the advisory committee should
perform these primary functions:
1. Formulate and state a common vision of
inclusion in recreation settings.
2. Connect with existing planning groups to
coordinate interagency efforts and resources.
3. Establish clear agendas and action plans.
4. Incorporate strengths of key players. ,
5. Represent and advocate for the needs and
rights of persons with disabilities.
6. Monitor and evaluate services.
7. Meet regularly to discuss threats and
opportunities to full inclusion.
8. Develop and disseminate resources and
reports.
9. Design and teat strategies that promote
positive system change that ensures full
inclusion.
10. Create an atmosphere of change and
risk-taking.
Meetings should be formal enough to get the
job done, but allow dialogue and friendly
relationships to take place between
members. Monthly or bi-monthly meetings
am best. Committee members can take turns
hosting meetings. For the host, it is an
opportunity to showcase its efforts in
serving Wrsons with and without
disabilities.
This openness and sharing creates feelings
of trust, belonging, awareness, empathy,
shared commitment and accountability - all
enhancing the prospects for more inclusive
leisure communities. The council then
serves to demonstrate, by example, that
inclusive communities are possible when
persons with similar concerns gather
together, and share mutual support
resources, and commitment to all youth.
Lead Agency Concerns.
It is most helpful to have a "lead agency"
that can pull together this committee and
coordinating efforts to address integration
issues. Lead agencies armnge for meeting
space, copy and mail minutes, serve as a
clearinghouse for other pertinent information
and serve as a link behveen committee
membem and other key players. Possible
lead agencies are;
Local advocacy agencies (ex., Arc, Center for Independent.Living):
Community Transition Interagency
Committees established within school
districts (could be a subcommittee);
Community Services departments (that
oversee community education and parks ~
recreation programs);
Recreation professional associations -
(special interest sections of such ,
associations);
providers of residenial and/or habilitation
services for persons with disabilities;
Any local agencies that provide leisure
services to the general public.
Roles and responsibilities
of "Key Players."
Initiatly, there maybe some confusion about
what part you, as a key player, will have in
this "Action for Inclusion." A good way to
view your part is to get a sense of how
m-creational programs are typically planned
and implemented. Most community leisure
agencies follow a step-by,-step process to
deliver recreation programs.
It looks like this:
1. Decide agency mission
2. Locate potential participants
3. Identify needs
4. Identify programs to meet needs
5. Publicize programs/recurit participants
6. Register participants
7. Run programs
8. Evaluate programs
9. Summarize and report findings
10.Provide feedback
11.Plan for next time
12. Repeat process
Because schools are not specifically in the
leisure service business, the process is
sirnplifkd. Still, selection revolves around
perceived and expressed student leisure
interests and needs, as well as faculty willing
to organize and run activities. Regardless,
every key player can effect each part of this
leisure planning in ways that create more
inclusive leisure options.
Consider these "5 Impact Points" when
deciding how you can influence the leisure
service process highlighted above:
IMPACT POINT 1: INFORM
Let leisure agencies know who you are,
where you live and work, how and why you
suppmt inclusive leisure programming, and
what barriers you encounter.
IMPACT POINT 2: SHARE
What'can you contribute to an inclusive
Ieisme planning process (ex., personal
resources - time, training); share past
experiences; talk of successes and failures.
IMPACT POINT 3: PARTICIPATE
Be active in leisure programs for which you have specifically advocated; join advisory and planning groups; encourage others to join in; give youth with disabilities repeated opportunities to participate in agency prograams.
IMPACT POINT 4: EVALUATE
Critically view programs to determine if needs and objectives weremet; make suggestions for changes; see if skills learned bny students are applied in other settings and kept over time.
IMPACT POINT 5: ADVOCATE
Form advisory committees and support -
groups; speak up and out about iss~s related
to full inclusion; empower others; continue
to link-up with persons who make or
influence decisions; hold leisure agencies
accountable for inclusive services.
As a key player, you will find that you will
wear many different hats. These "hats" will
assist you in helping other key players,
while at the same time benefiting you, and
others you represent.
ACTION STEP, 2:
ENLIST SUPPORT OF A
COMMUNITY LEISURE
PLANNER
Wouldn't it be nice to have a "Personal
Leisure Planner" - a Person who knows you,
your leisure interests, your schedule - who
can plan the where, when, what, hews of
activities that interest you? Everything has
been accounted for; nothirig left to chance.
You can'just show up and have fun!
This may be a fantasy for most of us, but
why not apply this idea to a.select group of
people who have been systematically
excluded from school and community
sponsored leisure experiences - namelv.
persons with disabilities. Why not enlist
"Community Leisure Planner" who can
support persons wishing to be included in
school and community sponsored leisure
Facilitating inclusive leisure experiences
for youth with disabilities can be a complex
and time-consuming procedure. As both
leisure consultant and facilitator, a
Community Leisure Planner is ideally suited
to this role.
Consider the Community
Leisure .Planner (CLP)
THE CLP, IS A VISIONARY
The CLP understands and practices values of
inclusion. The CLP knows that inclusion
"just makes good sense" and fully
appreciates the benefits derived from these.
experiences.
THE CLP IS AN ADVOCATE
The CLP is able to convince others of the
value and importance of leisure experiences
and their relationship to someone's quality of
life. The CLP respects and solicits input
from the family and youth, empowering
them to be as actively involved as possible.
Community Leisure
Planner Position
Description
Assist persons with
disabilities to be fully
included in school and
community sponsored
leisure programs and
settings
Apply state-of-the-art
integration practices to
ensure full inclusion and
support of persons
accessing leisure
environments.
Provide training and
technical assistance to
leisure staff on integration
practices and roles and
responsibilities.
Empower parents and
others on issues related to
inclusive leisure.
Assist persons with
disabilities to become self-
advocates and to practice
self-advocacy in leisure
settings
Serve as a liaison to key
players, including
attendance at Community
Leisure Advisory
committee meetings.
THE CLP IS A PERSON OF
ACTION - The CLP has personal and/or
professional standing that makes him or her
credible to key players. The CLP knows and
understands legal mandates that support
inclusive leisure options. The CLP knows
when to step-in...rmd when to stepback and
let others who are empowered take charge.
THE CLP IS A PERSON OF
AUTHORITY - The CLP knows
inclusion! The CLP is familiar with and
practices state-of-the-art strategies that:
empower families; enable students to be self
advocates; train leisure service staff; include
individuals within specific recreational
settings. The CLP knows the key players
and actively networks with each. The CLP is
a catalyst for individual and systems change.
Where found.
Sometimes, a CLP can already be found in
many of the same agencies that serve on the
Community Leisure Advitiry Committee.
CLPS may be labelled in other ways:
Community Leisure Coordinator;
Community Therapeutic Recreation
Specialist; Special Needs Coordinator;
Adaptive Recreation Director; Recreation
Director; Leisure Coach; Program Director;
Integration Specialist and, so forth.
Regardless of the labels we give the staff
position, the outcomes remain the same - .
more leisure options and opportunities for
persons with developmental disabilities.
How funded.
Coinmunities wishing to establish a
Community Leisure Planner position can
approach funding in various ways, if the
position is not already tax supported, for
example.
State and federal grant money have
been sources of funds to establish innovative
approaches to service delivery for persons
with disabilities; for example, the federal
Office of Special Education and state
Developmental Disabilities Councils.
Collaboration between university recipients
of grants and community "leisure agencies is
a particularly effective way to set the stage
for training and hiring a CLP.
Joint powers agreements, established
between two or more communities, are an
excellent way to pool fiScal, staff, fwility,
and equipment resoums to assme greater and
more complete service coverage. Outcomes
of these agreements can include:
a greater diversity of program offerings;
availability of spectiized resources such as
accessible facilities and adaptive equipment;
abiIity to hire experienced staff who can get
adequate hours because of their ability to
work in programs across communities.
An "itinerant" CLP can be hired to travel
widely in these communities, facilitating
inclusive leisurempportunities for
community residents.
Charitable groups and foundations
may make available to agencies one time
grants to support innovative programs.
Such grants, while nominal in scale, can
add to the resources communities already
have to support even a part time portion of
the CLP's salary, or other activities that
enhance inclusion.
Relationship of the CLP
with schools
Parents often rely on school staff to
suggest leisure options for their child. If
school-sponsored options are limited,
teachers are sometimes at a loss on where
to refer parents in the community. The
CLP can be a valuable link between school
and community in this regard.
The CLP should be aware of these key
people within the schools who can help
with their efforts:
Principal - Knows what is happening
throughout the building; must be
approached if program innovations are
planned can link with regular education
students, teachers and groups.
Special Education Supervisors and
Coordinators - able to locate specific
groups students who are at risk of being
unserved or underserved.
Special Education Building
Facilitators or Child Study Team
Leaders - most frequent contacts; can
effectively reach individual student; can
help with access to other key individuals in
school; provides contacts with students;
lends credibility to inclusion efforts.
Special Education Teachers
(incltides Adapted Physical .
Education and Community-Based
Education teachers) - able to give
critical information and guidance about
students in their classrooms and what is
parent's vision for the student; information
can be disseminated through them directly
to students and parents.
School Social Workers and
Counselors - able to connect with
specific students and families; information
and referral.
Teachers, Activity Club Advisors -
able to connect regular education students
in possible integration/peer support efforts.
The CLP should keep in mind that the
middle to upper level administrators
(principals to school board members) are
important, as they make and endorse school
policies related to inclusive programs and
practices. However, it's the building level
people (faculty and staff) who have direct
contact with studerds and parents.
Connections and networking are more
frequently made at the lower level.
ACTION STEP 3:
INVOLVE PARENTS AND
CARE PROVIDERS
As a parent of a childwith a disability, you
have the right to demandthat quality
recreational alternatives are made available
to your child, just as they are to other
youth. Indeed, your tax dollars and
charitable contributions (ex, to United
Way) support many programs iike Scouts,
YMCAs; community whcation, and
municipal recreation. You should not have
to "fight the system" to get what most
people have typically takem for granted. In
fact leisure agencies should beheld
accountable if they&ii to offer programs
which include youth witi dhsabiiities.
It is a fact that the responsibility of
providing ieisure services to youth with
(disabilities falls fuii force on family
members and other catvprovideri. And,
while it is appropriate that these individuals
guide the leisun?expcriencea of these
chiidmn, as would any typical mom or dad,
one cagnot expect the entii. leisure
education of the ch~d to take place at home
and only with the 'family'.
This is not how,a typical family
operates, as parents often have the support
and guidance of the neighborhood recreation
director or the coach of an athletic team at
school. Therefore, it should not be the
"norm" for families that have a member
who have severe disabilities.
In order to exereise their rights to more
inclusive leisure setiices, parents and
careproviders need to learn skills which
empower them to understand, access, and
accountable leisure service providers.
Building Awareness
Many parents seem unaware that their
children who have disabilities are just as
eligible to participate in school and
community leisure programs as children
who don't have disabilities. By law, leisure
agencies that serve the general public must
also accommodate persons who have
disabilities.
Parents have been given the perception
that their children are only eligible for
recrcationiil programs designed specifically
for them (ex., adaptive nxreation, Special
Olympics). These programs are considered
to be the best soiution to recreational
involvement for youth with disabilities.
This attitude is perpetuated as parents
continue to be refefred to adaptive offerings
without having any mat choice to have
their child included in alternatives that'
bring them into closer contaM with youth
who do not have disabilities. Parents
usually have a namow choice: adaptive
programs or no progmms. Hardly a choice
at all!
Rather tiyin accepting this "norm" for
youth with disabilities, pairmts can begin
to plan a different leisure future for @eir
chiid. Creating a vision of this future is an
essetitiai first skp. `fhia "future" can be
short mnge (ti@schooi year) or iong range
(once s/lte graduates) in scope.
Complete the form" A Leisure Fu~ for
My Child." Refer to the "Ways I Like to `
Play" and "Recreation Intcwst Survey"
forms you compieted earlier. These will
assist you in creating the "vision" so that it
reflects your child's interests, as well as
you.i values and fhrnily needs. Barriers are
often easy to identify. However, as you
consider ways to overcome these obstacles,
you may wish to consult friends, teachem,
advocates, and Ieisiim staff, who can come
up with c@ve approaches. Remember-
there are many other "key piayers" who can
take responsibility for assuring that
inclusive Ieisti options are available. Be
sure to identify and call on them to assist
you.
A LEISURE FUTURE
FOR MY CHILD
This exercise is to help you look into the future andthink about
the type of activities you wouid iike to see your chiid invoived in.
1. Identify future activities.
2. List current activities.
3. List possibie barriers
4. List possibie ways to overcome those barriers.
Parents and careproviders can.
get involved in these additional
ways as they plan incluslve
leisure futures for their sons
and daughters.
l. You're not in this alone. Join a parent
support group (contact your school). If
there is no group, get together with friends
and form one. If you think you are ready to
influence policies on a systems level, join
a Community Leisure Advisory
Committee, if one exists. Many leisure
agencies have advisory boards. Become a
member.
2. Stop by your local recreation agencies-
tind introduce yourself. By getting to know
one another, sharing the vision, describing
unique chamctesistics and capabilities of
your child, and the benefits s/he can receive
through pmicipation, you can "@pin the
bud" any attitudinal barriers you may be
likely to encounter and "set the stage" for
incluqion. For some, this may be the
only step O eeded to get the child
successfully included.
3. Share the vision with teachers.
Understand how leispre fits into the.child's
lifestyle now and after gduation. Make
sure that Ieisum related goals and
objectives, if an educational priority, are incorporated
into the youth's individual
education plan OEP).
4. Make a thorough assessment of who can
assist your child to be included and
supported in leisure activities. Other fmily
members, neighbors, regular "babysitters,"
and your child's friends and classmates can
be called upon to co-participate in
activities if needed. Acquaintances outside
the family are often willing to help out -
they just need to be asked. If this isn't
possible, determine if funding for personal
care attendants, for example, can support
some community recreation involvement.
5.Keep a current list of other "key players"
- names, agencies, phone - so that you
know who to contact to get further
assistance. Get on mailing lists.
6. Learn the legal and legislative mandates
that insure inclusion. If you confront
resistive systems and staff, know your
rights and who to contact. Contact your
local Arc or disability and state human
rights groups for assistance.
7. If your child cumently attends adaptive
recreation programs, evaluate this
involvement by asking these questions:
-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 grow, develop and enhance
his integration, and inclusion?
-Does 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?"
ACTION STEP 4:
TRAIN LEISURE SERVICE
STAFF
Most leisure agencies recognize their,,
responsibilities in including persons with
disabilities. However, there is considerable
discussion about how best to sqrve these
"special population" group.
Youth with disabilities need
opportunities that not only assist them to
live, learn and recreate IN the community,
but enable them to become a part of the
community. We know that physical
integration is gccuning. How cam we
facilitate social integqtion, as well?
Whether or not youth with disabilities
get a chance to be both physically and
socially integrated in leisure settings and.
programs Rally depends on theagency's -
commitment to accessible services ("we .
will not discriminate on the basis of,
handicaps..."), the allocation of scarce
resoumcs to address the individual's need to
be accommodate the attitudes of leisure
staff who have. the power and autonomy to
determine to what, extent accessible services
and "msonable accommodations" are
considered a priority, and the willingness to
involve parents as critical mwmrces.
Adapted reaeation programs are often
viewed as a panacea that fills the void of
youth with disabilities. Because they have
been perceived to be the only recreational
alternatives for youth with disabilities,
these "special" leisure opportunities ,
continue to be in high demand.
ARE YOU AN EQUAL OPPORTUNITY
RECREATION PROVIDER?
Does your organization:
Consult with community residents who are both
disabled and nondisabled to determine their
interests and needs? i
Plan programs to meet the identified interests and
needa of persona who are both disabled and
nondisabled?
Meet with parents to plan services for chifdren Who
are disabled?
Provide programs in faafities that are barrier free?
Promote your programs to both persons who are
disabled and noncfkabled?
Plan purchases of new equipment that can be used ,
by both disabled and nondisabled participants?
Prepare individuals with disabilities to participate
as independently as possible in all phases of
recreation programs?
Provide volunteer support for persons who need ,
physical assistance in o-der to participate?
Focus on each individual's abilities rather than `
their disabilities?
If you have answered yes to all these questions,
congratulations! You are an equal opportunity
recreation provider,
Source: Focus on Abilities: A Gukle to Including Persons wtih Disabilities
in (Community Recreation Programs. The Ability Center of Greater Toledo,
OH (1988) and the National Recreation and Park Association.
Assuring Access.
There are many approaches leisure staff, in
both school and community leisure
settings, can take to assure access and
inclusion. Some actions include:
1. Do a self-assessment to determine if and
to what extent you currnetly meet the
qualifications of" An Equal Oppomnity
Recreation Providcr " (complete
questionnaire in this section). Review the
findings with other members of your
school faculty or agency staff to determine
specific steps you can take to correct
deficiencies.
2. Provide ongoing opportunities for staff
training on the followhig topics:
Rationale for inclusive leisure:
-benefits for youth with and without
disabilities
-legislative mandates which support
inclusion
-philosophical underpinnings of inclusion
Roles and responsibilities of "key
players:"
-parents, participant, advocacy groups,
schools and various leisure providers
Strategies for inclusion:
-creating "accessible attitudes" among
staff
-ways to attract and support individuals
in programs (publicity, activity
analysis, adaptations)
-evaluating and soliciting feedback on
efforts
-networking and resource development
Recruit trainers from local universities,
advocacy agencies, centers for independent
living, disability rights councils, parent
groups, and leisure agencies.
3. For Schools
Include leisure agency staff on transition
interagency committees, parent support
groups, and other advisory groups which
discuss leisure related issues.
Involve leisure agency staff as individual
education and transition plans are
developed which link students to .
community leisure programs.
Insist that students with disabilities be an
active part of, not a "function" of, school
clubs.
Develop partnerships with community
leisure agencies so that students become
acquainted with and learn to access these agencies.
Schools need to realize that parents, in
particular, rely on tbeir guidance and
support in linking students to existing
extracurricular activities like clubs and
teams. In many communities, school-run
programs are the primary organized activity
for teens. If youth with disabilities don't
get connected to these activities, chances
are that by won't be connected anywhere
else. Schools, then, play a vital and initial
role in advising parents of leisure options
and opportunities.
4. For community leisure agencies:
"Examine your program planning process
for ways to include youth with disabilities
and their families in planning and decision
making, including:
-actively solicit and involve youth and
parents on boards and advisory committees.
-have staff contact places where youth
with disabilities live to survey needs
and interests; get feedback on past
efforts.
-designate a key staff pcrson"to act as
facilitator of inclusive experiences.
-include statements in promotional
Iitcratiwe on policies of inclusion; give
potential participants someone to contact.
-assess architetectural accessibility and
build changes into appropriate agency
budgets.
-involve parents, teachers, careproviders
and others knowledgeable of the student
when designing adaptations and
modifications that promote
participation and inclusion.
-invite parents, persons with disabilities,
teachers and advocates to assist in staff
training tind development.
Community agency staff need to recognize
that a severe gap exists behveen schqol and
community options for teens. They need to
establish additional (or NEW) program
opportunities and leisure environments to
support all youth. Through partnerships
with schools, community agencies can
assist students with disabilities and their
families in finding different aiternadves that
can meet the leisure needs and interests of
these youth. School and community
partnerships can create options like these:
Drop-In Centers
School-sponsored programs in YMCAs
and other community centers
Leisure education and leisure lifestyle
classes through community education
Volunteer and youth community service
activities with charitable organizations
Mentoring of young adolescents by college
aged students
"Leisure Comections" programs which
pair young adults with and without
disabilities to do community-based leisure
activities
In-school scouting programs which link
young teens with and without disabilities
in leisure awareness and social activities.
ACTION STEP: 5
ASSIST STUDENTS TO BE
SELF-ADVOCATES
As it relates specifically to persons with
disabilities, self-advocacy has been defined
as "speaking and acting for yourself...
deciding what's best for you and taking
charge of getting it... standing up for your
rights as a person." (Technical Assistance
for Self-Advocacy Project, Kansas). It can
also mean supporting other persons and
groups of persons to be self-advocates and
to promote self-advocacy.
Disabilities are characteristics that make
a person unique and enhance their
individuality. But self-advocates draw the
focus away from descriptive or diagnostic
labels as they let others know they have the
same needs, inerests, and rights as anyone
else.
Learning and practicing self-advocacy
takes place, on an on-going basis, in the
classroom, workplace, neighborhood,
home, and recreation center. Teachers, CCE
works, parents, friends, neighbors,
activity leader, advocacy agency personnel,
and others are all responsible for promoting
self-advocacy and assisting persons to gain
these skills.
Self-advocacy should become an integral
Part of the transition-aged student's course
of study - both incorporated within, existing
curriculum and developed as a unit of study.
In the former, student should be given
ample opportunities to be involved in
decisions that determine their educational
future, including leisure experiences, and to
make choices among alternatives. In the
latter, students can gain greater awareness
of seif-advocacy issues and practice skills
and behavior for self-advocacy. A sample,
presentation on seif-advocacy would
include:
1. What is "self-advocacy?"
2. Barriers to self-advocacy
3. Video or slide presentation on self-advocacy
4. Role-Playing self-advocacy - being asservie vs. passive or aggressive
5. Self-advocacy related to leisure
6. Local self-advocacy resources
-People First chapters
-Arc's other advocacy groups
-Independent living associations
More and more, persons with disabilities are being presented in a more positive light, not just as "charitable cases" or dysfunctional human beings. Television and popular print media is beginning to show the world that people with disabilities are people first, and need not be limited in reaching their individual potentials because of their disabiltiy characteristics.
Perceptions of persons with disabilities is changing for the better.
ACTION STEP 6:
SHOW THAT "lT WORKS!"
Everyone needs guidance and support to
participate in leisure experiences. Consider
the prospective school softball player. She,
must depend on school staff and coaches to
give her tie opportunity to try-out and
make the team. Parents, friends, and
teammates rdso give suppor, such as rides
to and from practice, feelings of
membership and identity, moraf support,
and so forth. And, by definition, this
"team" must assist one more if a
winning season is to be achieved.
Cooperation, coaching, friendship, and.
continued opportunities and choices are all
measures of support for students wishing to
play softball.
This scenario is in marked contrast to
that which is experienced by persons with
severe disabilities. However; one thing is
constant: the need for some measure of
support. It just seems to be more obvious need for youth
with disabilities.
Support for these youth comes in many
different ways. Indirect support comes as
key players work and plan together to set
the stage for inclusive leisure experiences.
This support comes from the efforts of of
Community Leisure Advisory Committee,
Transition Committees, parent support
groups, and advwacy by Arc representatives
and others. The Community Leisure
Planner, when available, also plays a
critical role here.
Direct support comes from individuals,
such as parents, teachers, leisure staff, and,
again, the Community Leisure Planner,
who dissect the skill and behavioral
demands of a leisure experience and
determine IF, WHEN, and WHAT specific
and individual adaptations and modifications
need to be made to assist a particular youth
to be includti in an activity. Direct support
is the necessary ingredient in assuring that
youth with developmental disabilities are
not just an activity, but are able to be an
active part of the experience.
It is helpful to the person(s) facilitating
youth into a leisure experience to approach
this in an organized manner. The following
is a simple way of thinking about the most
appropriate ways to get youth included in
school and community leisure experiences.
This is precisely the appoach a
Community Leisure Planner can use to
facilitate inclusive leisure experiences for
youth with disabilities."
Let's look at each part of this approach
and then present an example of an actual
effort to include youth with disabilities in a
holiday volunteer leisure experience.
Is This Activity Worth Doing?
(answer from the student's perspective)
1. WHAT'S THERE TO DO? - You
should gather information about the various
Ieisti opportunities that currently exist for
youth and young adults (ages 14-21 years),
Sin& tkse am the activities in which we
hope to include youth with disabilities.
You can do an "inventory" of alternatives
by driving around your neighbdcwd,
looking in the phone directory, reading
your newspapem, contacting the Chamber
of Commerce, and stopping by various
leisurc, centers to pick up program
brochures. It might be helpful to collect
and put infornuition in a 3-ring binder for
easy referemce. Also, taking with oiher
parents and questioning other teens can help
you leant what teens like to do for fun.
2. IS IT WORTH DOING?
Answering this question fmm the student's
perspective helps to affirm interest and
actual ability to get involved. Complete the
checklist "Is This Activity Worth Doing?"
3. VISIT OR CALL - People seem to
be more comfortable when they know more
about the activity - how to get there, where
the activity will be, who's in charge, and so
on. Having the parent and youth visit the
Ieiswe site and staff can ease those fmt day
jitters that are often felt when hying
something new. This is a good time to "set
the stage" with leisure staff in order to
enhance the possibility of a successful and
positive leisure experience for
the youth participant, parent, and staff.
4. WHAT IS EXPECTED? - In this
step, we are to find out what is expected
by leisure staff of all participants in a
particular activity - aree there assumptions
of behavior made by staff, will people dress
in a particular way, will they know who to
ask for assistance, is there a sequence of
events from session to session that
everyone will follow, and so forth. There
are basically two ways to do this "activity
analysis."
a. Ask the staff person or instructor what a
typical session looks like from the
moment the participants walk in the door
to the time they leave.
b. Go and observe any number of people
who are using a particular leisure
environment and gain some general sense
of how most people access and use the
environment.
List step-by-step, how typical persons .
enter, use, and leave a leisure activity or
setting. Use the "Activity/Comparative
Analysis" form in this guide.
If we are expecting youth to learn how to
act appropriately within inclusive settigs,
then we must reference their learning
opportunities against skills demonstrated
by persons without disabilities.
5. WHAT CAN THE PERSON DO
NOW? - This step asks us to com~
"what's ex@ected" against skills and
behavioxs the particular youth already has.
It is often assumed that if the youth has a
disability, she will not have the skills
needed to participate independently in the
activity. CAUTION: This is an "all or
nothing" approach that assumes that if the
youth doesn't possess M the leisure skills,
S/he will get nothing out of the experience.
It denies that the leisure experience comes
in many different forms (remember reading
the fnt sections of this guide?). Some
participation in inclusive settings,
regardless,of extent, is better than continued
isolation in segregated programs, or wome
yet, no participation. If the youth can do
something, anything, give them that
opportunity!
6. WHAT EXTRA SUPPORTS
ARE NEEDED? - This is where
creativity and active problem-solving
results in inclusive leisure experiences.
After comparing "what's expected" with
"what can the person do now," you decide
to nurture and reinforce the parts of the
leisure experience the youth can donowand
only plan adaptations, modifications, and
additional supports in those skill areas left
to be learned.
7. WAS IT A SUCCESS? - It is
important for parents, teachers, and leisure
staff to monitor and evaluate efforts made
to include the youth in an activity. When
done on an ongoing basis, necessary
changes can be made to enhance
participation that address concerns raised by
parents, staff, and participants, as well as
help to reduce, or increase as necessary,
levels of support to the youth. Everyone
gets a sense of how things are working out.
The results:
"They did a super job and
got much accomplished! We
want to invite them to a
(volunteer recognition)
luncheon ..."
Volunteer Coordinator
"The students worked hard and
got a lot done." "I liked working
with the students with
disabilities."
Agency Program Coordinator
"It was a good thing to do. It's
nice to know that the agency
has respect for him and his
ablllties."
"It was good!" (my son said) "I
want to help out the poor
people and share things." It
made hlm feel good."
"(l was) surprised and amazed
that there was something
(my son) could actually do."
Parents and Careproviders
Reactions from student
volunteers, with and without
disabilltles, were laced with
pride, excitement, boasts, and,
In some Instances, an
expressed Interest in doing this
again. Student volunteers were
glvert cetilflcates at a
recognition luncheon for all
volunteers who participated.
Community Leisure Planner
8. WHAT'S NEXT? - You might want
to begin to plan the next leisure experkmx
for the youth. Learn from this effon build
on it, and make any changes that are
necessary. Not only look at the direet
supports needed to include the youth, but
also consider any additional indireet
supports (training, advocacy, ete.) that can
enhance the experience next time.
IN CLOSING
When key people get together to
share and work toward a
common vision of inclusion,
many successes result. Perhaps
it is one or another individual or
group of individuals who serve
as the catalyst and instigator of
change. Still, it is the collective
efforts of many who must gather
their personal and professional
resources if changes are to
become permanently woven into
the fabric of our communities.
Many key players see a part of
the vision. But, they need your
direct support and involvement if
full inclusion is to become a .
reality . It is time to decide
what role you'll want to play as
we plan, together, for the leisure,
future of youth with disabilities.
Good luck, and best wishes!
Scola fun Futures
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 these 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.
Physical fitness, health and wellness can be improved.
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 typical 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 setting 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.
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 special 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's understandable that for initial peace of mind you may wish to enroll your child in a program labeled "adaptive," because your 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" and usually have an unfaltering commitment 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 opportunities. This would allow practice of skills, plus enhance integration and 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.
Consider:
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 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 simple lack awareness, understanding and appreciation of persons with disabilities. It is the responsibility of the provider agency to inform instructors of f 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 basal 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 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 are doing for fun. Make a list of facilities - and programs available in your . 1 neighborhoods and surrounding community. Take yqurchild to visit lots of different leisure settings and gauge his response ~d 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.
Here are some tips to consider:
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 learned interests.
"Tune in" to 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 1 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 rue interested in enrolling your child in the program, you must now decide 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.
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 limites; 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 approached 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 Co-participants of the activity to arrange
Check with community organizations such as Lions Clubs or 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. YMCA's, 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 announcement 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 J hygiene, paying. attention, etc., Who will provide this support if 1 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 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 m 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 lntegration, 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
