Affiliations: Division of Recreation, Park, and Leisure Studies, University of Minnesota, 1900 University Avenue SE, Minneapolis, MN 55455, USA | Inclusive and Therapeutic Recreation Consultant, 807 Fairmont Avenue, St. Paul, MN 55105, USA
Note: [] The development of this article was partially supported by the Research and Training Center through Cooperative Agreement No. H133B30072 funded by the National Institute on Disability and Rehabilitative Research, US Department of Education and Grant Nos. 17620 and 18137 under provisions of the Developmental Disabilities Act of 1987 (P.L. 100-146). The opinions expressed herein do not necessarily reflect the opinions of the US Department of Education, the Governor's Planning Council on Developmental Disabilities nor that of the State Planning Agency of the state of Minnesota, and no official endorsement should be inferred.
Abstract: There is increasing recognition and acceptance that successful transition of youth with disabilities from school experiences occurs when they acquire and are able to demonstrate skills and behaviors related to several typical adult life activities including lifelong learning, home living, community participation, recreation participation, as well as work. Finding meaningful employment upon graduation continues to be a central theme of transition planning efforts within secondary schools. However, increasing research, as well as anecdotal reports from educators, families, and students themselves have highlighted the need to take a more broad-based approach to transition planning so that students are learning skills (e.g. social, self-determination) which may be used in a variety of non-vocational, as well as vocational environments. Federal education law now requires transition planning which supports these broad-based initiatives. This article presents a rationale and support for implementing comprehensive therapeutic recreation services within school settings to help students learn skills which may be used in both vocational and non-vocational environments, thus facilitating a quality transition to adulthood. The principle goals of therapeutic recreation services are identified followed by a model framework and six ‘action steps’ transition planners and key stakeholders can take to facilitate successful transition to community recreation environments. A case study is highlighted which illustrates the implementation of a functional leisure education program for two young adults with developmental disabilities. Key points that transition planners should consider when providing community recreation programming are listed and discussed to conclude this article.
Keywords: Community recreation, Developmental disability, Leisure education, Therapeutic recreation, Transition
