Previous Article / Return to Table of Contents

Resources for Further Information

• The Inclusion Notebook: Recreational Opportunities Issue (Winter 2003). A 12-page newsletter issue focusing on involving children with disabilities in recreational activities. Includes pull-out page on how to make accommodations for children with disabilities in recreational activities. Available from the A.J. Pappanikou Center for Developmental Disabilities, University of Connecticut, www.uconnced.org or 860/679-1500.
• National Center on Accessibility (www.indiana.edu/~nca). A collaborative program of Indiana University and the National Park Service, the center promotes access for people with disabilities to recreation through offering technical assistance, resources, and training. Online resources include full-text monographs on topics such as activity adaptation, and making trails and campgrounds accessible.
• Institute Brief: Recreation in the Community (vol 1, no. 1, 1999). A publication in the Institute Brief series from the Institute for Community Inclusion (UCEDD), Boston. This brief shares successful strategies used by community recreation providers to increase inclusive recreation opportunities for all. It includes checklists on outreach and advertising, activity modification, staff training, challenging behaviors, and encouraging friendships, among other topics. Available online at http://archives.communityinclusion.org/publications/text/ib12text.html.
• North Carolina Office on Disability and Health Web Site (www.fpg.unc.edu/~ncodh). The site promotes the health and wellness of people with disabilities, and offers a range of publications on topics including strategies to make health clubs and fitness facilities more accessible, and a step-by-step guide for individuals with disabilities to use in making personal recreation plans.
• National Center on Physical Activity and Disability Web Site (www.ncpad.org). The center, a collaborative effort of the University of Illinois at Chicago, the Rehabilitation Institute of Chicago, and the Indiana University National Center on Accessibility, believes “exercise is for EVERY body.” The Web site provides resources that support people with disabilities becoming as physically active as they wish. It includes stories, articles, resources, monographs, and a monthly e-mail newsletter.
• Yes I Can Social Inclusion Program (1997). By B. Abery et al. A 20-module curriculum fostering the social inclusion of junior and senior high school students with disabilities through shared classroom and recreation activities with peers. Available from the Institute on Community Integration, University of Minnesota, 612/624-4512, http://ici.umn.edu.
• Barriers to Inclusion of Volunteers with Developmental Disabilities (2003). By K. D. Miller, S.J. Schleien, and L.A. Bedini. Journal of Volunteer Administration, 21(1), 25-30. An article presenting results of a national study exploring the prevalence of volunteers with developmental disabilities in nonprofit agencies, and the perceived barriers to and benefits of their inclusion from the perspective of volunteer coordinators. Proactive strategies are proposed for improving the inclusion of volunteers with disabilities.
• A Community for ALL Children: A Guide to Inclusion for Out-of-School Time (2000). By K.D. Miller and S. J. Schleien. A guide providing an overview of inclusion and practical strategies for including children with disabilities in out-of-school time activities. It is useful for family members, teachers, recreation professionals, and community agencies. Published by the North Carolina Division of Mental Health/Developmental Disabilities Section and North Carolina Division of Child Development. Available online at http://www.nc4h.org/afterschool/communityforall1.pdf
• Camp Abilities Web Site (www.campabilities.org). The Web site of Camp Abilities, a developmental sports camp for children who are blind, deaf-blind or multi-handicapped, includes extensive information on how to teach children with visual impairments in physical education settings.
• Project INSPIRE Web Site (www.twu.edu/INSPIRE). The Web site of this project at Texas Women’s University includes teacher-to-teacher suggestions for teaching physical activities such as volleyball, gymnastics, soccer, basketball, dance, and weight training to K-12 students with disabilities, along with extensive disability-specific descriptions of aquatic activities.
• Strategies for Inclusion (2002). By L. Lieberman and C. Houston-Wilson. A book describing how to include children with disabilities in inclusive physical education classes. It includes modifications and assessments for 38 units of instruction in the inclusive environment. Available from Human Kinetics, 800/747-4457, www.humankinetics.com.
• How to Select an Age-Friendly Fitness Facility (www.icaa.cc/checklist.htm). The International Council on Active Aging has created a comprehensive checklist to help seniors compare and rate fitness facilities and choose ones that meet their needs.
• American Alliance for Health, Physical Education, Recreation and Dance Web Site (www.aahperd.org). The site includes wide-ranging resources related to recreation for persons with and without disabilities.

Top

Previous Article / Return to Table of Contents

__________

Citation: Gaylord, V., Lieberman, L., Abery, B. & Lais, G. (Eds.). (2003). Impact: Feature Issue on Social Inclusion Through Recreation for Persons with Disabilities, 16(2) Minneapolis: University of Minnesota, Institute on Community Integration. Available from http://ici.umn.edu/products/impact/162.

__________

Hard copies of Impact are available from the Publications Office of the Institute on Community Integration. The first copy of this issue is free; additional copies are $4 each. You can request copies by phone at 612-624-4512 or E-mail at icipub@umn.edu, or you can fax or mail us an order form. See our listing of other issues of Impact for more information.

The print design version (PDF, 500 K, 32 pp.) of this issue of Impact is also available for free, complete with the color layout and photographs. This version looks the most like the newsletter as it was printed.

The University of Minnesota is an equal opportunity employer and educator.