Equity and Excellence

Abstract

Article: Historically, recreation programs for children with developmental disabilities have not been characterized by equity or excellence. In the past, the development of recreation skills among children has occurred most often in either self-contained schools or residential environments. Many of these programs have focused on a limited set of activities such as bowling, swimming, arts and crafts, and field trips (Schleien & Werder, 1985); have been offered for only one to two weeks (often during summer vacation); and, when available in community settings, often require that children with disabilities be segregated from those who are not disabled, When interactions with nondisabled children in integrated programs do occur, participation is characterized by strictly hierarchical, vertical role relationships. Often in these relationships, the nondisabled child is the helper and the participant with disabilities is the recipient of help.