A Comparison of Leisure and Recreational Activities for Adults with and without Mental Retardation.

Autor/inn/en	Whorton, James E.; und weitere
Titel	A Comparison of Leisure and Recreational Activities for Adults with and without Mental Retardation.
Quelle	(1994), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Programs; Cognitive Ability; College Students; Developmental Disabilities; Individual Needs; Leisure Education; Mental Retardation; Normalization (Disabilities); Recreational Activities; Recreational Programs + Suchen Sie Ihr Suchwort? Denkfähigkeit; Collegestudent; Entwicklungsstörung; Freizeitpädagogik; Geistige Behinderung; Normalisierung; Freizeitgestaltung; Freizeitplanung
Abstract	This paper compares the preferences for leisure and recreational activities of adults with and without mental retardation. In a previous study conducted by Butler (1988), 548 adults with developmental disabilities and mental retardation were interviewed with open-ended questions about living arrangement needs, competitive employment and work training needs, and leisure needs. The current study used the same questions for interviewing 300 college and university undergraduate and graduate students, many of whom were majoring in special education and regular education. A comparison revealed the two groups had similar preferences for leisure or recreational activities. About two-thirds of the activities chosen by the mentally retarded population were not directly related to cognitive ability, indicating that this ability does not specifically determine the extent in which one may participate or enjoy leisure activities. Educators should offer an array of normalized activities for disabled students to choose from, rather than relying on stereotypical segregated or passive activities. Additionally, disabled individuals should involve themselves, as much as possible, in the same type of events as their same-age peers. Equally important are appropriate learning environments, the encouragement of adaptation and proficiency through systematic skill instruction, and collaboration between home, school, and community for successful recreational programming for disabled adults. (LP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01