ERIC ED339183: Fun Futures: Community Recreation and Children with Developmental Disabilities.

9 Pages·0.6 MB·English

by  ERIC

DOCUMENT RESUME
EC 300 794
ED 339 183
Ray, Tip; Meidl, Diane
AUTHOR
Fun Futures: Community Recreation and Children with
TITLE
Developmental Disabilities.
Arc Ramsey County, St. Paul, MN.
INSTITUTION
Minnesota Governor's Planning Council on
SPONS AGENCY
Developmental Disabilities, St. Paul.
Jan 91
PUB DATE
MGPCDD-17620; MGPCDD-18137
CONTRACT
NOTE
16P.; Hest copy available.
Guides - Non-Classroom Use (055)
PUB TYPE
MF01/PC01 Plus Postage.
EDRS PRICE
Accessibility (for Disabled); Adolescents; Children;
DESCRIPTORS
Community Programs; *Developmental Disabilities;
Leisure Education; *Normalization (Handicapped);
*Parent Role; *Recreational Activities; *Social
Integration
ABSTRACT
This booklet attempts to answer commonly asked
questions of parents of children with developmental disabilities
about how to get children active in community recreational
activities. The questions focus on accessing recreational activities
and settings that include children both with and without
disabilities. The booklet notes requirements of federal and state
legislation that programs and settings be open and accessible to
rarsons with dizabilities. Parents are encouraged not to limit their
children to adaptive or special recreation programs. Examples are
given of combininc: segregated programs with more inclusive leisure
experiences. Parents are also urged to use the child's chronological
(not mental) age as a guideline in selecting appropriate activities.
Parental communication with program staff is stressed. Reasonable
expectations of staff and transportation arrangements are also
discussed. Contacting other service professionals, agencies, and
advocacy organizations is also recommended. (DB)
*********************************************A*** ****** ****************
Reproductions supplied by EDRS are the best that can be made
from the original document.
A
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COMMUNITY RECREATION
AND
CIMDREN WITH DEVELOPMENTAL DISABILITIES
FUN FUTURES
by Tip Ray
Diane Meicli
Arc Ramsey County
425 Etna Street Suite 35
St. Paul, MN 55106
copyright 1991
**PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
7-
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER {ERIC)"
BEST COPY All
have km made
In tecent yei.us, many Mons
of cimmumity
to improve accessibility
and local
recrcatkm services. Federal, state,
Chpdren love to plap.
services
laws assure drat kisiur-related
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also be
piovided to the public-at-huge mum
their play.
grpw an0 develela.
with disabilities.
niade availahk to persons
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(*anent human service perspectives suppin
Play helps them tp- get along vvith
inclusirm of persons with developmental
rhool pnc! Irt their!'
children and adulti
life. Schtwils
disabilities into an aspects of
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becoming integrated. Patents
ate increasingly
leinifoiho they
neighboriroodi.
!hat their children, who are
are realiting
their
'are, helping them to understand
included in regular schtiol settings, Mist
play with
have opptwhmitics to meet and
dynamic
place within diverse and
hours. As a
classmates during non-school
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demand for
result, then. is an increasing
Communities.
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pogramming hi
commtunty recreational
Many pacents irony Aat theiti,rith*
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include persons with developmental
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accessible
becn shown. time and again. that
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recreation settings and pmgrams ge not
atter-School
be around other iiids
beneficial to
ieasible. but can bc mutually
programs, such as sporKpiqyse'clubs
panicipants, both with and without
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development
started and nurtured leafing to
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children With
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appreciate the capacities of persons
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People develop better self 'unwept
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self-esteem.
aciesi
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learn from
will focus On. howi
Hy taking risks, people
thereby
failures, as well as successes.
setting's which include 'tio,th:ottikiren
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enhancing per-swot growth and
not
disabilitifis. Th4 assjimptiori,*
People can be seen as atypical-,
and without
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Persons without disabilities can !wive
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Physival fitness, health and wellness
Even though yon ale referred to adaptive or
be improved.
special recreation pmgrams. you are under no
Leisure skills development
can enhance
obligation fo enroll your child in thew.
job performance and community ad;ustment.
Many Owls and community ret-reation
leading to independence, productivity and full
agencies oiler programs ik'signed specifically
inclusion.
for persons with disability. It is believed Mat
by gathering specialited resources (gal 1,
adapted equipment) at a few !cisme sites oi
Parks and recreation agencies, YMCAs,
by limiting programnUng to agency "dowu
scouts, community education, 4-H, schools
times: the leisure needs of perslins with
and community centers are the typical
dimbililies can best be wt. This, of course,
agencies that offer a range of leisure
presumes that persons with siimlar disability
opportunities to the public-at-large. These
labels (mental retardation, autism) all have
agencies usually offer their rearatimal
the same types of leisure needs end interests,
programs at times convenient to the general
iocluding the need for specialired mall. and
public, i.e. after school
or work. on
eqMpment. These practices also send out a
weekends, and during vacation times. Call
contusing message that may only funkr
and they will give you information
on their
isolate your child and foster depemlence.
programs. Be sure to get on their mailing
Beware! The choices you and your cluld have
beecime severely limited when special
No! Even though most were designed for
recreators identify, for you, a "selection" in
children who donl have disabilities, all
options that may or may not fit your child's
programs and settings must he open and
needs, learning styles, lifestyles, or interests.
acres:able-to persons who have disabilities
according to various state and federal laws
Not necessarily. lf carefully plaimed and
and legal guidelines. I'm example. PL 94-
facilitated, even children with the nuist
142 regulates access to sehool sponsored
severe disabilities can he successfully
recreation activities (clubs. intramural
included in programs and settings with
spons, exuacurricular activities). Other laws,
children who do pot have divabilities. It is
including the newly enacted Americans with
undersiandahle that for initial peace of in ind
Disabilities Act (ADA), assures
access to
you may wish to enroll your child in a
other community recreation envinmments.
program labelled "adaptive: because you
The convern really is that most school and
may feel that the staff have the necessary
leisure agency staff lack the training and
sensitivity and programming skills to
skills to iffectively include children with
involve your child. However. deal
developmental disabilities in
more than just
underestimate the skills of the "regular"
a select few programs. This is changing as
staff. Mast have years of experience working
staff are beginning to get the
necessary
with diverse, challenging children who do
training, as well as receiving technical
not have disabilities. While these
assistance to make their services
more
professionals may not be running actual
accessible.
programs for people witb severe disabilities,
they may have 3 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
5
2
3
it is important that you spout tune
wreath* staff personally so that you may
with the recreation staff to acquaint them
have a more cOmplete understanding of how
with the interests, needs. anti cambilit its (a
they can best med your child's kisure
your child. Many myths and stereotypes
needs.
about prisms with disabihties are
perpetuated because people lack awareness,
Another option you might consider is to
understambng and appreciation of persons
combine enrollment in adaptive programs
with disabilitk.s. It is the responsibility of
with participatical in typical recreational
the provider nency to inham iustrudois ot
oppmunities. This would allow practice of
policies of nondiscrimination am!
skills, plus enhance integration and
accessibility. Advocates and invents can
relatioaship buikkg with nonhandkapped
ptovide needed awaremot otientation
persons. In fact ii time properly, some
iusuructitmal stall. Other participants in the
segregated programs might serve as effective
program can bc educated, as well. If teasing
stepping-stones to more inclusive leisure
or mocking behaviors do occur, instructors
exicriences.
will know how to redirect relationships In a
more positive way. Teasing is natural for
Receiv ing'1: I instructkm form a dance
socialization to occur among children. It is a
therapist and using the skills learned at
way of testing limits, personal feelings and
school dances.
understanding of others. While it is normal,
Join the after-schod adaptive bowling
it is never easy for the parent or child. But.
program and signing up for the employee
the recreation staff is trained to help make
league bowling tournament.
crnain that retationships between
Attending adaptive leisure education
participants is lot a cause fOr concern. Share
classes through community education and
your feelings with staff and maintain an
applying skills learned to sign up for a
open line of comnumication.
woodworking class the next session.
Competing in Special Olympics swim
Absolutely! However, it takes a teceptive.
meets and joining a local YMCA in order to
flexible and motivated instructor, along with
practice and cross-train.
other treative, imaginative people to anive
at modifications and adaptations that enhance
if your child is cunrendy enrolled in adaptive
the recreational experience particular to your
recreation programs, take time to evaluate
child. All children are unique and require a
this involvement and start to make any
specific approach that recognizes this
.
needed changes.
uniqueness and individuality. Your child
differs only in the ex:ent and level of support
Does this program teach my child skills
needed. However, he certain that adaptations
that can be applied in "real life" situations?
are made based upon the actual needs of the
Is my child learning skills that make him
child, rot based wain arbitrary ciiteria such
less dependent on parents and others?
as the disability label the child bears.
Does this program serve as a "stepping-
Adaptations shoukt be designed to support
stone" to opportunities that will help the
the child's participation in the activity and to
child to grow, develop and enhance his
enhance success and enjoyment. Adaptatkuis
integration and inclusion?
can be Iv simple as rearranging furniture to
Is what he's doing here enhance his
'
accommodate a wheelchair or changing the
acceptance, value, and appreciation among
rules of the game, to having persons
his peas?
available to provide more intensive one to
Does my child really like being at this
one assistance. You and the staff are only
activity? Is he really having a "good time?"
4
limited by your imaginatkra and willitignesF
Oftentimes, you can get the inlormation you
to search for sohuions. Think of others who
need off the registration form in the
can make suggestions, then invite them to
iteration progiam guide the leisure agency
join you in coming up with creative
publishes. Call or stop at the agency to get a
solutions.
copy. Sometimes, though, the information
you need isn't as complete as you would
Asking your child directly is a good place to
like. Be sure to I-md otu at least the
start. If his leisure experiences have been
following:
limited to only a few activities or take place
Times. dams - do they lit your schedule?
mostly at home, or lv is unable to
Any costs to you? (fees, equipment.
communicate specific preferences to you,
supplies)
you will wed to make ebest guess" in his
Age limits for participants. Are kids my
behalf. Simply view what other kids bit agc
child's age tegistering?
are doing for fun. Make a list of facilities
Coinpkte program description. What are
and prawn's avail. le in your
the expectations or participants?
Any special equipmentiapParclimaterials
neighbcshoods and surrounding community.
medal
Take your child to visit lots of different
Number of staff to niau'oer of participants.
leisure settings and gauge his response and
Experience of staff.
interest. If choosing for Ito child, fry to
Pmvision of transportation (if required).
relate your choice to a known interest of the
Availability of financial assistance
child. For example, if your child enjoys
(if needed).
rhythm instomients (maracas, tambourine)
look for programs that introduce participants
to folk music. If your child is more alert
Gathering this information helps you decide
if the activity is *worth doing* and mists
when outdoors, the local nature center is an
you with decisionmaking and planking
excellent place to go.
concerning your child's involvement.
Use the child's chronological (actual) age,
If you are interested in enrolling your child
not mental age as a guirkline. Age
in the program, you must now decide if it's
appropriate activity involvement aids
important to discuss with staff the unique
positive perceptkms of the child and
characteristics or your child. In some
enhances acceptance and inclusion.
instances, the presence or absence of a
Talk to the child's teachers, friends,
disability is irrelevant to whether or not the
classmates, sNings, cousins and others
child can successfully participate in the
close to the child for infonnation on leisure
program. At these gates, you can decide not
interests.
lo share this information. It's up to you.
"Ilme-in" to the child's expresskais to find
HOWever, it) SOilic cases, it seems quite
out interests.
helpful to Orate these characteristics with
Let your child make choices. as silie is
staff to be certain that appropriate
able, allowing them to act independently and
considerations be made to accommodate your
to learn the consequences of the decision.
child. This can enhance their participation in
Try new things; take risks. You may not
and enjoyment of the activity. In fact, this
think the letivity would be fun but your
might be an effective way to "seu the stage"
child will!
for positive and ongoing communication
between you and staff, leading to other
inclusive leisure experiences.
6
9
Share dr attitudes you have regarding your
copanicipants of the activity to arrange
child. For example: treati
your child tw
chrpoolg
they would others hitaber own age;
Check with community organizations such
eRnecting himiher to be as independent as
as Lions Clubs and similar fraternal and
ponible; encouraging others to interact with
charitable organisations. They may be able
your child; suppirting and assisting only
to provide funds to purchase accessible vans
when necessary; encouraging
and tsusex
accomplishinents; and so on.
Discuss with teachers the possibility of
Provide specific information such as: your
teaching your child how to use public
child's strengths and limits; types of
tiansportation.
assistance that will be necessary for your
chit* specific activiticx that are appropriate;
Most programs set up to serve the general
how your child communicates; pertinent
public usually have some financial support
medical information; and any other unique
available to reduce memberships, actively
characteristics that may effect your chiles
fees, and similar costs. YMCAs, community
participation.
education, parks and recreation are examples
Finally, share specific teaching tcclmiques
of agencies that provide full or partial
and ways of adapting activities. You may
scholarships (dependent on the fumes they
want to recruit the help of your child's
have available for this). Don't be afraid to
teacher, therapeutic recreatitm
ask! Yon may need to have an interview and
specialistkonsuftant or other related services
disclose your financial situation (privately
staff to help you discuss this infonnation
and confidentially) before you are awaided a
and best ways lo incorporate it within the
scholarship.
recreation activitY.
Look for low or no-cost recreational
Leisure agencies assume that parents or other
alternatives. Often these are listed in:
family members will transport their children
newspapers, community bulletin larauls,
to and frem recreational activities. This is a
public service annmmcements, and Chamber
.
usual practice for families until such time as
of Commeice/Office of Tourism handouts;
children are abk to get to activities
Call your local ARC. They may have a
themselves. You will need to assume dns
listing of optioas;
responsibility, as well. However, if
Agree to volunteer or assist in other ways
circumstances prevent you from providing
in exchange for reduced fees;
transportation, several approaches can be
Approach fraternal organimtions and similar
taken:
groups as sponsors to fund people to go on
Contact the school or leisure agency to
trips and outings. (Be willing to do a
find out what kends of transportation they
presentation to the members of the
.
provide for school-aged participants.
sponsoring group);
Contact public transportation
Assist in writing grant proposals to get
organizations to determine availability of
funds to support systems changes that will
buses and taxis which Cala to the needs of
increase access to leisure oppornunties.
persons with disabilities:
Check with public assistance agencies to
determine availability of and eligibility for
!Mancini assistance to support public
transportation of children with disabilities;
Talk with neighbors, friends and
8
11
12
9
you cianmunicate with the leisure staff
Oftentimes, it is immediately assumed that
throughout the activity.
if a person has a disability, another adult is
of what your
memory. In order to he certain
More rad more leisure agonies we learning
child really needs, take a close hark at the
ways to include children and youth a ith
activity to see what is expected of all
developmental disabilities in programs and
participants. Compvare your child's abilitii,s
settings alongside kids without disabilities.
the
to these. if there are certain aspects of
These and a number of social service
activity that your child cowl perfonn
agencies ate hiring personnel who have the
independently or with appropriate assistance
skills necessary to include an kids in
fmm the inontclor, then decide die actual
recreation.
that an
supports needed. You may Tmd
additional person is not needed.
I. Contact the sniff directing programs at
the site where yourchild wishes to play.
In die event that another person is needed,
Assume your child will get the support ttral
don't expect instruc:ors to take time away
wad:nano they nod from these persons.
from working withothers to speod extra
Offer aa &nisi, as needed, to make it work.
time with your child. In this rase, it is best
2. Contact the special needs coordinator,
to wotk together to identify this person so
adaptive recreation director, or similarly
that your child can participate. As the parent,'
titt'd person within these leisure service
primary responsibility
you will need to take
agencies. They will have ideas about
should look to
to identify this person. You
programs and apprmiches that will assist
people in your neighborhood (child care
your child's participation.
providers, neighbors, classmates) who know
3. Contact your local advocacy organization
the child. Recreation and advocacy agencies
(Are, UCP. Autism Society) to see if they
sometimes have volunteers from whom to
have staff who can help facilitate inclusive
draw. There are also volunteer agencies who
opportunities.
the program.
can icier persons to you or
4, Contact classtoom teachers, special
Stutknts from local universities van also be
education coordinators, and other school
recruited. However, instmclors and co-
personnel for their suggestions about
participants are capable of providing some
resources. Many school districts have
reminders,
supports such as giving helpful
interagency transititm committees who are
helping someone with their jacket, anti
addressing leisure and recreation issues.
assisting persons during some pans of the
S. Join (or sum!) an advisory group to
activity. Regardless of the level of support,
discuss strategies for inclusive school and
opportunity to
your child should have every
community recreation. Share your vision and
learn so to becrune more independent in this
perspetctives to mute equal recrouional
and other =motional activities.
opportunities for your child and others.
Periodically, check on how things arc going
and assist with making changes, if
such as: is your
necessary. Evaluate things
child participating and if it needs to be
increased; are the adaptations working; is
laughing,
your child having fun (smiles,
interacting with others); is there enough
supervision (not too much or too little): is
becoming more
your child learning and
independent In the activity. It is critical that
11
13
14
ost-
0,
Guide
SCOI A I eistite Activity Fun
Paul, MN 14J1
Arc Ramsey County. St.
activdies of SCO1 A.
This guide highlights the
ihisbooglet to the many
that addresses the
We wish to dedicate
a grant-funded program
wiipaw
had
pments, students with
developmental
leisure needs of youth with
,)
resat:allies, teisure provideis, and on...ft
Activities in
disabilities ages 1421 years.
its developii,eil!
and community
;.1-114.1s4 wfici contributed to
support of inclusive school
perspecrims on
bit sftuing their vision and
MPTit
recreation include: parent empower
ini.kr,ive recreation
training, technic...1i
training, self-advocacy
leisure service
assistance and training of
and
providers, coalition building,
FREI. copy.
demonstration efforts, For a
calf: 1-612-778-1414.
Persons Wan
Community Recreation and
S 3
Strategies For Integration.
H. Smokes
Schleien and M.T. Ray, Paul
($25.95)
Publishing, Inc. 1988.
to include
This book details a process
into a wide range of
persons with disabilities
k's audience
community leisure services.
pioviders, parents.
iircludes leisure service
To obtain a copy,
teachers, and advocates.
call: 1-800-638-3775.
through
'This publication was funded in pan
number 18137-
grant number 17620 and
Guide to Adapted I i.isure
Fun (or Everyone A
Devebpmental
under provisions of the
With Disabilities
.
Activities for Children
100-146).
Disabitilies Act of 1987 (P.L.
MN 1990
AbleNet, Inc., Minneapolis,
document does not
; Content of this
ageasvoliii.th.
($20.00) A handy guide to
reflect the position or policy of
; necessarily
selection tot school
and functional activity
the Governors Planning Council on
banely,
Striws ways to adapt
age children.
Developmental Disabilities nor that of the
technology.
operated toys with simple
State Planning Agency.
and resource tr.i!,
7
Examples, alories, ideas,
obtain a copy, call:
are included. To
1-800-322-0956.
Presented by:
SCOLA. of Atc Ramsey County
.
Sponsored by:
The Governors Planning Couocil on
Devebpmental
Authors;
Tip Ray and Diane Mad
Acliviiits
OPPOR UNITIES f OR 11./ ISURE
COMM/411Y
SCHOOt
12
BESI UY AVIIAb1
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