Abstract
Although therapeutic recreation (TR) services are provided in many different health and human service sectors, TR struggles with gaining acceptance by other human service fields, demonstrating efficacy of services, and inclusion in various disability policies, specifically within special education. There are many explanations for the underrepresentation such as poor advocacy for TR services, lack of specification in educational policy, and unresolved philosophical differences in the profession. This article provides an overview of the TR profession, the policies that enable the use of TR services, and how TR services can contribute to the educational outcomes of students with disabilities. Recommendations for improving the representation of TR services within special education services are also discussed.
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