Physical education and recreation in special education transition programs
Abstract
PL 105-17 guarantees a h e and appropriate public education to individuals with
disabilities ages 0-21 years. Futher, the law mandates that transition goals programs be
provided to ensure a successful transition &om public school to post-school life.
Transition is a coordinated set of activities in instruction, related services, community
experiences, the development of employment and other post-school adult living
objectives, and, if appropriate, acquisition of daily living skills and functional vocational
evaluation. Unfortunately, leisure and recreation services are often times overlooked in
many transition programs. Addressing recreation in the transition plan can provide the
skills necessary to engage in life long physical activity and proper use of leisure time.
Furthermore, engaging in recreational activities within the community provides avenues
for building friendships with individuals with and without disabilities. The purpose of
this critical analysis is to: (1) review pertinent legislation that directly influences
educators with regards to special education and transition; and (2) discuss the benefits of
leisure education. In &is critical analysis there are guidelines to identify community
programs, to develop goals, to determine present levels of performance, to design a
statement of transition service needs, to determine services needed for transition, and to
develop annual goals and short-term objectives or benchmarks an recommended.
Subject
Children with disabilities - Recreation
Physical education for children with disabilities