PROMOTING INCLUSION IN RECREATION AND LEISURE ACTIVITIES

Promoting Inclusion in Recreation and Leisure Activities



Promoting Inclusion in Recreation and Leisure Activities

Introduction

Recreation and leisure activities are a critical dimension of the quality of life for all people, including those with developmental disabilities. There are a vehicle through which people have fun, meet new friends, and develop skills and competencies. Yet, traditionally, recreation/leisure activities are given low priority as an area in which support and assistance are provided. Many people are still limited to segregated recreation and leisure choices. When other opportunities are offered, they often involve taking groupings of people with disabilities to large public settings (e.g., malls, theaters, restaurants), while very little support is offered for individualized participation in community settings that offer greater opportunities for social connections and relationships. While not all people with disabilities need support to participate in recreation and leisure activities, others, particularly those with more severe disabilities, may not have any access to integration recreation and leisure unless supports are available.

Discussion

he recent past, an increasing number of human service agencies have been placing an emphasis on supporting children and adults with disabilities in a wide range of community recreation/leisure activities and settings, on an individualized basis. At the same time, more community organizations and settings have opened their doors, in inclusive and supportive ways, to participants with disabilities. This information package highlights some of these efforts. It includes a brief overview of key issues in supporting people to be involved in integrated recreation and leisure, including: identifying interests, identifying community resources, support strategies, facilitating friendships, and collaboration between human service and community organizations. This overview is followed by copies of selected articles describing examples of inclusion in recreation/leisure activities and discussing issues related to this. Finally, the packet contains an annotated bibliography.

Identifying Interests: Getting to Know the Person

In figuring out how best to assist a person to become involved in recreation and leisure activities, it is important to begin by getting to know the person (Walker, 1994; Walker, Edinger, Willis, & Kenney, 1988). This involves spending time with the person, and possibly with others who know him or her well, in order to learn about the person's family; his or her background; experiences; racial, cultural, and/or ethnic identifications; customs; traditions; strengths; likes or dislikes; and so forth.

Some people will have had very limited opportunities to try a variety of activities in different settings with different people. Families may be hesitant about inclusion because of past experiences in which there was inadequate support either for physical participation and/or for social interactions and relationships within the context of participation. Based upon past messages from professionals, families may worry that their son or daughter will have nothing in common with peers without disabilities. Some individuals with disabilities may have difficulty communicating ideas about potential interests. Thus, exploration of interests takes time, exploring and trying out different activities and settings.

Over time, however, one can begin to "discover interests" of a person which might be further developed or pursued through recreation ...