This paper was developed to promote understanding of the complex process of leisure service delivery for children and adults with mental retardation and encourage people to work together to enhance leisure opportunities in integrated settings 'The meaning of several terms associated with leisure were clarified and limitations of past and existing leisure services presented We discussed our belief that all individuals, including those with mental retardation, have the right to experience leisure Suggestions were made for development of leisure services involving social integration with peers who do not have mental retardation, the facilitation of active participation, development of age-appropriate behaviors, provision of comprehensive leisure education services, encouragement of self-determined leisure participation, and systematic coordination and communication among practitioners and family members

Understanding Leisure Services for Individuals With Mental Retardation

The purpose of this study was to identify the inclusive practices employed and barriers encountered by key players in Minnesota's community leisure service agencies that were actively serving people with disabilities in inclusive programs. By identifying "recommended professional practices" for inclusive services, the specific roles and strategies implemented by key players and barriers they encountered could be observed first-hand. In order to analyze the nature and extent of inclusive programming in relation to agency key player roles, 13 agencies were selected for on-site interviews. The following key players were interviewed at each of those agencies: (1) administrator; (2) supervisor; (3) program instructor; (4) volunteer or trainer advocate; and (5) consumer (Le., individual with a disability and/or his/her parent/care provider). Networking with others and collaborative program planning (i.e., agency staff work closely with consumers in designing programs) were the most prevalently cited organizational recommended professional practices across key players.

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Inclusive community leisure services: responsibilities of key players.

Until 1990, participation in recreation activities by persons with disabilities generally was assumed to result in the formation of healthy friendships and social relationships with their nondisabled peers. Research has since proven that not all of the relationships formed through inclusion in recreation activities are true friendships in the traditional sense. In this article, varying levels of inclusion are discussed, including physical, functional, and the highest level—social inclusion. Issues of reciprocity, obligation, the inclination of nondisabled peers to take on a “supervisory” role, and other challenges to maintaining meaningful friendships are examined in detail. The importance of friendship as a key component in quality of life is emphasized, with strategies presented for promoting friendships among those with and without disabilities within inclusive community recreation programs that are welcoming, accommodating, and socially inclusive.

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Making friends within inclusive community recreation programs

This technical assistance planning guide was developed as part of the PEERS (Providing Education for Everyone in Regular Schools) Project, a California project to facilitate the integration of students with severe disabilities previously at special centers into services at regular school sites and to facilitate the integration of students in special classes in regular schools into general education. The guide emphasizes building the capacity of states, school districts, and school sites to provide quality educational programs to students with disabilities in integrated and inclusive environments by providing a framework of technical assistance activities. The guide stresses local ownership and provides self-assessment checklists to evaluate practices at the state, district, and school building levels. After an introduction and suggestions for using the guide, the guide lists (with references) practices shown to be effective at each level. The next three sections address state level planning, district level planning, and building level planning respectively. Provided for each level is an "Effective Practice Checklist," specification of effective practices and supportive strategies, and a "Resource Planning Guide." Checklists and planning forms are appended. (Contains 406 references). (DB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DINNTININT OF ROUCATION Office of Educatoner Reerch sod imensimet EDUCATIONAL RESOUR RCES (ERIC) INFORMATION CENTE OXa document Ms been moms:WNW es received from the person of organizsteen originating It 0 Nino; changes have been made to wnprove rproductfOO Quality Points of view Of OPMOM Meted th <Wumon( 'SO not oCOSilfoty footmen! °Moat OE Ri position or pof.cy EFFECTIVE PRACTICES FOR INCLUSIVE PROGRAMS: A TECHNICAL ASSISTANCE PLANNING GUIDE Marlene Simon Patricia Karasoff California Research Institute* San Francisco State University Anne Smith United States Department of Education Office of Special Education Programs With Contributions From: Ann Halvorsen California State University, Hayward Tom Neary California state University, Sacramento PEERS Project California State Depirtment of Education

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Effective Practices for Inclusive Programs: A Technical Assistance Planning Guide.

Attempts to achieve integrated education for students with moderate/severe handicaps have grown considerably over the last 15 years. However, despite increased integrated educational opportunities for these students, wide variations in placement options continue to exist within and across states. We propose that state education agencies (SEAs) must take a proactive, leadership role in promoting integration. A case study illustrating comprehensive systems-change integration strategies employed by the Iowa Department of Education over the past 6 years and the results of those efforts are presented. Implications for other states are discussed.

A Comprehensive State Education Agency Plan to Promote the Integration of Students with Moderate/Severe Handicaps

The lack of integrated educational options in many communities suggests the need for continued advocacy efforts with local school districts. The case is made here that parents and professionals working in concert can form a more effective advocacy partnership, particularly when districts present resistance to integrated options. Strategies for obtaining integrated options through advocacy partnerships are suggested, with examples provided. The strategies are drawn from direct experience as well as from recommendations in the professional literature.

Karen Sensor

Papers

Parent/Professional Partnerships in Advocacy: Developing Integrated Options within Resistive Systems.