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by Linda Heyne and Lynn Anderson
Sarah, age 6, watches a group of children on the playground and is unsure how to play the game or join the group. Tracey, age 10, sits alone during lunch, while her classmates sitting nearby make plans to go swimming after school. Conrad, age 17, wants to get in shape but isn’t sure where to go to work out, how to get there, or with whom to go. These situations illustrate just a few of the challenges that students with disabilities and their families face that can be addressed through therapeutic recreation services.
Most people agree that having time to recreate and use one’s free time in meaningful ways is essential to a healthy, well-balanced life. Indeed, some people believe that satisfaction with one’s leisure participation is essential to one’s overall satisfaction with life. Recreation has been recognized as an important curricular area for students with disabilities for over two decades. And school and community recreation personnel have acknowledged that recreation skills, similar to academic and other life skills, require systematic instruction or they will not be learned (Schleien, Meyer, Heyne, & Biel Brandt, 1995; Heyne & Anderson, 2004; Bullock, Morris, Mahon, & Jones, 1992).
Despite growing awareness of the importance of recreation instruction for students with disabilities, few school staff and parents are familiar with the discipline of therapeutic recreation. Nor are they aware that therapeutic recreation is a related educational service in public schools, and any child who receives special education services is entitled to it. Consequently, few students receive leisure education at school, and many social and emotional needs go unmet.
Therapeutic recreation is the purposeful and careful facilitation of quality leisure experiences and the development of personal and environmental strengths, which lead to greater well-being for people who, due to illness, disability, or other life circumstances, need individualized assistance to achieve their goals and dreams (Anderson & Heyne, 2011). Therapeutic recreation specialists work in a variety of community, clinical, and residential settings and support people of all ages and abilities in meeting their goals and aspirations related to leisure and wellness.
A unique aspect of therapeutic recreation is that freely chosen, motivating recreation activities are used to support the participant in meeting his or her goals. Further, therapeutic recreation focuses on the whole person across all the dimensions of human well-being: social, emotional, cognitive, physical, and spiritual.
Therapeutic recreation has been authorized as a related educational service ever since the Education for All Handicapped Children Act was passed in 1975. With every reauthorization of the subsequent Individuals with Disabilities Education Act (IDEA), recreation has been reaffirmed as a related service. One of the primary purposes of therapeutic recreation in schools is to help students learn to use their leisure time constructively and in ways that improve their overall quality of life. Section §300.34(c)(11) of IDEA identifies four specific aspects of recreation as a related service: (1) assessment of leisure function, (2) therapeutic recreation services, (3) recreation programs in schools and community agencies, and (4) leisure education (National Dissemination Center for Children with Disabilities, 2010). Those can be described as follows:
Learning to interact with others in recreation activities can lead to numerous social and emotional benefits for students with disabilities, including:
Social and emotional gains through recreation can also help lay the groundwork for improved learning in academics and functional life skills. As children with disabilities feel better about themselves and feel more connected with their classmates through recreation, they become more receptive to learning in other important life areas.
This article opened with three situations that represent challenges that students with disabilities often face related to recreation and socialization. Sarah was unsure how to join a playground group, Tracey wanted to be included in her classmates’ after-school plans, and Conrad hoped to improve his physical fitness but wasn’t sure how to go about it. In all three cases, a therapeutic recreation specialist would conduct a comprehensive assessment of the student’s recreation interests, abilities, and strengths to develop relevant IEP goals and objectives. The assessment process would involve consultation with family members and appropriate education personnel. For instance, the therapeutic recreation specialist could consult with a speech therapist to support Sarah and Tracey’s communication and social skill development. Conrad’s transition team leader could provide input on teaching Conrad to use the facilities at a gym and to take public transportation there. Families could identify potential recreation partners from the neighborhood who might share similar interests with their children. Therapeutic recreation services might also teach all three students appropriate social skills during recreation such as greeting others, starting a conversation, cooperating, listening to others, or being a friend. Playground supervisors and lunchroom staff could help facilitate interactions among students. A buddy system or “lunch bunches” could be established to provide companionship during lunchtime and snack periods. The therapeutic recreation specialist could also explore recreation options in the community. Sarah could join 4-H, and Tracey could become a Girl Scout. Conrad could learn to take the bus to the YMCA with a friend from the neighborhood. All three students could connect with parks and recreation programs, nature centers, camps, faith communities, and other public programs and facilities to explore their recreation offerings.
Therapeutic recreation specialists are often the ones to connect-the-dots to facilitate home-school-community linkages. With careful planning and collaboration, many lifelong skills can be nurtured through recreation.
Anderson, L., & Heyne, L. (2011). Therapeutic recreation practice: A strengths approach. State College, PA: Venture Publishing.
Bullock, C., Morris, L., Mahon, M., & Jones, B. (1992). School-community leisure link: Leisure education program curriculum guide. Chapel Hill, NC: The Center for Recreation and Disability Studies.
Heyne, L., & Anderson, L. (2004). Therapeutic recreation in schools: An underutilized service. TASH Connections, 30(5/6), 12-15.
Lawson, L., Coyle, C., & Ashton-Shaeffer, C. (2001). Therapeutic recreation in special education: An IDEA for the future. Alexandria, VA: American Therapeutic Recreation Association.
National Dissemination Center for Children with Disabilities. (2010). Related services. Retrieved 6/1/11 from http://nichcy.org/schoolage/iep/iepcontents/relatedservices#recreation
Schleien, S. J., Meyer, L., Heyne, L., & Biel Brandt, B. (1995). Lifelong leisure skills and lifestyles for persons with developmental disabilities. Baltimore: Paul H. Brookes.
Linda Heyne is Associate Professor in the Department of Recreation and Leisure Studies, Ithaca College, Ithaca, New York. She may be reached at firstname.lastname@example.org or 607/274-3050. Lynn Anderson is Professor in the Department of Recreation, Parks and Leisure Studies, State University of New York (SUNY), Cortland. She may be reached at email@example.com or 607/753-4942.
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Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/241). Citation: Palmer, S., Heyne, L., Montie, J., Abery, B., & Gaylord, V. (Eds.). (Spring/Summer 2011). Impact: Feature Issue on Supporting the Social Well-Being of Children and Youth with Disabilities, 24(1). [Minneapolis: University of Minnesota, Institute on Community Integration].
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