Leisure education for a quality transition to adulthood

Abstract

Stuart J. Schleiena,*, M. Tipton Rayb a Division of Recreation, Park, and Leisure Studies, University of Minnesota, 1900 University Avenue SE, Minneapolis, MN 55455, USA b1nc/usive and Therapeutic Recreation Consllitant, 807 Fairmont Avenlle, St. Palll, MN 55105, USA 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 weB as work. Finding meaningful employment upon graduation continues to be a central theme of transition planning efforts within secondary schools. However, increasing research, as weB 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 foBowed 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 iBustrates 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. © 1997 Elsevier Science Ireland Ltd.