Factors contributing to the development and transition of physical leisure activities for secondary level individuals with mild to moderate cognitive disabilities
Abstract
School professionals (N = 23) and individuals with mild to moderate cognitive
disabilities (CD) (N = 18) were questioned concerning the loisure curriculum
taught during secondary education. School professionals surveyed were from
the fields of special education, adapted physical education, and regular
physical education. Subjects with CB exited second,ary school between 1989-
1991. 'The survey and interviews gathered information on leisure activities
taught and what leisure activities the individuals are currently participating in.
Percentages summarized the data, and the Fisher exact test was used to asses
their equality. Community size and availability of leisure facilities affected both ,
what was taught to the Ss with CD and how professionais could teach leisure
skills. Two factors that appeared to affect leisure activity in postsecondary life
were lack of transportation and lack of time. Eighty-three percent of the Ss were
engaged on a regular basis in 2 or more leisure activities even though in some
cases they were not the same activities learned in school. While the
professionals stated that they attempted to follow IEP goals for leisure
education, the actual activities taught were limited by the facilities available in
schools and communities. In addition, there appeared to be a lack of frequent
collaborative planning with community personnel. Further investigation is
needed to discover actual reasons for the lack of collaborative planning.
Subject
People with mental disabilities - Recreation
Children with mental disabilities - Education (Secondary)
Leisure - Study and teaching (Secondary)