Recreation and Leisure. DB-LINK Fact Sheet. Revised (original) (raw)
Related papers
Adapting Games, Sports and Recreation for Children and Adults who are Deaf-Blind
1996
With the loss of sight and hear ing, an in di vid ual's sen sory in put and ex pe ri ences are re duced and over all de vel op ment may be de layed. As a re sult, lim its or pre de ter mined ex pec ta tions are some times placed on in di vid u als who are deaf-blind by par ents, pro fes sion als, agen cies, and peo ple who are deaf-blind them selves. This is equally true re gard ing rec re ational ac tiv i ties. Cre ative ad ap ta tions can al ter rec re ation ac tiv i ties and pro grams so they will meet unique needs and pro vide fun and healthy ex er cise for all who par tic i pate. The pur pose of this ar ti cle is to en cour age par ents, teach ers, pro fes sion als, ther a pists, and con sum ers, to set up and adapt rec re ation ac tiv i ties and pro grams to meet the needs of all chil dren and adults.
Journal of Visual Impairment & Blindness
Introduction Children who are deafblind have unique educational needs, especially when it comes to developing a foundation for recreation. This foundation includes a well-rounded physical education program. Purpose The purpose of this study was to explore the experiences of adults who are deafblind as they recall their involvement in physical education and transition planning relating to recreation. Methods A panel of experts validated a questionnaire related to participation in physical education, the Individual Education Program (IEP), and transition meetings. Individuals who are deafblind were interviewed at the Seabeck Deafblind Retreat and at the International Deafblind Expo in Orlando, Florida. Data were analyzed by demographics, frequency counts, and qualitative responses to the open-ended questions. Results The study had three major findings: (1) Most participants were involved in their IEP meetings, yet the physical education teacher was not included in these meetings and t...
Recreational Activities for Children and Youth who are Deafblind
2007
Ev ery in di vid ual has the right to par tic i pate in rec re ational ac tiv i ties that meet their needs. Rec re ational en deav ors give us a break from work and the ac tiv i ties of daily liv ing and are a con struc tive and en joy able way to spend free time. Rec re ation pro vides op por tu ni ties to par tic i pate in nor mal ac tiv i ties and feel part of the larger com mu nity, and it is a won der ful way to so cial ize with fam ily and peers.
are Deafblind: Research to practice
2016
Communication is a barrier to accessing physical activity and recreation for many people who are deafblind (Lieberman & MacVicar, 2003; Lieberman & Stuart, 2002). The purpose of this study was to observe effective communication strategies used during four physical activities for youth who are deafblind. Communication during physical activity was analyzed over two summers during a one-week sports camp with eight participants with four different modes of communication. Three themes emerged from the data collected: 1) the importance of allowing time for environmental exploration; 2) the individual and familiar people are essential resources; 3) conceptualizing activities as discrete or continuous emerged as a way of thinking about activity.
Leisure and recreation for disabilities
International journal of disabilities sports & health sciences, 2021
All regulations around us that are made for human needs are possible only through a good design and practice-integrity by covering all people and by considering all needs that emerge from such factors as age and physical conditions and that require a general and special sensitivity. In this sense, one of the most important issues in the transformation of recreational open areas into livable environment is the accessibility. This study basically aims at reviewing those studies that discussed restrictors that prevented the disabled people from accessing to recreational activities in urban areas. Therefore; a search was made by using such key words as recreation, leisure, disabled, physical activity and the relevant studies were studied in detail. As a result of the review, the most important factor that restricted the disabled people was identified. In light of the findings, such classifications as environmental and structural, psychological and emotional, economical and legal/procedural factors were explored. In sum, it was concluded that environmental and structural factors were the most restrictive factor for the disabled people. In order to eliminate these restrictors identified, recommendations were made with physical environment solutions.
RECREATION TRAINING CENTER FOR DIFFERENTLY ABLED
Inducing an idea of recreation for all we begin with defining and understand the importance of recreation in everyday life. May it be for leisure or physical and mental fitness, everyone needs a break from their routine. Recreation hence acts like a therapy; it de-stresses you, enhances your senses, skills, and increases your muscle power. It takes many forms naturally and can be performed at a communal level or on personal level. That’s where we come across inclusive recreation, an activity that blurs the boundaries of physical ability. Usage of assistive devices and activity modifications has made it possible for all (including people lacking certain physical strengths) to participate in recreational activities. Inclusive recreation signifies participation from all, from the abled, to physically impaired, to mentally impaired individuals. Focusing on inclusive recreation for physically impaired and the abled we dive into its benefits and the kind of barriers that such an ideology faces. Starting from societal acceptance, attitudinal barriers, to what as a human we have created, architectural barriers. We as humans, from a prolonged period have successfully managed to exclude an individual depending upon his or physical or mental proficiency. Hence this ideology is a platform for all to heal, enjoy, relax, de- stress, socialize and work on physical strengths as and when required. Recreation and leisure activities are a part of a critical dimension of the quality of life for all people, including those with disabilities. They are a vehicle through which people has fun, meet new friends, and develop skills and competencies. Yet, traditionally, recreation/leisure activities are given low priority. So overcoming the architectural barriers we take the first step towards acceptance, by establishing inclusive environment we break the stereotypical mindsets, by incorporating recreational therapy we ensure effective development of people with physical impairments, establishing sensitization programs we propagate our agenda and bring abled and the impaired on a common platform thereby increasing interaction. Incorporating inclusive recreation we arrive at a set of target groups and attempt to understand their strengths and weakness in order to craft activities according to their requirements. So on, defining recreation therapy and its various types and their benefits we attempt to deduce a suitable set of activities that would enhance skills for each individual. Amongst all this a psychological insight imparts the perception of the user of the activity Starting from segregating building norms we come to a conclusion that they are responsible for establishing a barrier free environment, yet effectively its implementation has begun from the late 20th century. That’s where a ray of hope of acceptance emerges. Individuals with physical impairments have started finding acceptance slowly and steadily in this techno-savvy world with development of assistive devices as well centers of recreation around the world- one such example being Ability360 in Arizona. We also take a look at some existing facilities and gauge an idea of the current scenarios. The existing facilities give us a brief idea as to what kind of activities and environments are suitable for certain user groups as well help us gauge the spatial quality and subtle elements that help in transit may it be the ramp or braille sign or colour demarcations. Analyzing further data, standards and based on a first hand psychological insight of a primary survey we arrive at a plausible outcome of the theory so stated. This is when execution of the idea needs to be considered starting from searching for an appropriate site and surroundings for the idea. Now setting and segregating according to site contexts and weighing the possible outcomes we establish a set of programs to be executed to make the ideology a reality.
Investigating how high school deaf students spend their leisure time
Management Science Letters, 2012
This paper presents an investigation on deaf students' interests in spending their leisure times. We design a questionnaire and distribute among all deaf students who are enrolled in high schools in two provinces of Iran. The questionnaire consists of three parts, in the first part, we ask female and male deaf students about their interests in various entertainment activities in Likert scale. In terms of gender, we find out that walking inside or outside house is number one favorite exercise for female students while male students mostly prefer to walk on the streets. Although male students prefer to go biking or running activities, female students prefer to go for picnic or similar activities. This could be due to limitations on female for running or biking inside cities. While going to picnic with members of family or friends is the third popular activity for male students, stretching exercises is third most popular activity among female students. Breathing exercise is the fourth most popular activity among both male and female students. The second part of the survey is associated with the barriers for having no exercise among deaf students. According to our survey, while lack of good attention from public and ordinary people on exercising deaf students is believed to be number one barrier among male students, female students blame lack of transportation facilities as the most important barrier. However, both female and male students believe these two items are the most important factors preventing them to exercise. Lack of awareness for exercising deaf students and lack of good recreational facilities are the third most important barriers among male and female students.
Physical-recreational activities and persons with disability
TIMS. Acta, 2014
Recreational activities represent individual or organised group activities chosen by free will, which help individuals to maintain good health, physical and working condition. In addition to the required physical segment, recreation also includes mental component which refers to strengthening of the will and determination, acquisition and development of self-control. With physical and mental aspect of recreational activities, many authors especially emphasize the importance of socio-psychological component of recreation. The aim of this paper is to review the so far published scientific and professional works in which the problem of recreational activities of persons with cerebral palsy, sight impairment, intellectual disability and autism is discussed, by studying the available literature. During the research we used the electronic data base of Serbian Library Consortium for Coordinated Acquisition, Google Scholar, as well as published material available in print. The participation of persons with disabilities in physical-recreational activities in the community is determined by the individual characteristics of the person, but with the community factors as well. The results of many studies show that persons with disabilities participate less in leisure and physical recreational activities and that is largely related to the level of social integration of these persons. Taking into account the fact that the participation of persons with disabilities in physical-recreational activities largely correlates with the quality of life of these persons, it is necessary to increase the number of recreational services that the community offers, as well as to specialise, modify and adapt some of them in relation to the needs of these persons. Also, it is recommended that as an integral part of all therapeutic approaches to persons with disability, the training of these persons for the appropriate use of their leisure time be included.