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College provides students with many opportunities to achieve academic success and enrich other aspects of their lives. Participating in campus activities can reduce stress, create social connections, promote healthy active living, and broaden civic engagement (Lindsey & Sessoms, 2006; Watson, Ayers, Zizzi, & Naoi, 2006). Studies noting these benefits appear to include only students without disabilities, particularly investigations that addressed physical recreation options. Thus, the purpose of this study was to explore the perceptions of college students with disabilities on their access to and engagement in leisure time physical activities on their campus. Using a qualitative method, 16 full-time undergraduate students were interviewed. Findings included themes of right fit, quality of life, and connectedness. Recommendations focusing on the individual and the educational environments in which they live are provided.

Student engagement--it's what every educator strives for. When a lesson includes showing a movie and involving students in a discussion about it, it's even harder to get--and keep--students engaged. What if there was a free, easy way to engage one's students during lessons like this, meeting them "where they live" with technology, effortlessly drawing them into substantive conversations, eliciting more thoughtful feedback, and inspiring higher-order thinking skills? Would you take advantage of it? This is the story of one educator who is doing exactly that. Mary Ann Devine teaches 6th-grade social studies at Northfield (NJ) Middle School. She uses backchanneling, the "practice of using networked computers to maintain a real-time online conversation alongside live spoken remarks." Innovative K-12 educators are adopting the practice for classroom use as a means to increase student engagement. This article discusses how backchanneling works as demonstrated in Devine's class.

Examined perceptions of people with disabilities regarding their roles related to social acceptance and leisure experience. Interviews with disabled adolescents and young adults indicated that respondents played a role in constructing social acceptance, either proactively or reactively, within inclusive leisure contexts. They identified relationships between constructed acceptance and leisure frequency, friendship development, acceptance of differences, and leisure intentions. (Contains references.) (SM)

Describes how a leisure communication book (LCB) was used to increase the ability of a 21-year-old man with autism to express leisure preferences. The intervention was intended to reduce self-injurious behaviors in leisure environments. Results indicated that the LCB provided an effective, age-appropriate way for him to express his leisure preferences, effectively reducing his self-injurious behaviors in leisure contexts. (SM)

A study analyzed the effects of two initiation techniques on community leisure participation during free time for six adults with mild to moderate mental retardation. The two interventions, calendar and telephone prompts, were both found to have a positive relationship with the initiation of community leisure activities. (Author/CR)

College years are an experimental phase in young adulthood and can lay the foundation for lifelong behaviors. One type of behavior developed during these years is the use of leisure-time physical activity (LTPA). LTPA experiences of typical college students have been examined, but there is a lack of studies examining the experiences of students with disabilities. The purpose of this inquiry is to understand the experiences of college students with disabilities and their LTPA, with focus on factors that facilitate or create barriers to engagement. Grounded theory was used to understand LTPA with undergraduates with mobility or visual impairments. Results indicated a theme of culture of physical activity and disability as they received a message that engagement in LTPA was "unnecessary" or "heroic," which altered their LTPA experiences. Barriers to LTPA can be understood through a social relational lens to recognize the multidimensionality of barriers and facilitators to LTPA. [ABSTRACT FROM AUTHOR]

This study compared the trail setting preferences of a group of users having disabilities and a group without. On-site interviews and follow-up mail surveys were used to gather data from 1,705 men and women age 16 and older who were using one of three multipurpose rail-trails in Iowa, California, and Florida. Preferences for 27 setting attributes of such trails were measured using 7-point Likcrt-type scales. Preferences between the two groups were found to differ significantly (.05 level) for only 7 attributes. Findings indicated that people with and without disabilities are more similar than different in their usage and preferences for outdoor recreation. It was concluded that there is a need for research examining ways to enhance the inclusion of people with disabilities in outdoor recreation settings. [ABSTRACT FROM AUTHOR]

B Introduction: b Babesiosis, or Babesia microti in the blood, is a rare tickborne parasitic illness. Cases are rising in Pennsylvania overall since 2010, but since the start of COVID-19 pandemic, our small community hospital in rural Northeastern Pennsylvania (NEPA) has seen 12 cases. B Description: b A 63-year-old male presented with severe illness due to persistent Babesiosis parasitemia in a NEPA community hospital, with history of recent COVID-19 infection. [Extracted from the article]

Social acceptance, a foundation for friendship development and social inclusion, occurs when there is equal status among individuals, regardless whether the individual has a disability or not. Disability-specific residential camps for youth with similar life experiences may be one environment where social acceptance occurs. The purpose of this study was to examine the relationship between social acceptance and health-related quality of life for youth attending a residential summer camp specifically designed for people with hearing impairments who have cochlear implants or hearing aids. Results indicated disability specific residential camps may have an impact on social acceptance and perceived health related quality of life. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine perceptions of social acceptance (SA) and quality of life (QOL) amongst youth with disabilities who participated in a weeklong residential camp experience with similar peers. Findings demonstrated moderate quantitative correlational results between the constructs of SA and QOL. Strong qualitative outcomes three months post camp demonstrate the powerful social impact of the camp experience. These findings related to the theme of a supportive community that is consistent with other findings on the therapeutic value of community at specialty camps for children with disabilities. Despite favorable social support memories, qualitative analysis revealed a general negative feeling from campers of the lack of transference of these positive social experiences to their local communities. This new finding, although preliminary in nature, begins to paint a picture of the possible need for the development of follow-on programming post social treatment at camp. [ABSTRACT FROM AUTHOR]

EXECUTIVE SUMMARY. Since the inception of the Americans with Disabilities Act (1990), the recreation profession has made significant strides toward promoting inclusion for consumers with disabilities. What remain unknown are the gains and gaps related to inclusion, specifically current barriers to inclusion experienced by recreation organizations and ways in which professionals are addressing those barriers. Knowing and understanding barriers to inclusion experienced by agencies is important so individuals with disabilities can be full participants in their communities. This study examined barriers to inclusion and ways in which organizations are responding to the barriers from an ecological approach. A random sample of park and recreation organizations across the United States participated in a survey regarding administrative- and community-related barriers they have experienced when providing inclusive recreation services. The respondents were also asked to identify ways in which they have addressed the barriers. Where applicable, results were compared to a prior study to highlight the advances in inclusion and discuss current barriers. Respondents (N = 761) indicated that they experienced few administrative barriers (e.g., policies, administrative support) with the exception of financial barriers and marketing. It was recommended that organizations use nontraditional means to fund inclusive services and partner with disability-specific organizations to market inclusive services. Community responses to inclusion were also examined to fully understand barriers that may be beyond the scope of a recreation agency but that they may be able to influence. Respondents reported that they did not perceive resistance to inclusion by the general public, individuals with disabilities, or their family members or caregivers. The respondents' perceptions of the general community toward inclusion differed from findings of other studies; thus, further examination is recommended. Future studies comparing results from an agency perspective with the general public, participants with disabilities, or family member or caregiver perspectives would be helpful to gain a complete understanding of recreation needs, barriers, and possibilities. [ABSTRACT FROM AUTHOR]

According to the National Coalition for the Homeless (2009), there are approximately 1.35 million people who experience homelessness on any given day. Psycho-social issues that these individuals must address to survive daily vary, but most common are depression, stress, alienation, lack of continuity in their life, and uncertainty of their future. Engagement in leisure is one way to reduce the various psycho-social consequences of homelessness. Thus, the purpose of this case report is to discuss the benefits of a leisure activity, specifically a structured dance class for adults experiencing homelessness. The intent of the class was to decrease stress, increase positive feelings, encourage self-determination, and learn how dance can be used as a coping mechanism. Dance was used as a context for coping with stress and other effects of homelessness. Results indicated that participants experienced an increase in positive effects and a decrease in negative effects after participating in the dance class. [ABSTRACT FROM AUTHOR]

Children and adolescents with significant disabilities have often been at greater risk for lower self-esteem than their peers with mild-moderate disabilities or those without disabilities. This is particularly true for individuals who have disabilities such as craniofacial difference (CD; Tiemens, Beveridge, & Nicholas, 2007). Furthermore, difficulties with social acceptance may be more common among children with craniofacial differences (Pope & Snyder, 2003). This article explores the impact of a week long summer camp specifically for children and adolescents with CD on their self-esteem. The Rosenberg Self Esteem Scale (1965) and a single item indicator of social acceptance were administered to 31 youth prior to, at the conclusion of, and 6-8 weeks after a 5 day residential camping experience. Results indicated that the campers demonstrated significant gains in self-esteem and social acceptance by the end of the week, but the gains for both variables had dissipated 6-8 weeks later. It is recommended that therapeutic recreation specialists use a multi-dimensional approach to address self-esteem and social acceptance among youth with stigmatizing disabilities. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the quality of contact (i.e., personal vs. casual) and the conditions (i.e., organized vs. informal) under which the contact occurred in an inclusive experience. Specifically, this study sought to examine contact as it related to the roles played by staff under specific conditions and the influence of these factors on perceptions of the camp experience. Eight campers, two male and six female, four with and four without disabilities, attending a one week residential camp, agreed to be research participants. Using a qualitative method with contact theory as the framework, the campers participated in one interview that explored their perceptions of the inclusive camp experience. Data indicated that their perceptions of the inclusive experience had positive and difficult elements. Developing categories included perceptions reflecting the experience to be mutually rewarding, ‘good for me,’ and weird and frustrating. Findings are discussed in relation to theory and practice implications. [ABSTRACT FROM AUTHOR]

Participation in recreational activities is a critical component of the career development process, providing opportunities for individuals to explore their interests and to develop work-related skills. Recreational participation also offers a healthy outlet for dealing with job-related and other life stressors. People with disabilities are often excluded from participation in recreational activities because of a multitude of barriers. This exclusion can seriously impede the career development of these individuals. This article explores the importance of recreational planning as part of the vocational rehabilitation process. The authors define inclusive recreation and discuss the implications of recreational planning in the various phases of rehabilitation. [ABSTRACT FROM AUTHOR]

The importance of park and recreation agencies preparing for the inclusion of individuals with disabilities has been stressed since the passage of the ADA in 1990. To prepare for inclusion, Schleien, Tipton Ray, and Green (1997) recommend park and recreation agencies identify and develop community agency linkages, audit architectural accessibility, and provide comprehensive training for recreation personnel. While these authors offer suggestions and recommendations on preparing an environment, recreation personnel, and the community at large for inclusion, suggestions and recommendations are not based on studies examining the readiness of agencies or personnel creating an overall lack of information on this issue. A lack of readiness to provide inclusive leisure services may result in a situation where agencies, individuals with disabilities, and communities fail at this service. This paper explores the readiness of park and recreation agencies to offer inclusive recreation services. A convenience sample of park and recreation departments (N=3818) was used for this study. Departments (N=900) were randomly selected from the NRPA mailing list and the "Recreation for Individuals with Disabilities Questionnaire" was mailed to administrators in 48 different states. Usable questionnaires were received from 369 public and not-for-profit recreation agencies. Results indicated a low to moderate level of readiness regarding providing inclusive services, purchasing adaptive equipment, retrofitting facilities, conducting staff training, reviewing or revising policies and procedures, hiring inclusion specialists, and marketing inclusive services. [ABSTRACT FROM AUTHOR]

There is a growing body of knowledge that addresses physical, attitudinal. and environmental barriers to the leisure lifestyle of people with disabilities in inclusive leisure settings. However, little is known about the meaning of disability, the social contexts in which those meanings occur, and how those meanings influence inclusion, specifically for youth with and without disabilities. This study was undertaken to explore the meaning of disability expressed by youth with and without disabilities in social contexts, particularly leisure contexts. Using qualitative methodology, a sample of middle and high school students who had been participants in Paralympic Day in the Schools (PDIS) program were selected to be interviewed to ascertain the perceptions of youth with and without disabilities. The initial study by Wilhite. Devine. & Goldenberg (1999) with these research participants yielded several examples that supported the notion of disability as a social construct. Those examples raised questions about the role of the social construction of disability in influencing the interactions between youth with and without disabilities in various inclusive contexts, including leisure. Thus, a second analysis of the data was undertaken using analytic induction and a social construction foundation. Results revealed phenomena that suggested that the notion of disability held positive and negative meanings for youth with and without disabilities, depending on the social context. For example, the meaning of disability in social contexts where there was competition (e.g.. active recreation activities) appeared to take on a negative connotation as opposed to social contexts where there was no obvious competition (e.g.. family gatherings). Two hypotheses were formed to generalize the meanings of disability and social contexts under which the meanings were present. Two social contexts (i.e.. familiarity and matched abilities) emerged as being conditions when positive meanings of disability were always present. Negative meanings of disability were always present in three different social contexts, namely, casual contact, unmatched abilities, and inaccessible environments. In addition, behaviors, objects, and language were identified across contexts as ways to express the meaning of disability. Positive meanings of disability can be promoted by leisure service professionals by promoting social acceptance and offering leisure options that showcase the abilities of youth with disabilities. Recommendations to leisure service professionals to address negative meanings of disability include promoting personal contact, considering the differing abilities, and modeling behavior that reflects acceptance between youth with and without disabilities. [ABSTRACT FROM AUTHOR]

While park and recreation agencies are legally mandated to provide services to people with disabilities, relatively little is known about the accommodations public park and recreation agencies use or the problems encountered when providing such services. This 1996-97 study of public park and recreation agencies identifies accommodations used and barriers encountered in providing inclusive leisure services. In addition, this study specifies training needs as identified by the respondents. The study was undertaken by the American Park and Recreation Society (APRS)/National Therapeutic Recreation Society (NTRS) Joint Committee on Inclusion. In addition to gaining a comprehensive view of the current status of inclusion, the Committee intends to use the information to develop training programs and materials to assist public park and recreation agencies in providing inclusive leisure services. The two most frequently identified options for leisure participation by people with disabilities are inclusion programs and a combination of separate programs for people with disabilities and inclusion programs. The major problems of implementing inclusive leisure programs are lack of financial resources and constraints on staff., including lack of accessible participant transportation, adaptive equipment, appropriate program placement., accessible facilities, and resistance to inclusion by community' members without disabilities. A lack of staff training is also a limitation. The repeated identification of similar barriers by park and recreation agencies suggests that agencies may be unaware of, or filing to use, recommended inclusion practices. Accommodations provided include pool lifts, reallocation of classes to accessible facilities, adapted equipment, sign language interpreters, braille, and cassette tape or large print materials and are in large part funded through operating budgets. Registration fees, grants and foundations, and special fund-raising are also used to fund accommodations. The most frequently identified training needs are disability awareness and sensitivity' toward people with disabilities. This finding suggests a possible willingness on the part of staff to include people with disabilities. How ever, staff appear to lack knowledge and skills to include people with disabilities in programs, including lacking an understanding of their social and emotional needs. Also noted as staff training needs are successful program modification strategies for implementing and administering inclusive leisure programs, behavior modification strategies, and updates on state and federal regulations. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including aquatic intervention having unique sensory elements; motor skills and social skills in girls; use of canine therapy with individuals having Autism Spectrum.

Presents an introduction to the March 2005 issue of the periodical "Therapeutic Recreation Journal."

Participation in recreational activities is a critical component of the career development process, providing opportunities for individuals to explore their interests and to develop work-related skills. Recreational participation also offers a healthy outlet for dealing with job-related and other life stressors. People with disabilities are often excluded from participation in recreational activities because of a multitude of barriers. This exclusion can seriously impede the career development of these individuals. This article explores the importance of recreational planning as part of the vocational rehabilitation process. The authors define inclusive recreation and discuss the implications of recreational planning in the various phases of rehabilitation.