DOCUMENT,RESUME

ED 133 981 EC 092 991 AUTHOR Nesbitt, John A., Ed. TITLE Play, Recreation and Leisure for People Who Are Deaf-Blind. INSTITUTION Iowa Univ., Iowa City. Recreation Education Program. SPONS AGENCY Bureau of Education for the Handicapped (DHEW/OE), Washington, D.C. REPORT NO 31-4241 PUB DATE Apr 75 GRANT OEG-0-73-6143 NOTE 49p.; Based on papers and preceedings of: National Institute on Program Development and Training in Recreation for Deaf-Blind Children, Youth and Adults (University of Iowa, April 29 - May 1, 1974)

EDRS PRICE MF-$0.83 HC-$2.06 Plus Postage. DESCRIPTORS Athletics; Camping; *Deaf Blind; Exceptional Child Services; Games; *Leisure Time; *Play; Playground Activities; Play Therapy; *Recreation; Recreational Activities; Rehabilitation Counseling; *Resource Guides; Severely Handicapped IDENTIFIERS Advocacy; Parent Resources ABSTRACT Based on position papers and proceedings of the National Institute on Program Development and Training in Recreation for Deaf-Blind Children, Youth, and Adults, the document presents approximately 50 brief articles for use by parents, teachers, rehabilitation personnel, and therapeutic recreation personnel. Sections cover the following topics (sample article topics in parentheses): perspectives on recreation (suggestions for activities and games); play, recreation, and leisure (arts and crafts, camping, and sports) ; leisure education (role of the school) ; special considerations in recreation (problems and issues); consumerism and advocacy for recreation (strategies for advocacy); evaluation in recreation (evaluation of motor skills); guidelines on recreation (recreation's contribution to rehabilitation andeducafion); administration of recreation (coordinating development of services); and sources of information and assistance (regional centers, and information and research centers). Included is a listing of contribiltors with brief background sketches. (IM)

*********************************************************************** * Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes everyeffort * * to obtain the best copy available. Nevertheless, itemsof marginal * * reproducibility are often encountered and thisaffects the quality * * of the microfiche and hardcopy reproductions ERIC makesavailable * * via the ERIC Document Reproduction Service (EDRS). EDRSis not * responsible for the quality of the original document.Reproductions * * supplied by EDRS are the best that can be madefrom the original. * *********************************************************************** U.S. DEPARTMENT OF HEALTH, EDUCATION WELFARE NATIONAL INSTITUTE OF EDUCATION THIS 00CUMENT HAS BEEN REPRO- OUCEO EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN. ATING IT POINTS OF VIEW OR OPINIONS STATEO DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY coPlay, Recreation and Leisure for People Who Are Deaf-Blind RECREATION

Edited by JOHN A. NESBITT

PERSPECTIVES ON RECREATION FOR DEAF-BLIND CONSUMERISM AND ADVOCACY FOR RECREATION FOR DEAF-BLIND The Person Who Is Deaf-Blind by Robert Smithdas 1 A Parent by Lillian Helgason 1 Consumerism for Deaf-Blind by Louis J. Bettica 27 A Rehabilitation Worker by Louis J. Betties 1 Filling the Needs of the Deaf-Blind by James F. Garrett 27 A Recreation Worker by Mary Ann Meyer 2 Strategies for Advocacy biErnest Drapela 28 Shared Beauty, A Poemly Robert J. Sinithdas 3 Parents Advocacy by Lillian Helgason ... 29 PLAY, RECREATION AND LEISURE FOR DEAF-BLIND Advocacy for Recreation by Louts J. Bettica Beautitudes for Friends of ExCeptional by PARENTALK .29 Play and Nonstructured Recreadon by Joel R. Hoff 4 EVALUATION IN RECREATION FOR DEAF-BLIND Youth Programs by Ron Gascko 5 Adult Programs by Vera H. Schiller 5 Program Evaluation by Robert Howell 30 Arts and Crafts by Clifford Seymour 6 Guidelines for Review by Doris Berryman 30 Recreation Circuits by Janice K. Thomas 6 Evaluation of Motor Skills by Louis M. Tutt 31 Recreation: What and How by John A, Nesbitt 7 BEH and the Deaf-Blind by William A. Hillman, Jr. 31 Camping by Ingrid Watkins 8 Designing A Program by Carole Hanson 9 GUIDELINES ON RECREATION FOR DEAF-BLIND A Therapeutic Play Facility by Gene A. Hayes 9 Recreations Contributions Jungle Fun by Carol Stensrud 10 by Steve A. Brannan, Jack English and Louis J. Betties .. 32 Play in the Home by Gordon K. Howard 12 Rationale and Guidelines Music, Rhythm and Dance by Vicki Wright 15 by John A. Nesbitt and Gordon K. Howard 34 A Swimming Program by Oak Hill School, Connecticut ... 17 ADMINISTRATION OF RECREATION FOR DEAF-BLIND Outdoor Education/Recreation by Steve A. Brannan 19 Sports and Athletics by Hollis Fait 20 Coordinaftlg Development of Services by Jerry Brown and William Keenan 38 LEISURE EDUCATION FOR DEAF-BLIND Administration of Programs and Services Education for Leisure by Clifford Seymour 21 by Charles Woodcock 39 Deaf-Blind at Leisure by Ernest Drapela 21 An Administrator's Guide by John A. Nesbitt 39 Toward Leisure Competency by Oregon Special Education 22 SOURCES OF INFORMATION AND ASSISTANCE ON SPECIAL CONSIDERATIONS IN RECREATION RECREATION FOR DEAF-BLIND FOR DEAF-BLIND The Recreation for Deaf-Blind Project 43 Special Problems and Issues Regional Centers for Deaf-Blind 43 by Vera Schiller and Lillian Helgason 25 Information and Research Centers 43 Guidelines by Charles S. Dougherty 25 Recreation Literature and Resources 44

THE PROJECT . THE SPONSOR THE IMPLEMENTOR National Institute on Program Bureau of Education for the Handi- Recreation for Deaf-Blind Project Development and Training in capped, Office of Education, John A. Nesbitt, Project Director Recreation Service for Deaf-Blind U.S. Department of Health, Education Recreation Education Program Children, Youth and Adults and Welfare, University of Iowa Washington, D.C. Iowa City, Iowa 52242 What's In A Title? Play, Recreation and Leisure The words "play, recreation and leisure" have been for used because they represent significant relationships - People Who Are Deaf-Blind Play in childhood Recreation for youth and young adults Leisure for adults and seniors EDITED BY JOHN A. NESBITT For each stage of life play, recreation and leisure play important roles in basic health and fitness, in creativity and self-expression, in social and emotional adjustment,in Based on Papers and Proceedings of: intellectual growth and development and in personal National Institute on Program Development and Training satisfaction and fulfillment. in Recreation for Deaf-Blind Children, Youth and Adults Providing services and facilities for play, recreation and April 29-May 1, 1974. leisure for the deaf-blind person is more important than Iowa Memorial Union for their nonhandicapped peers. University of Iowa Why more important? The deaf-blind person needs the associated cognitive and physical development that accrues to the nonhandi- Organized by: capped through their regular play, recreation and leisure "Recreation Service for Deaf-Blind Project" activities. Play, recreation and leisure for the deaf-blind Project Director, Dr. John A. Nesbitt provide avenues for social and emotional development. Recreation Education Program The person who is deaf-blind may have more or much University of Iowa more free/unobligated time in his or herlife than the nonhandicapped person. This time can become enforced leisure, enforced isolation. We must strive to transform Under the Sponsorship of: this free or unobligated time into meaningful personal Bureau of Education for the Handicapped fulfillment. Dr. Edwin W. Martin, Jr., Deputy Commissioner Unit on Physical Education and Recreation THIS BROCHURE Mr. William A. Hillman,-k/Coordinator Deaf-Blind This publication is based on the Position Papers and Mr. Robert Dantona, Regional Deaf-Blind Centers, Proceedings of the "NationalInstitute on Program Coordinator Development and Training in Recreation for Deaf-Blind Programs for the Visually Handicapped Youth, Children, and Adults, USOE-BEIV, held April Ms. Josephine Taylor, Coordinator 29-May 1, 1974, at the University of Iowa Memorial Office of Education Union, Iowa City, Iowa. The Institute was organized by U.S. Department of Health. Education and Welfare theRecreationfortheDeaf-BlindProjectof the Recreation Education Program, University of Iowa, under the sponsorship of the Bureau of Educationfor the Published by: Handicapped (Unit on Physical Education and Recrea- Recreation Education Program tion), Office of Education, U.S. Department of Health, College of Liberal Arts Education and Welfare. University of Iowa Iowa City, Iowa 52242 The Institute was organized with the view that there existedaneedfortheinitiation,expansionand reported improvement of recreation service to the handicapped. The National Institute Project presented or The stated objectives of the Institute were to: herein was performed pursuant to a Grant fromthe U.S. Office of Education, Department of Health,Education existingknowledge and herein do I. Compile and senthesize and Welfare. However, the opinions expressed experienceinrecreation service for deaf-blind; and, not necessarily reflect the position orpolicy of the U.S. develop guidelines for recreation service for deaf-blind Office of Education, and no official endorsementby the administration, program andactivityfor Deaf-Blind U.S. Office of Education should be inferred.(OEG-0-73- Children, Youth, and Adults. 6143 Project Number 31-4241) H. Determine specific problems, barriers and needs in the organization, development and provision of recreation Neither the Project nor the Recreation Education opportunities for Deaf-Blind Children, Youth and Adults. Program hold any copyright or re l. ation about the use It is HI. Develop stTategies and planning to: of the information and material published herein. for intended that this information be disseminated as widely a. Initiate, expand and improve recreation programs as possible. However, we are veryinterested in knowing deaf-blind. who has used this information, in what manner it wasused b. Develop instructional materials on the organization and to what extent it was helpful. Therefore, whenusing and provision of recreation services for deaf-blind at- material please use professional attribution of the source various age levels. and inform the Project Director. continued on page 33. 3 Perspectives on Recreation for Deaf-Blind

Tbe following perspectives A PARENT A REHABILITATION WORKER and view are pertinent to by Lillian Helgason by Louis J. Bettica gaining insight into the mean- A devoted FAMILY and a happy home In offering a service of Rehabilitation ing of recreation-for the to deaf-blind adults an agency must be person who is deaf-blind, for I think everyone deserves--but to our the family of the deaf-blind, handicapped,Ifeel*itshould bea prepared to think in terms of a program for a rehabilitation of deaf- requirement. We have been fortunate to that will provide each individual with the maintain harmony within our home-- skills and experience necessary to suc- blind worker and a deaf-blind cessfully enable him to adequately cope recreation supervisor. even though at times it seemed impossi- ble.And our Deaf-Blind member has with the hours of his life not occupied by been blessed to have older and younger educational or vocational pursuits. The THE PERSON WHO IS DEAF-BLIND sister and brothers to lean on, to imitate, handicaps of deaf-blindness have such an to share, to love, to play and fight with. isolating effect on the individual and by Robert J. Smithdas those around him that no education or It has been my personal experience as We included her in every family function thatrecreation no matterwhat allowances we had to rehabilitation program is really serving adeaf-blindperson make. Some preach "Don't treat your the total individual until it helps the activities in many forms can be extreme- individual to develop the skills that will ly beneficial to an individual who has lost handicapped any differently from your other children." That statement is fine add a greater meaning to life. both sight and hearing. Not only do such isto activities promote mental alertness and because I feel we handle each person a An importantconsideration littledifferently depending ontheir recognize the fact that deaf-blind people initiative, but they also serve a real are most likely the only group among the adeaf-blind personality. But for the handicapped we purposeindeveloping do have to make allowances in order for severly handicapped who cannot benefit person's awareness of social graces and The develop his physical coordination and them to enjoy whatever is planned. We from an entertainment program. as a familyfeel our Deaf-Blind multiple- person who is totally deaf and totally sense of competition. Whether recrea- blind can notsitpassively and be isphysically active or mentally handicapped member has enjoyed, and tion felt rewarded from everything we could entertained.For example, radio, tele- challenging, it provides some of the best vision, the theater, movies, observing media for developing the total personali- manage from fun weekends on the lake, family trips, picnics, family reunions, nature, and even 'theold American ty by expanding awareness of the world is in which we live. taking partin Christmasfestivities, custom of "girl or boy watching" Easter, Thanksgiving, family weddings-- impossible for them, since all forms of While I was growing up, I engaged in activity and informationinput must several physical sports, including swim- to sharing a bedroom with her sister. To Sherry this has been happiness. involve the sense of touch or sight. ming,wrestling,gymnastics, skating and horseback riding.I believe that all these activities were beneficial for me, as they helped me to cornperisate for poor balance caused by my handicaps by developing muscular control and physi- cal coordination. I cannot overemphasize my belief that they should be encouraged to participate in as many physical activities as possible. Even as an adult, I still continue a daily program of calisthenics which I feel is necessary for physical fitness. , Egally important are games in which twct.or*more persons can participate-- such-ai cards, checkers, dominoes, and 1°464., others. Not only do such games provide participation and competition, but they are mentally challenging, stimulating a sense of fair play and confidence through direct associations with others. Deaf-blind children can--and should-- be exposed to as varied a program of activity as possible, and this can usually be achievedreadilyinmost school environments.There is a very real problem, however, in exposing adult deaf-blind persons to the same type of program, as many live in communities that do not offer such activities, with the exceptions of some of our larger cities ge where interested agencies have estab- lished special programs for the deaf- blind. We urgently need to find ways to reach deaf-blind individuals who live in isolated areas, in order to keep alive their interest and zest in living as active members of society. Recreational and social activities are 2. Intellectual activities If a recreation worker is not awake to considered anintegralpartofthe a. is able to direct his attention more the wonders of the world,to the rehabilitation program at the National than fleetingly particular wonders of a child's world, he Center.We realize that the joys of b. beginning to imitate briefly upon or she cannot awaken a child. victory, the pleasures of companionship, request-in accordance with his general Time isprecious to the deaf-blind and having those lonely hours filled with level of functioning and understanding child. At thislevel, working with thoughts of future plans of a positive c. remembers simple things, such as artificial, abstract materials and situa- nature, are as important to the deaf- certain routine location of objects, or tions should be at a minimum. Example: blind person as food on the table, and if ways of handling certain objects Dog - D-O-G. Forget about walking to they are to survive this handicap which d. can solve simple problems encount- the toy shelf and picking up a toy dog. has proven so devastating to so many of ered in everyday life, such as opening You better take this child and go fmd a theirpeers,theseneeds must be doors, finding a "dropped" object and so friendly, shaggy, lovable, lick-my-face-a- fulfilled. Although there are some on lot dog. The "toy shelf' world has less recreationalactivitieswhich can be e. displays curiosity about his environ- motivational value for these children performed by the individual alone, most ment, is active rather than apathetic since they have such a limited language. important is the interaction with others f. self-motivation-occupation(non-de- Of course we must also be careful and and the challenge of competition shared structive play) is self-iniative and self- practical-imagine the trauma resulting with friends.Comaradarie, companion- sustaining for periods of perhaps twenty from sudden jumps from the dog and a ship, and respect for each other and for minutes; i.e., amuses himself construct- dog bite. oneself can be acquired through such ively when left alone We have a dog in our recreation recreational activities. g. perceptual ability; orients himself department-that dog knows our general. For these reasons, which imply that to the world through one dominent master plan so well that he knows when education or employment alone may not sense, and isbeginning to use any groups will be changing-and the hours of solve the deaf-blind person's need for residual amounts of the other senses in a attendance of the younger age children. human relationships, recreation can be "pre-supplementary" manner; in other He knows who are the ear-pullers, who used as the bridge that could help each words he is becoming aware of sensa- are the "kissers" and who are the deaf-blind person travel from loneliness tions received through his other senses "stompers." He also has returned lots of and isolation to socialization and a richer but has not yet begun to use them love. life. discriminately. LOVE-That is really a key word in I also have always maintained that a this field.A recreation worker must 4 RECREATION WORKER child learns by doing, rather than being show a child love, that you Ince him, that done to. A passive attitude in a child you're on his side.The desire to be by Mary Ann Meyer must be overcome. He must experience active, and to relate must be instilled Two of the most important goals to be interaction, active contact and give-and- and nurtured in these children. considered by therapeutic recreators for take, with objects, situations, and people THINK POSITIVE-In a recreational socialreadiness,forthedeaf-blind in order to grow and to really know. situation in which a specific response is children are: A recreation worker must be enthusi- desired, the recreation worker should 1. Social awareness astic! Have fun! If you aren't enjoying try not to display a negative attitude. In a. recognizes familiar people your life, it's a certainty that you won't most situations with the younger deaf- b. cooperates willingly on most occa- be helping children to do so. blind-you're going to be on a one-to-one sions Feelings and attitudes are contagious. basis. If you are looking for a specific c. has the beginnings of a desire to Foster in yourself "aliveness," interest response-and get an incorrect one, and imitate and vitality - anu as a consequence, these frequently undesirable behavior in gen- d. enjoYs interaction with adults and feelings will be activated in children. eral, it would simply indicate a need for frequently seeks adult's attention These children are very sensitive - they more help, more time, more experience e. shows some spontaneity in play will pick up yobr feelings. with the situation.You just have to

2. "set-up" situations so he can respond appropriately and dosireably, so that you can reward the response and hence reinforce it. We should attempt to elicit desireable behabior so that it may be rewardedand attempt to find ways of redirecting undesirable behavior. SHARED BEAUTY

PLAY IS THERAPY WITH YOUNG DEAF-BLIND CHILDREN

The type of an intensity of play is correlated to a greater degree with I cannot see a rainbow's glory spread mental and emotionakdevelopment rath- er than physical development. My goal across a rain-washed sky when the storm is over; here is to preserve or foster in the child initiative and spontaneity of expression nor can I see or hear the birds that cry in play. There are all types of play that I use their songs among the clouds, or through bright clover. and I will use the term "toys" loosely You tell me that the night is full of stars, because most "toys" are of limited value to the deaf-blind child. and how the winds and waters sing and flow; 1. Creative materials: paints, crayons, clay, etc. and in my heart I wish that I could share 2. Exploration of environmental ob- with you this beauty that I cannot know. jects: door latches, banging doors, going up I only know that when I touch a flower, and down stairs, exploring waste bas- kets and drawers, crawling into boxes, or feel the sun and wind upon my face, water faucets, paper punches, wheels, just about any and every object in or hold your hand in mine, there is a brightness existence within my soul that words can never trace. 3. Conventional teys: push and pull toys, wind-up, turn-the- I call it Life, and laugh with its delight, cranks, etc. though life itself be out of sound and sight. 4. Natural materials: mud, snow, water,wetsand,sticks, stones, leaves, and so on. 5. Outdoor materials: wagons, trikes,slides,trees, bushes, hills, etc. 6. Motor activities: Robert J. Smithdas, UMW' running, jumping, climbing, tumbling, etc. 7. Environment "toys": dress-up clothes (mother's dresses, fath- er's ties) In conclusion, I'dlike to say that Lowenfield explains, "that one of the *Director, Community Education intrinsicqualitiesina childisthe Helen Keller National Center for Deaf-Blind creative spirit (that drive to explore, to discover, to use his ability for new Youth and Adults adventures.)" That creative drive isbasically as Sands Point, New York 11050 much a part of our deaf-blind children as it is of any human child anywhere. The point for all of us therapeutic recreators to remember is, the fulfillment of the himself.But why not splash?Who Helen Keller National Center for creative drive must be PERMITTED. cares? Permit him to use his creative Deaf-Blind Youth and Adults The deaf-blind child must be (Not long ago I was in the swimming pool drive!!!) For information write or call: with the deaf-blind children from the permitted to fulfill this creative drive. unit on the Iowa Braille campus. It was Hopefully,ifproperlyfostered,the great fun until I heard the comment, creative spirit will come to find expres- Mr. Louis J. Betties "Don't splash the water!!" Well, in the sion in every facet of these childrens' Assistant Director first place it was the wrong thing to lives, every thought and action. Helen Keller National Center for sayeveryone buttheadultswere So, deaf-blind children are telling us deafright?In the second placewhy something.I feel the most important Deaf-Blind Youth and Adults not?!! Water runs, water drips, water message is, "We are childrenwe de- 111 Middle Neck Road trickles, water is cool, water is wet, "I serve to live in this worldwith dignity Sands Point, New York 11050 can kick, I can hit" says the child to and acceptance." Tel.: 516/944-8900 3 Play, Recreation and Leisure Activities for Deaf-Blind

PLAY AND NONSTRUCTURED RECREATION Post School Age ACTIVITIES FOR THE DEAF-BLIND The post school or adult deaf-blind person, if he has had by Joel R. Hoff good training or has lost his vision and hearing in late childhood or after, has the experiences necessary to enjoy a number of recreational activities. Those less fortunate will Preface be at some point along the developmental line from While itis difficult, if not impossible, to discuss all preschool onward. aspects of Play and Nonstructured Recreation Activities for the Deaf-Blind it is less so if we break the topic into The Problem subtopics.I have, therefore, divided the subject by age All of the above is realistic as far as it goes, but it doesn't groupings. i.e. preschool age. school age and post school go far enough. What I've said so far somewhat makes age. knowing, of course, that there is an overlap of deaf-blindness seem to be a relatively minor disability activities from one group to another due to individual when, in reality. being deaf-blindis devastating and differences. If one really analyzes this paper or applies its compounds the problems of nearly every aspect of every contents to specific individuals, one would find great social or recreational activity. disparity because each deaf-blind person, although similar 1. Because of their sensory deficits, they miss most of in the broadest sense, is extremely different in degrees of the opportunities to learn on their own.Most of life's deficit of handicapping conditions and environmental and usual recreational experiences pass them by. hereditary factors. With this knowledge then. that there Example - The deaf-blind child, while sitting idle, are exceptions to all that follows, I will proceed. doesn't hear the shouts of children outside who are playing softball nor does he see them play if he goes to the window .. . or he may hear them indistinctly and be Preschool Age unaware that they are the source of the sounds or he may If left to their own devices, most preschool. delf-blind see them as a blur and not be able to get the idea of what is children occupy their time with self-stimulating activities such as light gazing, rocking. aimless meandering and/or going on. other unique and bizarre behaviors.These are usually Sometimes they learn of an activity, but cannot pursue it done in a habitual manner to the exclusion of more further. beneficial experiences. These children quite often exclude social interaction entirely only impersonally tolerating Exapiple - Perhaps the boy has learned, with the help of adults. who serve their basic needs. To us, as interested a friend, how to hit a ball with a bat and how to run the adults. these behaviors are inappropriate and some sort of bases and really enjoys the activ'ty and would like to do it intervention is necessary. again. but no one takes him to the field nor even gives Since the preschool deaf-blind child has little, if any, him an excuse why he can't play again. interest in anything above the sensation level. nearly all 2. Because of their deficits, they are avoided or ignored. intervention must be forced and contrived to follow usual Many of us are afraid to become actively involved with developmental patterning appropriate for the child. The these children. child doesn't know it, but he needs a variety of experiences a. We are afraid we can't cope... that we'll fail because in order to be able to make choices of what he will do with we don't know techniques which we are sure must exist.. his leisure time. These experiences should include much b. Some of us are just not willing to take the time and physical contact and imitative play. physical contact to expend the energy that such involvement entails. develop his social relationships and imitative play to c. Another type of avoidance is the avoidance that develop awareness of his body parts, physical coordina- experience has taught us. tion, observation skills and the rudiments of a communi- cation system. Example - If a deaf-blind person finds a friend who is willing to become involved in some form or forms of recreation. he quite often "clings" to that friend because School Age :te wants the friend to be nearby and always available. He The school age group, if they have developed their unknowingly makes a pest of himself.It is understand- social, motor and preacademic skills at appropriate times, able, of course, since the deaf-blind person has all sorts of have the potential for developing a variety of recreational time on his hands ... free time.. . and is unaware that skills depending upon their interests and the severity of have observed some school-aged, others have a variety of obligations. The friend scon has their handicaps. I had his fill of activities and begins to avoid involvement. deaf-blindchildrenplaying "school" (teacher-learner interaction).I have seen boys appropriately rough-hous- ing and others playing a modified form of "21" with a Basically. there are two problems ...first. the deaf-blind basketball. Several girls were observed as they practiced person and his deficits and second, us. the normal public, baton twirling and marching. These activities were being and our reluctance to become involved.What we, as accomplished without adult encouragement or direct workers with deaf-blind persons. must do is teach around supervision, although there had to have been some prior the deficits.to develop skills. both social and recreational. stimulation.All of this group had defective, but useful. to make the deaf-blind person more capable of using his vision.For those without useful vision. the leisure time leisure time constructively. Also. we must find a means to activitiesare usually more sedentary orinvolve the 7show us. the normal public, that our involvement with assistance of a sighted person. deaf-blind people will be pleasurable and fulfilling. 4 YOUTH PROGRAMS STUDY GROUP b. there may Ino continuity or homo- 6) Promote and overcome something geneity through games by Ron Gascko Program for 13-18 - what is germane 7) Have deaf-blind react to each other to it - rather than to the coordinator/leader Four Things Important to Remember: 1) knowing what kids this age are like 8) Stress a lot of togetherness - this is 1) Definite sensitivity to students of 2) know the biological state of the kid their world - this is where it's at now the population - they are different 3) in Chicago run a coffee house - bring 9) Be realistic as to what their capabili- a. sensitive to what you are experiencing in friends - create a normal situation - ties are - not what looks good on paper b. how you are experiencing it like what activity would be for anyone - 10) Work with a classroom teacher- c. what you can do to enrich it socialize on 1:1 with someone else have recreation activities fit in with class 2) It is an individualized population so 4) development of social awareness and activities use an individualized approach - mostly integration with other populations is 11) Don't have a 24 hour structured 1:1. important program - the child needs a rest too a. the program should not be too long - a. go to recreation with a population of 12) The child has to trust the volunteer - maybe 15 minutes other kids, other populations support the don't keep changing on them. The kids b. there should be a lot of repetition child can tell. 3) Volunteer selectivity, interest, b. the more stimulusfromexternal 13) Deaf-blindness has built in fears training sources the less internal stimulation is 14) Parents a lot of times are very a. spend a lot of time training volunteers needed ill-informed about their children b. introduce the volunteer gradually to They do not possess skills to get along 15) Get to know the parents the program on their own - they need something they 16) You have to determine when the c. they should receive a lot of informa- can orient themselves to. deaf-blind should be a residential .or a tion prior to working with the kids 5) Teaching of knowledge and skills is day school student 4) Evaluate the benefits of what the necessary for youth 17) Counseling and outreach programs program is giving to the child - really Know how to teach skill development are important for the whole community giving a. know what normal development 18) In summer, let the parent work with a. remember, you are having to work would be othe: colmunity organizations with a functioning level h. teach a way of life

palm, Usher's Syndrome, development- al cataracts over central vision.These problems affect 50% deaf-blind adults known to us. Late adolescence and early D IZESI adulthood are times to lose peripheral fields of vision. Retinitis pigmantosis is one disability. It is genetically transmit- ted. Eye exams are essential for every ei0 0 123 deaf or hearing impaired person.Also hearing checks are needed for visually impaired. They use their fingers to print, paint, 1111 IS and move. Deaf people that have loss of vision feel completely destroyed. They develop their own sign, non-standard. In ADULT PROGRAMS FOR Throughout the country there are group homes many just sit. They need DEAF-BLIND many deaf-blind adults who are leading interpretation services. full and satisfying lives;maintaining More advocates are needed for Deaf- by Vera H. Schiller their homes; working at productive jobs; Blind persons. The hope was expressed that each of enjoying valued leisure time activities. Summer programs are needed. There the participants in the Institute would This human resource has much to offer is a continuing need to solve transporta- regard himself as an advocate for the the "professional" by way of guidance tion problems. Recreation needs of the Adult Deaf- and should be given an important role in What can be offered: Blind population. t he development of new programs. Summer camp program A large proportion of deaf-blind adults Regional Representatives of the Na- - Bowling, swimming, boat, horseback have reached adulthood as deaf, seeing tional Center for Deaf-Blind Youths and riding, relay races, games individuals. As they begin to lose vision, Adults are available to establish contacts Bring in young volunteers who know many of their former living patterns are between known deaf-blind adults and the signing severely disrupted, their sense of inde- professionals who can learn from them. Start thinking of the older person who pendence shattered, and their self-confi- Notes is lost without some intervention or dence shaken.If. through recreation National Center is a halfway house assistance. programs, they can be helped to cope andhasvocationaltrainingfunded Help social agencies become aware of with these changes they can frequently t hrough vocational rehabilitation. Deaf-Blind. be encouraged toward the next steps in There are a large number of deaf-blind They must be reached through: rehabilitation.For older deaf people adults beyond vocational rehabilitation Deaf-Blind Centers in cooperation who become blind, the need to reach out age. Many of the adults are fifty year old with NTRS and ion+ e them was stressed since many deaf who then become blind. - Work Study Programs are unaole to ask for services or locate Some of the medical problems are - Summer student volunteers, paid appror date resources. cataracts,glaucoma,diabeticretino- experienced workers. ARTS AND CRAFTS FOR THE 3. As a specific tool in rehabilitation - DEAF-BLIND which may be used to develop physical, social,or intellectual growth, or to by Cliff Seyniour minimize overall disability. 4. As a specific skill - which may be Basically the Arts and Crafts program used in the area of leisure. for the Deaf-Blind should have six major 5. As a communication tool - as the purposes. Deaf-Blind individual should be inte- 1. As an end in themselves - to satsify grated with the nondisabled peers. Thus the normal human needs and drives poses a difficult problem. which the Deaf-Blind show withall 6. As a revitalization tool - helps the persons. adult population of the Deaf-Blind to 2. As a diagnostic and evaluative tool - reassure themselves of human dignity, to determine the capabilities, weakness, enriched, a new life, and provides the and needs of the Deaf-Blind individual. renewal of old friends.

RECREATIONAL CIRCUITS FOR DEAF-BLIND The number of circuits possible, including many varied islimitedonly by one's by Janice K. Thomas recreational-typeactivities, imagination. We in the Deaf-Blind Program at the Colorado School for the Deaf and the Blind have found Circuit training is a relatively new concept in physical circuit training to be a very successful method in teaching education. Basically, a circuit is several different activities children how to play constructively. performed in separate designated areas for a specified RED CIRCUIT time. Small groups are stationed at the different areas and I. Horizontal Bar rotate to a new station or area when the time allotted has 2. Wastebasket Ball elapsed. Circuits may be organized in numerous ways and 3. Tumbling-Dual Stunts for as many different purposes.Calisthenics are often 4. Rocker Board and Spinner performed in a circuit to heighten interest and motivation. 5. "The Numbers March" and "I One might spend two minutes at each of the following Tiptoe" stations in a calisthenics circuit: 1) jump rope, 2) sit-ups, 3) running in place, 4) push-ups, 5) squat-thrusts., The GREEN CIRCUIT number of sit-ups, push-ups, etc. an individual performs I. Leap Frog and Tunnel during the two minutes may be counted daily so the 2. Run on "Stop" and "Go" Signs and progress may be easily measured. Train Run 3. "Simon Says" 4. Scooter Board Push Thru Weave The time spent at the stations should vary with the 5. Bat Balloon Stunt From Ceiling and attention span of the children going through the circuit Catch and the number of children in each group. Our children are divided into four groups of four each, which spend BLUE CIRCUIT eight minutes at each station.Explicit directions are I. Soccer Bompers or Pillow Fight posted at each station or "specialists" at each station may 2. Gunny Sack Pull direct the activities.It is important to repeat the same 3. Weave Thru Cones circuit several times so that the children may become 4. Scooter Board Push competent at the activities. If the circuits are constantly 5. Tumbling-Log Roll and Angel being changed, the children may not have enough time to Balance succeed and will, therefor, become frustrated. All of the YELLOW CIRCUIT stations could be set up in different areas of. a gym. I. Relays Barring access to a gym, however, classroom, hallway, and 2. Scooter Board Pull even dormitory space may be utilized.During warm 3. Mini-Stilts weather, some stations may be set up out-of-doors. 4. Mini-Trampoline and Spring-0- Lene 5. "Put Your Hands Up in The Air" The four circuits outlined below were designed for and "Rub Your Tummy" multi-handicapped children ranging in age from four to thirteen years. Deaf-blind and other severely handicapped References childrenareoftentrapped withinthemselves;they *Learning Basic Skills Through Music, Hap Palmer, demonstrate little interest in their environment and may Activity Records, Educational Activities, Inc., Freeport, even exhibit autistic-like tendencies.It is up to the N.Y. , physical educator and/or recreation therapist to introduce Words and Movements About Myself and Musical such children to constructive recreational-type activities; Games, Harold and Mary Jane Le Crone, Rhythm Record to teach them how to play. The activities included in the Company, Oklahoma Cit.', Oklahoma. circuits promote socialization and often serve either as a *Learning Basic Skills "Through Music, Hap Palmer. review of a preview to an entire unit of similar activities *The Sesame Street Book and Record, H. Raposo and included in the motor development program. D. Connell, Columbia Records, New York, N.Y. 96 RECREATION FOR THE -DEAF-BLIND: WHAT AND HOW by John A. Nesbitt The following definitions may be used by persons working in recreation for the Special events:Organized activities We have had the same tendency in person who is deaf-blind. that require special planning such as vocational rehabilitation with the idea celebration of special days and holidays, that certain disability would do better in Recreation Activities festivals and fairs. certain jobs.Hopefully, there is very Recreationisgenerallyassociated little of this kind of thinking around. with arts and crafts; cultural activities; People do well in particular jobs because dance; drama; entertainment; hobbies; Sports, games and athletics:Activi- ties involving gross physical movement of their basic interest, aptitude, training mental and literary activities; music; and motivation. The same thing applies nature activities; social activities; spec- such as low-organized, informal games, e.g., tag and relays; individual, dual and to recreation, only moreso. Rather than ial events; sports, games and athletics; trying to associate particular recreation- tourism; and voluntary services. team sports usually requiring facilities and equipment, e.g., fishing, horseshoes al and cultural activities to a person's The following are definitions of recre- and volleyball; and organized athletics handicap, the person should be encour- ation activities: which require special preparation, con- aged to pursue his or her personal and ditioning,etc.,e.g.,track andfield individual destiny in recreational and Arts and crafts:Activities which cultural activities, to pick the thing that provide a creative outlet and expression, meets, synchronized swimming. he or she wants to do, not what is usually manual, such as drawing, model- Tourism: Activities characterized by convenient or appropriate.Then, the ing, painting, sculpting, sewing, photo- handicapped person and those who want graphy, weaving and woodworking. travel away from one's home without renumeration such as outings and hostel- to help him or her should set about Cultural: Activities such as arts and ing to sites of historical, cultural and adapting the activity, the rules, the crafts, dance, drama, special events and natural interest. equipment, the facility and anything else sportsthathavespecialhistorical, that needs to be adapted to make the ethnological or social significance for the Voluntary Service: Activities that are activitypossible. Adaptation takes participant such as holiday ceremonies, inherentlysatisfying such as board imagination, creativity, initiative, flexi- pageants, national celebrations. Cultur- member, group leader, team coach or bility and perseverence. alactivitiesare oftendescribedas instructor, performed voluntarily with- custom, tradition or folklore. out remuneration for the benefit of the The Golden Rule of Recreation Adap- tation is: Dance:Activities which provide for community. rhythmic expression through patterned movements such as folk, social, modern Recreation Service: Organized help, "Thou shall adapt any recreational or and classical dance. aid or assistance which provides indivi- leisure activity to tly:1 degree necessary duals with the opportunity to have the to make that activity feasible for the Drama: Activities which provide experience known as recreation. Gener- handicapped participant." opportunityforcreativeexpression ally, local recreation service is character- through storytelling, skits, plays, pag- izedby theprovisionof financing, First rebuttal: What about dangerous eants and shows. personnel and leadership, equipment, activities? Entertainment: Activities of a passive facilities, supplies and the organization nature which engage the attention in a of activities. The recreation program is the combined result. Answer: Adapt the activity so that it satisfying manner such as television and is not dangerous but still fun. radio or as a spectator at theater, sports Recreation service provided by com- events, etc. munity agencies encompasses planning Second rebuttal:But, wouldn't cer- Hobbies: Activities carried on during to achieve societal goals such as citizen- tain activities be better for the partici- leisure which are characterized by the ship,personal growth, physicaland pant? participant's interest over a long period mental health and social training. of time such as collecting antiques, coins Answer: By definition, they can't and stamps or cooking, gardening and Adapting Activities build the person's sense of self-direction, home mechanics. There isa 'natural inclination'to of decision making, of testing one's own ideas, of making one's own mistakes. Mental and literary: Activities which assume that there are certain activities provide intellectual outlet and creative that will be suited to people who are expression -.itch as reading, discussion deaf-blind. This natural assumption is a Third rebuttal: Can we afford not be little like the inclination to speak loudly working towardarehabilitationor groups, ca d games, public speaking, education objectives? gameboard activities and writing. to a person who doesn't speak one's own language. We have seen this occur on Music:Activities providing expres- the streets of our metropolitan areas; we Answer:Yes, we can because by sion through rhythm and melody such as may even have done some of the yelling working toward a true individualized listening to or participating in glee clubs, ourselves. Of course, yelling doesn't do non-graded objective that the partici- bands and concerts. any good. And, it doesn't do much good pant has selected we hope to contribute to that person's ability to guide and take Nature: Activities that involve being to assume that some recreation activities are more appropriate for a person with a satisfaction in the literally hundreds of in, using, or interpreting the natural particular disability than other activi- thousands of hours of leisure that lie environment such as camping, hiking before him or her. and nature study. t ies. Social:Activities engaged primarily for the satisfaction derived from the social experience such as parties, picnics, banquets and club meetings. co 10 CAMPING FOR DEAF-RLIND deaf-blind child. A deaf-blind child with some degree of retardation must be taught at a low level academically. by Ingrid Watkins This should be according to his level of understanding Perkins School language. Material must be presented at his level and in a To become comfortable and thus enjoy the outdoors, method which he can grasp. Some of these children are one must acquire a certain familiarity with nature and speaking; others finger spell; and still others use signing. developskillsinlivingoutdoors. A handicapped Some of the children read large print; others must use youngster is less likely to attain these goals independently. braille. A few can read small print, but only for short He has difficulty dealing with his immediate environnient periods of time. Thus, material must be presented in a and this aspect of his education, though vital, is neglected unique manner. for the more pertinent aspects of life such as self-care and A deaf-blind child can gain much from the outdoors. vocational skills. A child less likely to have an experience His language learning is extended to the outdoors through in camping than even an orthopedically handicapped, a camping. His experience will be much enriched through blind child, a deaf child, or a retarded childisthe this weekend in a more enjoyable and meaningful way. deaf-blind child. This youngster is multihandicapped. He The deaf-blind youngster will have an opportunity to needs other more involved means of learning than other develop a sense of comaraderie and participate in group handicapped children. responsibility.Through nature studies planned at the An orthopedically handicapped child can hear what is academic level of the child, he will become familiar with said. He can see and visualize objects, such as birds, at a and appreciative of nature.By cooking outdoors the distance. Generally, he is at a normal academic level of youngster will become more confident in his own ability to understanding. A retarded youngster can hear and see, do. He will have acquired camping skills which will make but is a low level academically. A blind child can hear, the outdoors more enjoyable. By followingsafety and see much with-his hands. A deaf child can see and precautions in cooking and hiking, and learning the WHY read smallprint--the normal presentationof public of safety outdoors, the youngster will become oriented to information. His language level is a bit lower than a more the outdoors. After all is said and done the child will have hearing counterpart, but It is not at the low level of the had fun accomplishing all this and more.

GENERAL OBJECTIVES To have fun. To expand the children's experiences to the outdoors. To become oriented to the outdoors. To become familiar with nature. To develop within each child a sense of group responsibility. To develop a sense of independence. To develop a common sense through problem-solving situations. To develop a sense of comaraderie within each child. To develop gross motor skills through hiking. To acquire some basic camping skills. To develop within each child a sense of self-confidence and trust in a new. To hike through the woods. CAMP RULES situation. Tofishearlyinthemorning. No bare feet. SPECIFIC OBJECTIVES: (optional) No running in the woods. Cooking To learn about ecology. Do not drink out of the lake. To work in a group effort. Do not litter. To build a campfire. (optional) Do not pick any plants. To cook at least one well-planned, Camperaft Do not go out alone. well-cooked meal. To make a tin can stove. Always carry a flashlight at night. To wash dishes outdoors. To lash at least two sticks together. Never leave your campfire. To put out the fire. To cook dough boys. Always have a bucket of sand or To build a lean-to. water next to your fire in case of Nature Studies To set up a simple tent. emergency. To identify a tree. To learn camp safety. Do not get up until 7:30 a.m. except To identify a bush. thosepeople whoarecooking To identify a vine. breakfast. To identi& a plant. Campfire People cooking breakfast may get up To differentiate through identifica- To build a campfire. at 6:45 a.m. tion and description a tree, a vine, a To split a log. Report any accident immediately no bush, and a plant. To put a log on the fire. (optional) matter how minor it may seem. To sleep outdoors one night (option- To roast a marshmellow. Always tell someone where you are al) To put out the fire. going. .8 1 G. length of the program and psychologically. DESIGNING A B. Suggested Goals: Increase the de- RECREATION PROGRAM -number of hours per day -number of times per week gree of strength, flexibility, balance, )3? Carole J. Hanson -number of weeks endurance, speed and coordination. -seasonal changes 3. Sensory Motor Integration I. DEFrATION OF PROGRAM H. cost: A. Definition: The psychophysical in- k. act...sides specifically structured and leadership tegrationoffineandgrossmotor ilanned - with direct leadership materials activity. equipment B. Suggested Goals: Balance and rhy- I. opportunities for self-directed facility thm involving gross and fine motor self-chosen I. leadership movements, time orientation, develop self-planned -who is available? sensory-motor contact with the envir- -who do you need? onment, directionality. consultation, cooperation J. administration education of the consumer -support 4. Perceptual Motor Skills 1. CONSTRUCTION OF PROGRAM -cooperation A. Defintition: The functional utiliza- k. goals and objectives K. promotion tion of primary auditory, visual, and 1. of the organization L. evaluation visual-motor skills. 1. of the recreation program -goal accomplishment B. Suggested Goals: Develop abilities L of the individual participant to: receive auditory stimuli, understand -attendance spoken words, retain and recall informa- I. individual - variety of terms -skill development tion, observe and accurately identify participant Paraphrase: objects, coordinate fine movements in client Many responsibilities and necessities eye-hand tasks. patient dictate work and planning that must be 1. who is the person? (or the people) we done in educating and training the 5. Social Interaction Skills ire planning for? deaf-blindindividual and individuals. A. Definition: The skills involved in 1. sex, age,skill:evel,ability level, Administeringbudgets,manipulating social interaction and social problems. nterest, restricting circumstances pressure groups, putting aside space, B. Suggested Goals: Abiliby to get L needs of persons planning for the future are certainly along with peers, increase range of social important.They are necessary func- interactions, social maturity, decision 3. areas and facilities tions, but what about program:those making abilities. L. setting magic moments of joyous participation school 6. Conceptual Skills that erupt when individuals and the A. Definition: The functional level of residential available resources have been stirred home concept attainment and general reason- in community together just right. ing ability. 1. indoor facilities for recreation avail- B. Suggested Goals: Develop number ible concepts, arithmetic concept (add, sub- buildings and centers tract,etc.),abilitytoidentifyand specific rooms classify objects in the environment. gymnasium recreation rooms 7. Emotional Responsiveness lounges A. Definition: Freedomtoexpress L outdoor recreation facilities any affective feeling or emotion without pools fear of retributiOn. playscapes, playgrounds B. Suggested Goals: Develop feeling nature areas of freedom of being happy, angry, sad, to I. special recreation facilities laugh, cry, or express friendliness either special "learners" pool verbally or non-verbally. special "recreation environment" 8. Language Development ). equipment and supplies CONSIDERATIONS IN PLANNING A THERAPEUTIC PLAY FACILITY A. Definition: The current functional program areas stage of total psycholinguistic develop- sports and games by Gene A. Hayes ment. aquatics In considering the values and benefits B. Suggested Goals: Develop ability dance of a therapeutic play facility for handi- to understand words, ability to express music capped children the following skill and oneself verbally, develop comprehen- drama learningabilitieswillserveasan sion. arts and crafts example of what should be planned for in outdoor recreation the design and development of such a Some of the general purposes of play social facility: for the handicapped child are the release literary of energy and tension in a constructive 1. Gross Motor Development way, providing opportunities for the ?. form of program A. Definition: The development and development of skills which bring about competitive awareness of large muscle activity. a iense of accomplishment, creating class B. Suggested Goals:Rolling, crawl- interest in new activities and endeavors club ing, walking, throwing, skipping and andprovidingopportunitiesfor drop in self-awareness abilities should be strengthening and developing the child outreach stressed. physically, mentally and emotionally. for group of persons or individual learn social interaction 2. Physical Fitness learn competition A. Definition: Improvement of gener- PLAY IS PERFECT -IT IS NOT learn fun, enjoyment al physical condition both physiologically PERFECTION! 12 9 niNGLE FUN FOR THE DEAF-BLIND CHILD by Carol Stensrud The following is based, on a summer workshop for deaf-blind at the Northwest Regional Center in Washing- ton State. Recreation for each of the twenty-five children was an mdividualized Matter. There is no way you can categorize these children into groups by needs, abilities or interest and expect to program positive and purposeful recreation- al activities that will suit all. One generalizationIWouldliketo make about recreation for the deaf-blind child is this:Recreation is the best way to learn. Through recreation the deaf-blind child explores his environment and learns to assimilate the bigscary world into his own child size world.Every recreational activity aside from being fun, provides the child with oPPortunities to develop his awareness of the world arolind him (people, places and things), and to develop his self awareness through physical, mental and emotional challenges. Outside Environment . A Parking Lot environment - The Jungle Collecting materials again - wood, plastic, inner tubes, Objective - sensory stimulation, exploration, develop rope, net, cardboard, foam and sand -borrowing bikes cutiosity- and trikes and a swimming pool.You've got to be resourceful and not too proud to beg. We built a sandbox, The feat of changing a fraternity house into a home for got sand donated.We constructed a funny looking children was Monumental.For the time, money and hammock type swing on a wooden frame, using a huge energy we had, we succeeded so I will only draw' on the rope warehouse net for the swing. A pool areawith rubber Positive. mats all around was set up. Occasionally we'd bring out We called the house the jungle. We had the sleeping table and chairs to do a messy art project or have a fun areas designated as nests.Each child had his own ice food experience and then wash off in the water. With four cream container for personal items. On the container was sandbox freaks, five water freaks, three in the swing and his own animal symbol' made of scraps of bright material maybe two being pulled in a wagon, we could keep the and textural items such as cotton, straw, velvet, fur, lace, majority of our kids happy, stimulated and-safe, with very few staff, and let's face it, that ideal one to one situation buttons, etc.The dorms were filled with big animal Posters and mobiles made of natural materials like leaves just isn't always feasible. that were framed in cellophane. Bathrooms were water holes, the dining area was the fun feast and the downstairs Changing environments is fun and important to keep All areas had music either from radio or minds and bodies of everyone healthy. Let the kids help Was the cave- you change an old wall into a work of art with a little paint, records. or change boxes into a play world, or saw andhammer a Creating the cave environment was fun. I spent a week play house or swing. Simple strips of colored cloth hung scrounging scraps.Visiting warehouses, calling lumber with ballons became mobiles when tied to a lamp. How Yards, yardage stores, rug stores, searching out trash about bells from the ceiling? Or macaroni wall paper. Do stashes and asking people for junk. We collected boxes, it together. It's beautiful. Wood, plastic, foam, lights, barrels, pails, pots and pans, materials,Plastic,stuffing,videotape,fuzzyballs, Field Trips and Special Events alUminum sheets, piles of yarn and rope. We cut boxes, Constructive use of free time in the child's living Painted them, Made windows with cellophane and covered situation is important to all children. The previous them inside and out with various feely material like rug activities and ideas can be used within any home or school. scraps or aluminum foil. We made feely boxes out of milk cartons filled with flour, cornflakes, cotton, etc. Wemade I feel very strongly that recreational experiences have to smelly boxes out of pill boxes filled with every kind of include many integrated opportunities for the deaf-blind smell from chocolate to garlic. The finished caveincluded child. He needs to be given opportunities to experience his a maze of boxes, feeling and smelling boxes, boxes with community and the community needs to experience him. lights inside, Piles. of yarn and microfilm to dive into, a He needs "normalization" or opportunities to play and makeshift jungle gym made from an upside down pool model after "normal" children if there is such a thing. table and rope, a pile of huge brightly textured stuffed nimals were Made and tinkling room divider wasthade I spent two weeks prior to the program searching out people, places and resources that deal with recreation, trom string and bells. children or the handicapped. I was extremely fortunate to The room was full of junk to explore in; independently find many beautiful, loving people willing to give of their or With hell, was successful. How can yOU tell? Because it e time, money and energyinorder to provide Was totally destroyed in a week. The children reallyfelt, 1ecreational experiences for our kids.Here's what" we smelled, explored and experienced the room, in tOtal. did.... 0 Fun Forest-The SeattlePublicParksSpecial Populations Dept. funded a free day at the Seattle Center for all handicapped kids. We all went despite the rain. The roller coaster and a big plastic air bubble ride that you jumped in were most stimulating to the kids.

Horseback Riding - A local saddle club let us come and ride one evening. The kids experienced farm animals, smells, hay and dirt. At first many of our young riders were afraid but by the end of the evening I don't think we had one screamer.Each child enjoyed the night in a different way. Some liked to ride, others played in the sand, others explored the area.It was great fun for everyone.

Fourth of July Party - The retarded association's youth wonderfully heated wading pool. The others swam with group gave our kids a fabulous party on the Fourth out at Pine Lake. We roasted hot dogs, ate watermelon and many other children in the larger pool. potato salad as is a must on such a holiday. They had row boat rides and motor boat rides for us. Our kids loved this Socializing - We took the kids to parks close by often. tandem water bike that you peddled around the lake. The children at the park would come and play with our When the sun left us, they provided us with our own kids. It was great to be able to see this natural process of private fireworks display right on the dock. Wow, did the play happen. kids ever dig it, not one sleeper in the bunch even though it was late. We also took the kids to the store, the ice cream parlor and to church whenever it was possible.These are all Pier 91, Stimulation Center - The retarded association opportunities to be a part of the world that everyone needs also had a stimulation room that we were able to use. including our deaf-blind population. Slides, rocking and rolling boat, ladders, swings, tunnels and a HUGE water bed make up the center.Everyone I invited a local nursery school to come and play with loved the water bed, even the staff.It is wonderful to see our kids at the house. These visitors were great fun for young children that rarely move on their own struggle to everyone. We played simple games, had music and counter the movement of the water bed, or to move in and instrument fun, shared stories and snacks together. Social among the other loungers in the bed. The sun was out this interaction comes slowly for our kids, but I saw the afternoon and outdoor play and swinging is always a hit beginnings of parallel and group play and found that the with these kids. added input of "normal" children expanded my selection of activities for the group and made me aware that our kids could be involved in group type situations and games Camping - We went to a beautiful camp in the city of if they had peers or staff to be involved with them. Seattle - Camp Long.The children experience woods, animals, rocks, hills, water, sunshine, camp fires, wooden cabins and the great outdoors. The freedon they felt was Special Events - Parties are a part of every child's life. reflected in their whole being. One Saturday a bunch of clowns came to visit us and were a hit with their animal balloons and a magiclight bulb. We had many simple birthday celebrations, a Sickies Swimming - bnce a week we went to a swim program Party, a couple puppet shows, a parent-child barbeque offered for handicapped. The youngest children used a and a final Good-bye party. These events provide fun and excitement along with socialization. Simple relays, balloons, singing, entertainment, hats, awards, prizes, music, cake and ice cream, all those party things, make the day just that much more special for the deaf-blind child.

Recreation can be anything fun. It is always a learning opportunity. We must not say that the child can't or won't get anything out of it. We must learn not to expect the child to enjoy the activity for the same reasons as we do, or to show the same responses as we do. We must think of these children as being Children first, with deaf-blindness being only an adjective. These children have to learn to play. We have to provide them the opportunities and be willing to accept the fact that it is a human right to be able tzL to take a chance, to fall and scrape a knee, to step in cow dung and to SMILE. 11 PLAY ACTIVITIES IN THE HOME: Hot and Cold - While in the kitthen let A PARENTS GUIDE your child eplore temperatures and have fun while learning.If you make by Gordon K. Howard exploration and learning a game or a play activity he will benefit in more I wish to express my sin- ways. cere appreciation to the stu- 1) Hot - Let him play with warm dents at Texas Woman's Uni- things such as a warm baking tray with versity Summer Workshop in bits of cookies left on. Bits of toast are Recreation for Deaf-Blind, to warm and have a nice texture. He may Dr. Claudine Sherrill, work- not want to eat them, just play with shop director, to Ms. Diane them. A warm towel from the dryer has Hurley, editorial assistant, to nice texture and warmth, in addition to themanyparticipantsat smelling good. workshops on recreation for 2) Cold-While frozen foods are deaf-blind, to parents of deaf- thawing and still in the package let him blindchildren and to the scoot them arond the floor. Ice cubes in deaf-blind children who have a plastic bag can also be good for this let us come into their world. game. Cool popsicles are a good treat, G.K.H. they have bright colors, a sweet taste 3) Vacuum cleaners are great toys. and further introduce cold things to your As a parent it sometimes becomes The air blowing out the end can be fun, child. difficult to explore all of the play needs even more fun if you tape some strings of your child. This booklet is designed to or bright ribbons by the outlet.If you provide ideas, to start you thinking of have a suction attachment that can be new ways of playing with your child, and controlled set it at soft suction and run to help you make sure that your child has this over the child's arm, legs, back, and the same experience in exploring himself stomach. You may want to let him ride it and in developing the play dimension of as you drag it around the floor.In life to which all children are entitled. addition to being fun, this will aid in his Each activity provides enough direc- development of balance. tion to start the play pattern. There are ideas for expanding the activity and as a parent you can and should change the Tips: New sounds and sensations such activity to fit your child's own needs. as the noise created by a vacuum may Don't be content to stop at what is be frightening at first.Introduce these presented - use these ideas as spring- items slowly.Give your child time to boards to your own ideas.Modify and understand that it is a fun thing, not a adapt anything and everything. A part scary thing. Help him/her out if he/she of parents play is playing with your gets stuck in a corner where he/she child. doesn't know the way out. Tips:Explore other warm and cool Play can take place anywhere and things. Make sure they aren't too hot or everywhere. The following material The Kitchen too cold for little hands. Let him see the presents some play ideas that can take Tables and Chairs - To make a maze differences in the warmth from a cooling place in the environment that the parent for your child while you are working in oven and the ice cubes. Cool and warm and child use the most - the home. The the kitchen use the table and chair legs water in the sinks can give another play play ideas presented can take place in to create a maze. area.Water is fun to splash.Float the home as well as away from the home 1) Place the child under the table and wooden spoons or plastic bowls in the setting. let him explore. sinks to add even more fun. Take a few Let's see where we can discover play 2) To give him some interesting sensa- moments to introduce him to the new tionsdrape towelsover thechair activity then let him play by himself. in our environment? bottoms so that they hang down and The Living Room brush him as he crawls. roods and Smells-Playing with Many things in the living room can be 3) Add sound or vibrations by placing "smell" boxes that rattle and smell can playground equipment.With a little a radio on the table top and finding music interest a child for a long time.It also imagination and a short time you can with a strong bass beat.Increase the broadens his range of taste and exposes make some areas where a child can volume so that he can feel the vibrations. him to new stimuli. crawl, climb:hide, and explore a new The table will also act as a sound board 1) Make smell boxes or objects out of environment. to help amplify the sound. empty spice cans.Even empty they 1) Loose cushions from sofas and 4) Change the towels to strips of cloth smell strongly of the spice which they chairs along with some big pillows make or stringswithbellsto add new contained. (Caution: some spices, a fine climbing pile and later these sensations. pepper for example, may cause sneezes cushions can be rolled on and tunneled and other reactions from close contact or under. By arranging the cushions in a Tips: You may have to help your child inhaling.) ring, you have a quick play pen for a feel and learn what to do with new 2) Make smells byusing extracts toddler that may wander into trouble. things.After he discovers what to do (lemon, vanilla, etc.).Pour a dab in a 2) Chairs turned on their sides or back with them let him ekplikebY himself. small plastic bottle or cloth ball.See make a whole new environment. Add a Include light and smells as additional what he likes and dislikes. blanket top and you have tents. If your stimulus. 3) Beans, macaroni and rice in covered child has partial sight use a thin, colorful If the maze is to complicated remove a plastic containers make great rattle sheet and overhead lights to give him a few chairs.They can be added and sounds.You may want to tape them new roof which is colorful and stimulat- rearranged as his sense of exploration shut so they don't pop open and spill on ing. increases. the floor. 12 ) Remember that "licking the spoon" 1) The tub: With an inch or two of 3) Pillows: A pile of pillows can be an -,:w`hen cooking will increase his exposure warm water in the tub you have an exciting place to explore. If your child is 'ta.foods. Let him eiplore the taste and excellent wading pool'. Add some bubble learning to sit Up some pillows can be texture. bath which will not sting the eyes and he used to prop him up. They can be used in has a whole new world to play in. A a gentle pillow fight. Repeat the action Tips.L Many children have a prefer- rubber mat with suction cups which is several times. If he enjoys it he will let ence to one or two foods or smells. often put tin the tub can be turned over you know with some happy sounds. Try to expose them to more by using with the suction cups up. This is a fun Young children like to have this type of their-favorites and then include a new new feeling to a child's feet. play repeated.Precise repetition is important With all activities. taste or smell. Don't forget to allow your 2) The shower: By gently turning on child to try all tastes from the sour the shower with warm water you have lemon to the sweet fudge. instant indoor rain. Let him feel it on his Tips: Always be aware of new and fun face and arms. He may be afraid at first things to do around the house.Don't The Cupboard - Pots and pans have so you may want to join him and hold forget any areas.The bedroom has always been a favorite for drum practice. him with you as you both experience the many areas and items that can be Make sure they are the kind that will not utilized in play. Use clothes from your break or chip. water. 1) Set the pans in a corner out of your 3) Laundry: As you fold and put away closet for "dress-up."Let your child work area and give him a spoon or towels let him help.There are many explore piles of shoes, colorful ties and spatula to hit them with. good feelings from soft, clean smelling scarves. 2) Add other pans, plastic containers, towels. Rub the rough ones on his arms wooden and plastic spoons and spatulas so he can have that feeling. If they are so he has a changing variety of sounds. warm from the dryer this adds a warm 8) Use larger objects that are not too sensation. Let him help fold some. This heavy for louder sounds.Small tin or is a good skill to learn and soon he can be aluminum pie pans and dishes will give a helper. higher sounds. 4) Remember all the smells and scents 4) Take his hand in yours to show in the -medicine cabinet.Aftershave, where each pan is and help him hit it to perfume:deodorants, toothpast, powder hear what sound or vibrations it makes. all have interesting textures and smells. 5) Let him explore them himself. Rub some on him. Let him smell, taste and feel. Tips: You may make a cloth covered Tips: Remember safety. %Or. brrd stick with which he can pound. This will tub edges and slippery surface: change the sound intensity. Try brightly dangerous. colored mixing bowls, cookie sheets and The Garage other kitchen things-(egg beater, sieve). Try to get him to play with more Many items in the typical garage can than one object. If he isn't interested try lend themselves to be used as play items. using one at a time until he associates The floor space of the garage and hitting the object with making a sound. driveway provides a lot of space for play Then add the new ththgs to change the activities. . sounds and vibrations. 1) The garden hose: This can be used to make patterns the child can follow. The Bathroom Stretch it along the driveway and then While you clean in the bathroom take form wavy patterns that the child can your child along.This is an excellent follow. These patterns can be varied to play area.A small room amplifies sounds arid the lights can be bright to increase the difficulty. give the partially sighted child some extra sensations. 2) Car tires: Unmounted tires can be The Bedroom stacked in many ways to provide crawl This room can have a lot of fun areas. through tunnels and obstacles courses. Take your child along as you work.If They can be used as targets for tossing things are available for him he will have games. Wads of newspaper can be made fun while you get your jobs done and you and tossed into tire targets. can enjoy each other at the same time. 1) Beds: As you make the bed you 3) Paint brushes: Cans of water and may want to take time to put your child large paint brushes can be used by the in the middle of the bed and take a few child to 'paint the garage floor and moments in blanket play. If he is lying drive. The dark wet area against the down gently tug the blanket and pull him light concrete produces many patterns. toward you. You may lift one side and Also paint brushes can be used as gently roll him over. There are many miniature brooms to sweep piles of sand variations of this play. and other materials. 2) Mattresses: The top mattress may be pulled onto the floor to give a soft play area that isn't too far from the floor 4) Ladders: These can be placed on if he rolls off.If one side is pushed the floor and the child can walk over the against the wall you can use pillows to rungs. This will also assist in developing make another wall. walking skills and gait. 13 1) Tools: Large shiny tools are good to Tips: Safety is a muit- with the many encourage learning of mechanical skills. sharp tools and electrical appliances. LJarge wrenches used on big nuts and This area needsalotof constant bolts can encourage many skills and supervison. abilities. Sand paper can help the child The Recreation Continuum understand differenCes in rough and A parent is involved in many aspects smooth and then he can actually make a of their child's development. They are rough surface smooth. also involved in many areas of communi- 2) Scraps:Wood scraps can make ty support.The school system, the an excellent block setfor. the child. municipal based community services, Some non-toxic bright paint can decorate public and private service agencies are them eyed more. A long piece of wood all involved or available to the parent. laid on the floor can be used as a balance To better understand where the recrea- beam. Two blocks of wood with a long tion services can enter this spectrum of loop of rope attached can become short agencies and at what point in the child's stilts.Dowel sticks that fit holes in a development they become appropriate wood scrap can become pounding boards the following matrix has been construct- or peg boards. Cut up a larger scrap into ed. This is presented by age levels of the The Workshop a simple puzzle board. child and willassistthe parent to If you have a workshop or tool area 3) Sawdust: A low box filled with determine where services and personnel there are many opportunities for play. sawdust can be an alternative to a sand concerned with recreation are appropri- The toolsthemselvesarefun and box. It has a different texture and smell. ate resources and what is available at educational. Also some simple play Water combined with fine sawdust can that resource point. Appropriate deliv- equipment can be constructed from be used as a clay substitute for some ery personnel of recreation services are scraps around the shop. activities. in brackets within each area.

Home School Community Rec. and Parks Rec. Serv. Agencies

*Parent based activities. Assessment and Diagnosis. *Developmental Activities. (Teacher) (Parent)

0-2 Parent basedactivitiesin Pre-school and introductoryTherapeutic Recreation Ser-YM(W)CA and other similar conjunction with school pro-education activities.Recrea-vices provided by special de-agencies provide pre-school gram. (Parent) tion providedinclassroompartment. and special activities. setting. (Teacher) (Ther. Rec. Worker) (Ther. Rec. Worker) (Rec. Leader)

Continued public agency spec- 3-5 Parent basedactivitiesin School activities and servicesContinued service by special conjunction with school anda part of education program.department. Integration intoial programs and integrated community services. (Parent) (Teacher) community program. programs. Programs involve (School Rec. Consultant) (Ther. Rec. Worker) parent participation. (Rec. Leader) (Ther. Rec. Worker) (Rec. Program-Staff) (Rec. Supervisor)

10-13 Parent activities in home withAcademic -program provideCommunity Rec. ProgramsExpansion of program and bulk of services and programssome recreation.Scope ofhave broader use. Specialstaff resources.Integrated in school and community ser- school based recreation ex-Rec. Programs and staff andprograms available. Other vices. (Parent) panded with additional ser-expanded programs. service groups (Boy/Girl vices. (Teacher) (Ther. Rec. Spec.) Scouts, Church) provide rec- (School Rec. Staff) (Rec. Leader) reation programs. (Rec. Pro. Staff) (Comm. Serv. Staff) (Rec. Director)

14-19 Continued parent involve-Pre-voc. and Voc. ProgramsCommunity Rec. and ParkWide variety of programs and ment with expanded school,provide expanded recreationprograms utilized independ-staff available Public services, community and Public agen-opportunity and services. ently. Programs andre-howling lanes, skate rinks, cies. (Parent) Advanced and integrated rec.sources available in a wideetc. provide a complete range activitiesareprovided.variety of areas. of activities and services. (Teacher) (Voc-staff) (Park and Rec. Staff) (Major rec. services) (School Rec. Consultant) (Rec. Director) (Agency Rec. Staff) (Ther. Rec. Spec.) (Rec. Consultant) 1'7 14 MUSIC, RHYTHM AND DANCE FOR DEAF-BLIND by Vickk Wright

It has been said that if a person can think, feel, and move, he can dance."Rhythm, an integral part of dance and music, is likewise as easy to perform. But, is it really so simple for the deaf-blind child? I think not. They have only proprioceptive, tactile, and olfactory sensory modali- ties to perceive the world.Purportedly these senses are heightened in order to achieve maximum development. Even with increased sensitivity, they must surely have outside professional help. Methods of intervention should focus on the existing sensory modalities and not upon the limitationsduetovisualandauditory decrement. Nevertheless, knowing the means of perception and areas of deficiency will help those attempting to reach this group with therapeutic recreation.

Rhythm and dance can be of therapeutic value.In general, rhythm and dance promote physical and mental health. Deaf-blind children can experience the pleasure in Youth, should be instilled, when necessary, as one teaches exercise, tension release, creation, achievement, fellowship the children rhythm and dance: and fun. In particular, they can provide an opportunity to integrate the children into normal recreational groups. 1. Body parts can move in space relative to body mass. Rhythm anddancecanteachmathandmusic 2. All bodies have landmarksa right and a left, an up fundamentals as well as fine and gross motor skills. They and a down. can contribute to self-awareness, body localization, body 3. Space flows from the body to other obstacles. generalization and spatial orientation, all of which are 4. Objects and people exist in space without being felt. deficient areas in the deaf-blind and necessa p o 5. Unsupported objects fall. ents in mobility training.This contribution,rYwhcicoh 6. Things in space change position ln relation to others. important for identity formation, is possible because the 7. Tactile cues aid In the orientatinn of self in space. children learn to apply the body in various social and 8. Four reference points that never change are north, individual contexts. Through rhythm and dance, children south, east, and west. can also learn about people and the world around them by identifying and role playing different objects, insects, and Two types of rhythmic movement, fundamental and animals.Lastly, rhythm and dance, which are the most interpretive, can be incorporatedinthe therapeutic expressive, if not the only, forms of music for deaf-blind, program. An adequate repertoireof fundamental can provide a means of communication through body movements is essential if the children are to perform movement. interpretive rhythm. Fundamental rhythm combines gross and fine motor skills.The gross motor skills include Guidelines for intervention must be followed to insure walking, crawling, creeping, running, jumping, hopping, maximum therapeutic benefit through recreation. Among skipping, galloping, climbing, skating, swimming, etc. the guides I find most helpful are the following: Fine motor movements, which involve different parts of 1. Deaf-blind children will not learn at the rate normal the body (hands, arms, fingers, legs, feet), are bending, children do. turning,striking,pushing,pulling,lifting,clapping, 2. The aspects of music,i.e.rhythm, dance and drooping, waving, sweeping, brushing, pointing, rubbing, instruments, should be familiar. If not, then give the child patting, kicking, wriggling toes, and many others. the necessary experience. 3. Duration of exposure to rhythm and dance should be The above movements are ones which allchildren in keeping with the children's attention span. should experience. The leader should teach those a child 4. The rhythm and movement activities must progress does not know.Other ideas for using rhythm include gradually from the simple to the complex. alternating movements to establish various regular and 5. The feedback, any vibrations caused by movement on irregular patterns and setting up mazes or obstacle courses surfaces and any residual sight or hearing most be where a child can experience the different patterns of stimulating and rewarding. object arrangement and body movement.Tap shoes, 6. The place where the activities are carried out should wooden clogs, boots, and other hard and soft-soled shoes be very familiar to the child.Start out with a small area will vary feedback and interest. Using clothes of all sorts and progressively move into larger ones.Areas can be will encourage variety and spontanaiety in rhythm and marked off by ropes, boards, boxes, etc. Allow the child to dance. explore this space. Gradually extend the boundaries. Interpretive rhythm is a more creative and spontaneous Spatial concepts should be taught to the deaf-blind type of movement (the adult modern and character dances child if he is to move comfortably and determinately. The are interpretive).Children can interpret by acting out following concepts, taken from Bryant J. Cratty's book, objects, plants, etc. Among the things a child can imitate Movement and Spatial Awareness in Blind Children and are the following: 1815 standing - on both feet, on one foot horse rabbit turtle elephant Choose a position of the head and improvise freely with cow bear bird frog the whole body. Keep the head fixed. Do this again, but duck tiger worm snake fix some other body part in space. chicken crab salamanderfish dog lobster snail Circle: All face center - improvise in unison movement. cat mouse kangaroo First use a leader, which makes it mutt easier for everyone Plants to move together.Circles can contract, expand, revolve, bushes cacti vegetables sink, rise, etc. flowers ivy sagebrush Concentric circles: grass weeds Face center. Outer circle make movements which are in spatial contrast to those of the center. Objects Semi-circles: With or without a leader in the center. trains tugboats jack in the box Line: One behind the other, follow the leader. trucks snowplows washing machine Lines (two or more): Leaders move lines in relation to buses balls popcorn popper one another.Remember, leaders could be those with cars spinning tops can opener partial sight or hearing. The lines can move backwards, vacuum cleaner "slinky" toys record player forwards, up, down, right, left, etc. blender clock telephone Side by side:All face the same direction.Line may Insects remain straight, curved, stationary, moveable, etc. Act in beetles "bugs" caterpillar unison. ants grasshopper butterfly Two lines facing each other: May move in relation to one another. Elements Squares of 4, 8, 12: May touch at shoulders or some fire wind rain rock other place if necessary. water mist fog mountain Blocks of 4, 8, 12: Same as above. air lightning snow river earth thunder sunshine lake ice mud Obstacle Courses forest ocean Consider all of the space when planning courses.

The above can be acted out in different ways. They can Movement Qualities be expressed strongly,heavily,lightly,softly,slowly, Force: strong, weak, gradual, sudden quickly, jerkily, smoothly, quietly, noisily, happily, sadly, Time: slow, fast, regular, irregular gradually, suddenly, regularly and irregularly. The Space: large, small, curved, straight children can move in large, small, tall or short ways. They Emotional: Can be quiet, loud, sad, joyous can be active, passive, tense, relaxed, forceful or forceless. Can take the form of an attack, fight, chase, shiver, hug, In addition, the children can move in different directions, flight, sneak, tremble. such as the following: Instruments can be used to stimulate rhythmic feeling and elementary mathematical awareness. Gradually lead SPATIAL CONCEPTS into the sessions by allowing the child to experiment with a Every movementcreatesapatterninspace. small selection of instruments. Then, show ways of using Components of space are direction, level, size, shape and the instruments. Shape or illustrate various rhythms. To position. shape, physically move a person in a desired way.To Directions illustrate, allow a person to feel what one is doing by up sideways under in front of touching the other's body and/or instruments.As the down right on top of between children become familiar with a few instruments, increase forward left underneathin the number in order to provide a rich background. Also, backward over behind out increase the complexity of the rhythm.

Levels INSTRUMENTS low medium high Improvised Items Sizes magazines drawers bottles small large big short doors pots and pans can openers medium little tall doorknobs switches typewriter keys spoons telephone Positions cork on bottle popcorn popper coffee pot Imagine you are in the center a box, circle, etc., or on vacuum cleaner vegetable grate the side, top, bottom. Move accordingly. Shapes Constructed items Individual: Improvise freely, now freeze. Notice shape paper roll rattles light bulb maracas in space. can rattle glass and tin can bells Improvise in these positions. bottle cap rattle pop bottle xylophone lying - front. back, side, freely changing to each sand blocks ping pong paddle sitting 19 tin can drum tambourine kneeling - on one or both knees egg carton tambourine 16 Activities Footnotes Express.qualities of sound or song in movement. Dance 1. JanetPomeroy,RecreationforthePhysically using different instruments.Feel how the different Handicapped (New York:The MacMillan Company, instruments inspire your dance. 1970) p. 257. 2. Bryant J. Crafty, Movement and Spatial Awareness in METRIC PATTERNS Blind Children and Youth (Springfield, Illinois:Charles C. Thomas, Publisher, 971) pp. 8-9. Bibliography Cherry, Claire.Creative Movement for the Developing Child. Belmont, Calif.: Fearson Publishers, 1971. Crafty, Bryant J.Movement and Spatial Awareness in Blind Children and Youth. Springfield, Ill.:Charles C. Thomas, Publisher, 1971. Danford, Howard G. Creative Leadership in Recreation. Boston: Allyn and Bacon, Inc., 1970. Mettler, Barbara. Materials of Dance as a Creative Art Activity. Tuscon, Arizona: Mettler Studios, 1960. step Pomeroy, Janet.Recreation for the Physically Handi- clap capped. New York: The MacMillan Co., 1970. Valett,Robert E. The Remediation of Learning Disabilities. Belmont, Calif.: Fearson Publishers, 1970. Webster's New World Dictionary. New York: The World Publishing Co., 1960, p. 1251.

Rhythm and dance can be taught in both handicapped and nonhandicapped groups. In close formation one or two persons can tap out a rhythm on the floor or on another person wherein the rest of the group joins in. The people starting the ganu suddenly stop. The last to stop is next to start a rhythm. Another game consists of a leader crawling, walking, running, etc. while everyone adjusts their steps to those of the leader, who may vary the pace. The activity "You must pass this shoe (spoon, stick, etc.) from me to you" is excellent as everyone keeps rhythm together. Other ordinary childhood dances can be taught as long as the participants can memorize sequences and respond to simple commands. Some of these dances are "Looby Loo," "Hokie Pokie," "Did You Ever See A Lassie," "MulberryBush," "Ten LittleIndians," and many more.

SWIMMING PROGRAM FOR Irritability was quite evident for approximately three to DEAF-BLIND CHILDREN six weeks. but with constant reassurance and perseverance on the part of each instructor, approximately ninety by Oak Hill School percent of the children adjusted to their environment, Connecticut Institute for the Blind became relaxed, and were aware of what was happening Hartford, Connecticut and what was being expected of them. One component of the physical education program for Various types of flotations were used to promote deaf-blind children which has met with considerable confidence, relaxation and support.Included were arm success is the swimming program initiated in September, flotations, bubbles, fins and kick boards. The plastic vest 1970. As of June 1972, 13 of the 18 participants who art was particularly effective because it was not awkward or between the ages of 5 and 8 were swimming independently cumbersome and allowed for considerable freedom of in ten feet of water.' The remaining 5 children were movement. Initially, these flotations were used in various independent withflotationand were able to move combinations depending upon each child's preference and approximately ten feet without any flotation. need. The major objectives of the program are to help the Position in the water varied with each child.To childovercome his fear of the water;to promote promote confidence, the instructor did not attempt to shift relaxation; to encourage him to engage in an independent the child to another position but rather assisted him in activity; to improve his coordination; and to make moving his arms to demonstrate propulsion. The swimming a pleasurable experience. 2 0flotations were always removed for part of the swimming 17 period in order to allow ;lc child to move about in a g. Same procedure but the child performed from edge of normal position and to decrease dependency on the pool. flotation. 12. When the child was able to Jump from the edge of The following, procedures were employed during the the -pool independently, he was introduced to the diving program: board. 1. The child was held gently but firmly and was made to a. The instructor indicated to the child that he was to feel secure. He was encouraged by the instructor to walk jump into the water from the diving board. and to jog, always with one or more flotations in order to b. The instructor guided the child to the end of the experience extra buoyancy. diving board by walking behind him and holding on to his 2. He held on to the side of the pool while the instructor waist. moved his legs. c. The child stretched his arms over his head and instructor held his hands. 3. Holding on to the kickboard, he floated, at first, and d. The instructor sprung, letting go of the child's hands then was instructed to kick his legs. just as he jumped into the water. 4. One (or more) of his flotations were removed and he This procedure was repeated ten to twenty times until used the kickboard exclusively. the child was able to comprehend the gestures made by the 5. The kickboard was removed. He used either a plastic instructor and was able to jump independently. Once this vest or a bubble in the free float position. was accomplished, the instructor indicated that the child 6. With the assistance of the instructor, the back was to enter the water head first. The child understood the swimmers received head support and the front swimmers gesture (hands over head and bending of the torso) received torso support.(Children with light perception because he had learned it in relation to diving from the preferred the back position while those without light edge of the pool. perception readily assumed a front position.Instruction By the end of the 1972 school year, three children were was based on each child's preference.) After a time and at jumping with assistance; two jumped independently; and the discretion of the instructor, the child was allowed to two jumped and dived independently. swim unassisted. At the end of the 1972 school year, all of the children had achieved some degree of independence in the water. 7. The child entered and left the pool independently, Most of them seemed relaxed and found swimming an usually via pool side as opposed to stes. enjoyable experience. All were aware of where they were 8. Leveling off was accomplished by gently tossing child going when the gesture for swimming was given:they so that his head was submerged and he learned the moved to the location where they waited for transportation recovery procedure. He was conditioned prior to this by to the pool.Progress was also noted in their ability to virtue of the fact that water had splashed on his face on dress and undress with some degree of self-reliance. numerOus occasions. Next schoolyear,thechildrenwillbe grouped 9. Distance swimming was attempted. Once the homogeneously and will continue to perfect swimming children became independent in the water, they tended to strokes. Two children who are more advinced Will be twirl around in one small area. With a little prodding and taught Red Cross skills and will join a regular swim class. assistance by the instructor, they swam the width of the Eleven childrenwillcontinue to develop endurance, pool, and later, the length of the pool (25 yards).At the improvedstrokes, jumping anddivingprocedures. end of the year, one child independently swam twenty-two Hopefully, the remaining five children will continue to continuous lengths.Initially, plastic ropes were used as progress in water endurance. guides but because they proved to be distracting, their use was discontinued. Distance swimming will be continued to improve endurance and to encourage continued activity. 10. Instruction in and supervision of arm and leg movements in acceptable positions was continued. 11. The children learn to Jump and then dive in the following sequence: a. The instructor held the child's hand and bothjumped from poolside together. b. The instructor stood in the water while the child sat at poolside. The instructor held both of the child's hands when the latter jumped. c. The instructor in the water touched thechild at poolside to make him aware of the fact that she was there to catch him or retrieve him if necessary. d. When the child was able to jump independently and without fear, he was then taught to dive. The child braced his feet on the thighs of the instructor who then bent the child's torso, gently toppling him into the water head first. e. The child's arms were placed in the overheadposition with hands clasped.Then the above procedures were21 followed. f. The child stood on the first step of the pool and the above procedure was repeated. 18 EDUCATION/RECREATION MODEL IN AN OUTDOOR PROGRAM by Steve A. Brannan For several years, starting in the summer of 1966, the Special Education Department at Portland State Univer- sity has been developing and employing a teacher training program stressing an education/recreation conceptof teaching handicapped children. This program, initiated by special educators, was developed because it was felt that present educational models for teacher training were too restrictive. In short, the education/recreation model was exploied because of the need to extend learning experiences for teachers and children beyond the four walls of the classroom. During year.Currently, in the greater Portland area, there are thelastseven summers, approximately 200 teacher various efforts being made by special educators to involve trainees and 300 mentally retarded youngsters have mildly and severly handicapped children in both short and participated in an outdoor curriculum. long term outdoor recreation experiences as an integral part and extension of the classroom program. Housed in school settings, the majority of learning Concei ts in the Education/Recreation Model of Teaching experiences in the classroom have been organized around The following concepts are important aspects of the an outdoor recreation theme with specialemphasis on above model and are viewed as important in both the camping. As a result, a more "real" basis for teaching and training of teachers and the teaching of children. learning was established, especially, when using the actual camping trip as the culminating activity of the summer 1. The meaningfulnessof classroomactivitiesis programs. Both students and children have been observed increased when linked to the experiences provided by an to be more highly motivated because they knew their outdoor recreation program. "school" learning was directly related to a future outdoor 2. Outdoor recreation stresses an expanded concept of experience. Naturally, the camping experience has proven learning achievement versus more traditional "academic" to be the highlight and the medium enabling teachers and achievement (i.e. recreation skills, living skills, interper- children to learn together in a "total living situation." sonal skills.). A more recent development has been the involvement of 3. Learning Is more extensive when children and our Special Education Department in coordinating the teachers participate in a "total" living environment. Mt. Hood Kiwanis Camp, a residential camping program 4. Outdoor recreation creates a learning environment serving handicapped children and youth.This is an that promotes teacher observation and understanding of a interagency or "team" project with Kiwanis service clubs wide variety of pupil behaviors. providing the camp facilities, plus financial support, and 5. Learning is enhanced through the more informal and the Special Education Department at Portland State relaxed atmosphere experienced in outdoor recreation. University providing the professional support for imple menting the program. 6. An outdoor recreation curriculum facilitatesin- creased interpersonal relationships: pupil-teacher; teach- Staffed by specialists and counselors recruited through er-pupil; (during training: teacher-teacher). Portland State University, neighboring colleges and high 7. An outdoor recreation program creates an atmo- school, the Mt. Hood Kiwanis Camp oft;us campers a planned program of nature study, exploration, hiking, sphere where teacher and pupils come "much closer athletics, drama, together"; an atmosphere which promotes increased swimming, camping skills,fishing, feelings and respectS for each other as human beings; an music, and arts and crafts.In addition to providing atmosphere which enhances future relationships in the service, the camp is organized as a training prograli for total school program. individuals desirous of working with the handicapped. 8. Outdoor recreation involves children in a setting High school, undergraduate and graduate students where they have numberous opportunities for success interestedinspecialeducationphysicaleducation, (implications for self concept, self motivation, etc.). recreation and related fields participate in the program. 9. Outdoor recreationcaptureschildren'snatural The camp provides these trainees a "total" experience and interest in nature and provides the logical setting for enables them to gain increased skills in developing and enjoying and/or learning to appreciate it. implementing education/recreation activities with handi- capped children in an outdoor setting. 10. An outdoor curriculum facilitates the development of specific skills in recreation and living activities. As a result of these years of program development, we 11. Outdoor recreation can create an awareness In now believe there is firm evidence to supporteduca- children of the numerous possibilities of recreation tion/recreation concept as a meaningful and realistic experiences common to their geographic area. approach for providing training to teachers and service to children.In addition, there is data to substantiate that 12. The high stimulating effect of recreation/outdoor such a training program has been effective in motivating activities can also be used to achieve the more "academic teachers to employ such concepts with handicapped goals": oral language, sightreading, work under children in their curriculum during the normal school supervision, independent activity, etc. 19 22 1. Show improvement in physical fit- 1. Archeryuse of aiming pole and ness tests. appropriate backdrop behind targets. 2. Develop motor skills to improve 2. Basketball Free Throw - use of a ability to perform in the game (especially seeing person to help determine direc- skills in life time sports) tion of basket and whether the ball went 3. Develop poise and confidence so as into the basket. to be willing to participate in motor 3. Bowling - possible use of guide rail activity whenever the situation is appro- and help by a seeing individualto priate. determine which pins are left standing. 4. Enjoy participation in sport activi- 4. Golf - play with a seeing person to ty. locate ball and indicate direction and 5. Increase knowledge of the acthity distance of green and hole. in order to participate effectively in it 5. Boccie - use of a seeing person to and participate as a spectator. determine where balls are located and the use of a diagram board in which Evaluation of Outcome checkers are used on a small board to Any program thathas objectives show location of the balls by feel. should have some sort of evaluation 6. Track Events - use of overhead or process to determine the degree to hip-high guide wires and touch technique which the objectives are met.Itis of bass drum for starting. suggested that different evaluation pro- cedures be used including survey tech- Activities requiring a considerable niques, objective observation by the amount of adaptation for use in compet- supervisor, and selected tests. ing withotherblindordeaf-blind participants are: 1. Newcomb -change of rulesto include trapping the ball on the floor - in SPORTS AND ATHLETICS bounds as a fair ball. FOR DEAF-BLIND 2. Wall Ball - by Hollis Fait Activities not usually presented as Rationale for the Activity competitive sport events but which Contrary to the frequently held con- could be set up as such for participation cept, participation in sports and athletics by the deaf-blind with anyone include: is not an activity only for the physically 1. Bag punching. superior. Physical limitations need not 2. Various relay races such as the and should not limit the opportunity to overhead pass and the between the legs participnte in competition with others. pass With respect to the deaf-blind such 3. Roller skating racing. opportunity remains to be provided. 4. Rope climbing. 5. Canoeing and boating. Goals - Expected Outcome 6. Sailing. Agency - The goals for the agency in 7. Skiing. the promotion of an athletic program 8. Water skiing. may include: 9. Ice skating. 1. Provide a wide variety of activities for various levels of ability. 2. Promote the values that accrue from participation in vigorous activity. Specific Techniques 3. Enable the deaf-blind individual to Some sports are more appropriate take part inactivities in which the than others for participation by the general population participates. deaf-blind. Highly skilleddeaf-blind 4. Encourage the appreciation of the individuals may participate competitive- ability of the deaf-blind by the public at lyagainst anyoneinthefollowing large. activities with a minumum amount of adaptation: I. Wrestling. Recreation Program and Activity - A 2. Diving. competitive sport program does effect 3. Rebound tumbling andselected positive changes in the personal conduct, t u mbling and gymnastic activities. health, and fitness of the participant. 4. Field events such as shotput, However, such changes do not occur javelin throw, standing broad jump, and automatically, nor are they as extensive standing high jump as generally claimed; desirable attri- 5. Distance throws, baseball, football butes of personal growth and develop- and basketball. ment are promoted only when the 6. Swimming Events - use of touch program is consciously directed toward technique or bass drum for starting their achievement.The following list 7. Horse showing. represents objectives that can be real- ized if the competitive sport program is conducted so as to provide experiences Activities that require some modifies- conducive to positive changes in the t ion to enable the deaf-blind to engage in participants. competition with anyone are: 2023 Leisure Education for Deaf-Blind

EDUCATION FOR LEISURE 2) To ensure the integration of the individual within the immediate living environment and the by Clifford Seymour community. Education for leisure is the responsibility of each To effectively assume such a leisure education school system and teachers in all grades and areas role, the school has the responsibility to Provide of study. It can be successful only when teachers adequate facilities and personnel, and to make are qualified (attuned) in philosophy and attitude to these resources available for community use after organize and conduct their programs so that normal and school hours. education for leisure is an essential objective. By employing the recreational approach, they can The Teacher's Role enlist their pupils in a lifetime of participation and Education for leisure is the responsibility of enrichment. It is essential that the schools provide teachers in al; grades and areas of study. A special experiences which have likely potential for mean- committee cai be established to determine how ingful use of leisure time for deaf-blind children eachsubjectcanbestcontributetoleisure and adults, and thus afford them the social, education . emotional and physicalbenefits derived from participation therein. The Curriculum Some areas to be considerr .1 are pre-academic While this document is specifically designed for subjects (sensory training and motor training), the deaf-blind individual,itis not intended to eurythmics, creative play, music, industrial arts, exclude any other segment of the school's or crafts,home economics,dramatics,science, agency's population.Effective program in educa- physical education, outdoor recreation and sports. tion for leisure is predicted on the concept of integration of all participants to the ultimate degree The curriculum should also provide opportunities possible. for deaf-blind individuals to participate in clubs and other group activities. The School's Role The school,publicorprivate,hasmajor Leisure education should emphasize the enjoy- responsibilities in recreation for all students, to ment and satisfaction that can be derived from an includedeaf-blindindividuals. Programsin activity,withskillmasteryasasecondary education forleisure must meet atleast the consideration. following two basic objectives: The National Institute Work Group that partici- 1) To ensure the individual's deve.!opment and pated in the preparation of this paper consisted of acquisition of leisure attitudes, skills and knowl- Clifford T. Seymour, leader, Joel Hoff, Shirley edge. Bushell, Fred Humphrey and Gary Cannon.

NEED TO SURVIVE(tournaments, Deaf-Blind at Leisure competition, swimming) *NEED TO CREATE (arts and crafts) by Ernest Drape la NEED TO EXPRESS(modern dance, The term leisure is most succinctly defined as gymnastics, speech, drama) "free-time" or discretionary time. If we assume an NEED TO BELONG (parties or dances, average lifetime of 70 years it has been estimated social events, group activities) that subsistencewill consume 45.8% of our NEED TO ACHIEVE (taste of success-- lifespan (compcted at 11 hours per day, sleeping make it possible) and eating); comMuting 3.8%. (computed at 2 NEED TO SERVE (volunteers) hours per workday for 49 years);work 15.6% *NEED FOR RECOGNITION (awards, (assuming a person is "fully employed" from age 16 excellence--should be special) to 65);leaving 34.8% asleisuretime(after *NEED FOR ADVENTURE(out-of- subtracting subsistence, commuting and work). doors) As a park and recreation administrator I must frequently examine the constraints within which The one belief we all hold in common is that our department can provide for the skills and everyone, deaf-blind included,is entitled to a .opportunities orour constituents.The thing that rewarding leisure experience, and that .we each everyone shares in common are the bio-social possess unique resources which must be shared to needs which can be fulfilled through recreation provide the deaf-blind with a maximum of his total programming: person. 24 21 TOWARD LEISURE COMPETENCY: AREA 6.0.0 A Guide for individualized instruction LEISURE TIME ACTIVITIES by Oregon Special Education Transmitted by'Steve A. Brannan Outdoor Recreational Activities

These are based on the proceedings of the Special Study institutes 6.1.0 Possessesskillsand held during the summers of 1972 and 1973. Co-sponsored by the State knowledge necessary for out- Department of Education, Special Education Section and Portiand.State door play activities. University, Special Education Department in cooperation with participat- 6.1.1 Demonstrates skills/knowl- ing Oregon School Districts, the Project was supported, in part, by edge for playing independently. Public Law 85-296, Amendment to Title VI, ESEA, Part D from DEH, 6.1.2 Demonstrates skills/knowl- Department of Health, Education, and Welfare, Washington, DC 20201. edge for playing with others. 6.1.3 Demonstrates skills/knowl- Overview edge for participating in Inform- TOWARD COMPETENCY is concerned with six major curriculum al playground games. areas: 1) Basic Skills, 2) Personal and Social Awareness, 3) Living in the 6.1.4 Demonstrates skills/knowl- Environment, 4) Career Education, 5) Human Ecology, and 6) Leisure edge for participating in recrea- Time Activities. tional games. 6.1.5 Demonstrates skills/knowl- Within each of the six curriculum areas, the subject matter is edge for participating in organ- organized into sections, and the goals and sub-goals are listed under ized games. them. 6.1.6 Demonstrates ability to par- Goals are defined as performance outcomes for the student to achieve ticipate in extra-mural school . during his formai special education. They are considered long-range team sports. guidelines. Sub-goals are also statements of performance outcomes but 6.1.7 focus on the acquisition of Intermediate skillsskills that prepare the 6.1.8 student to attain the related goals. They can be considered short-range. guidelines. 6.2.0 Voluntarily participates In outdoor play activities. Recording Student Progress .6.2.1 Plays independently. The importanceofrecordingstudent achievement cannot be 6.2.2 Plays with other children overstressed. It is an account of what has been learned and indicates the within an outdoor setting. student's strengths and weaknesses. The record goes with the student 6.2.3 Participates in informal as he progresses from teacher to teacher andschool to school.It playground games. provides continuity for his program and should prevent unnecessary 6.2.4 Participates in recreational duplication-of instruction. 'games. 6.2.5 Participatesinorgan ized games. Definition 6.2.e Participates in extra-mural Area 6, Leisure Time Activities, refers primarily to helping students school team sports. become more competentinplanning,selecting,enjoying,and participating in recreation activities during their own free time.In this 6.2.7 section, attention is given to a variety of school and away-from-school 6.2.8 activities. An attempt is made to seperate the skills and knowledge needed for recreational activities from voluntary participation in the activities.

Rationale for instruction With many people having from 30 to 40 hours a week in leisure time, the importance of recreational activities is increasing. In order to make effective use of their free time, students need to become familiar with the activities available to them. It cannot be assumed that students with learning ptoblems will independently pursue a variety of leisure time activities. Therefore,itisimportant that teachers plan specific instructional time for teaching leisure time activities.

Measurement Model The teacher's guide includes model criterion measurement statements (CMS). They have been written to clarify the intent of sub-goals and to assist teachers in developing .specific criterion for evaluating indiVidual student performance. Teachers are expected to adapt a model CMS and extend it to more specific teaching slivations. n 4 games. edge In use of adhesives. 6.5.3 Demonstrates skills/knowl- 6.8.7 Demonstrates skills/knowl- edge for playing organized edgeinuseofleathercraft games. techniques. 6.5.4 Demonstrates skills/knowl- 6.8.8 Demonstrates skills/knowl- edge in playing team sports. edgeinuseofneedlecraft 6.5.5 Demonstrates skills/knowl- techniques. edge for playing card games. 6.8.9 Demonstrates skills-/knowl- 6.5.6 Demonstrates skills/knowl- edgeinsculpturingvarious edge for playing table games. materials. 6.5.7 6.8.10 Demonstrates skills/ 6.5.8 knowledge ofletteringtech- niques. 6.8.11 Demonstrates skills/ 6.6.0 Voluntarily participates in knowledge in clay/pottery tech- indoor activities. niques. 6.6.1 Voluntarily participatesin 6.8.12 Demonstrates skills/ classroom games. knowledge for woodworking. 6.6.2 Voluntarily participatesin 6.8.13 Demonstrates skills/ recreational games. 6.3.0 Possesses skills and knowl- knowledge foi use in metal craft. 6.6.3 Voluntarily participatesin 6.8.14 Demonstrates skills/ edge necessary for outdoor rec- organized games. reational activities. knowledge for use inplastic 6.6.4 Voluntarily participatesin craft. 6.3.1 Demonstrates hiking skills/ team sports. knowledge. 6.8.15 6.6.5 Voluntarilyplayscard 6.8.16 6.3.2 Demonstrates bicycling games. skills/knowledge. 6.6.6 Voluntarily plays table 6.3.3 Demonstrates camping games. 6.9.0 Voluntarily, participates in. skills/knowledge. 6.6.7 arts and crafts activities. 6.3.4 Demonstrates swimming 6.6.8 6.9.2 Voluntarily makes art pro- skills/knowledge. jectsusingvariouscoloring 6.3.5 Demonstrates boating skills materials. Skills/ knowledge. 6.7.0 Voluntarily selects and par- fishing/ 6.9.3 Voluntarily makes leather 6.3.6 Demonstrates ticipates In various indoor leis- craft projects. hunting skills. ure activities. horseman- 6.9.4 Voluntarily makes needle- 6.3.7 Demonstrates 6.7.1 Voluntarily participatesin craft projects. ship skills/knowledge. leisure listening activities. 6.9.5 Voluntarilysculptures/ 6.3.8 Demonstrates gardening 6.7.2 Voluntarilyreadsliterary carves on various materials. skills/ knowledge. materials. 6.9.6 Voluntarily makes craft pro- 6.3.9 6.7.3 Voluntarily participatesin jects from various materials. 6.3.10 hobbies. 6.9.7 Voluntarily makes a weav- 6.7.4 Voluntarily participatesin ing project. 6.4.0 Voluntarily participatesin dramatic plays. 6.9.8 Voluntarily makes a project outdoor recreational activities. 6.7.5 Voluntarily attends dances. from metal. 6.4.1 Goes hiking. 6.7.6 6.9.9 6.4.2 Goes bicycling. 6.7.7 6.9.10 6.4.3 Goes camping. 6.4.4 Goes swimming. Arts and Crafts 6:4.5 Goes boating. 6,4.6 Goes fishing/hunting. 6.4.7 Goes horseback riding. 6.8.0 Possesses skills and knowl- 6.4.8 Grows a garden. edge used in arts and crafts 6.4.9 activities. 6.4.10 6.8.1 Demonstrates skills/knowl- edge for drawing. sEJILI 6.8.2 Demonstrates skills/knowl- Indoor Recreational Activities edge in use of crayon tech- niques. 6.5.0 Possesses skills and knowl- 6.8.3 Demonstrates skills/knowl- edge necessary for indoor play edge for painting. or" activities. 6.8.4 Demonstrates skills/knowl- 6.5.1 Demonstrates skills/knowl- edge in use of colors. edgeforplayingclassroom 6.8.5 Demonstrates skills/knowl- games. edge in use of cutting instru- 6.5.2 Demonstrates skills/knowl- ments. edge forplayingrecreational 6.8.6 Demonstrates skills/knowl- 26 23 Publich I Facilities 6.13.3 Voluntarily visits museum. "etreatialla .6.13.4 Voluntarily attends AIN dramatic presentation. 8 and 6.13.5 Voluntarily attends school knowi r'osseWseary ior 'Hann social events. Palm:49e neoe_01 facilities,° 6.13.0 Voluntarily attends local 6 0.1f2n..1 azoesntsitorPateeknowledge attractions. 6.13.7 Voluntarily attends vehicle 6.12,1P,rest park.*esknowledge races. offlea.ventonetre' 6.13.8 Voluntarily uses local 6.12,3 11,est zoc.tes knowledge recreational facilities. of neA'-'emonstra 6.13.10 Voluntarily usespublic 6.12,,reat museU e know library. 6.13.11 6o.1f2n.seuree:it othnesattr:re know:edgeedge 6.13.12 of thebemonstrate 6.12.6 641r. to knowledge of vehi enter* Organizations and Service Clubs 6.12 7 cle racetra of Cdc!),emonstrat- edge knowl %pectato. edge 6.14.0 Possesses knowledge of of !pea,be mons.,001tow fao II,Ides. clubs and organizations. 6.01f2is iz:ermecorneasttrIatee knowledge 6.14.1 Demonstrates knowledge of various community clubs/ he Nblic librarY" organizations. :Music 6.14.2 Demonstrates knowledge of service clubs. 6.1 0.0 Possesses skillsand 6.14.3 Demonstrates knowledge knowledge necessary for partici- of fraternal organizations. pation in music. 6.14.4 Demonstrates knowledge 6.10.1 Reproduces a tune. of volunteer organizations. 6.10.2 Reproduces rhythms. 6.14.5 6.10.3 DemOnstrates skills in 6.14.6 rhythm. 6.10.4 Demonstratesabilityto . play rhythm instruments. 6.15.0 Voluntarily participates as 6.10.5 Demonstrates knowledge a member of a clubor of basic music skills. organization. 6.10.6 Demonstrates knowledge 6.15.1 Voluntarily participates as of the function of notes. a member of a coMmunity club/ 6.10.7 Demonstrates knowledge. organization. 6.15.2 Voluntarily participates as of Musical instruments. fraternal 6.10.8 Demonstrates apprecia- a member of a tion of music. organization. 6.10.9 Identifies popular record- 6.15.3 Participates as a member ing artists. of a volunteer service 6.1 0.1 0 Demonstrates skillin organization. dancing to music. 6.15.4 6.12.10 tes knoWledge 6.15.5 -6.1011 of 6.10.12 pec athletic evente:wi $ 6.12.11bemdpstreoitesksnpoewc 6.11.0 Voluntarilyparticipates in musical activitieS. aotfhle%tscif-scI1 6.11.1 Voluntarilyplays rhythm 6.12.12events.°laces/organize_ games. tioneNamesPro Pide instruction 6.11.2 Voluntarilyplays ina in recre""I n ntivities. rhythm band. ational a" 6.11.3 Voluntarilysings. 6.12.14 6.11.4 Voluntarilyplays a musical instrument. --6,11.5 Voluntarilylistens to pop- 6r.1e3c./9 . tciii lizi ular recording artists. ....,._eational or "-ow listens-to p--vrelrtz.___,, 6.13.1x, -foes to ous styles of muslc. vOluntarilY 1#' a Park. 6.13,2ws, 1-1005 xothe 6.11.7 arilyv ZOO. unt 1 '6.11.8 %"1 Special Considerations in Recreation for Deaf-Blind

SPECIAL PROBLEMS AND ISSUES IN therapeutic recreation services should helpto RECREATION FOR DEAF-BLIND substitute a more satisfying activity. by Vera Schiller We recognize that as more and more attention and Is given to,the special problems and Lillian Helgason and concern _ issues in.recreation for-deaf-blindchildren, youths We-believe itis essential to point out that and adults, the sooner these problemswill be deaf-blindness is more often than not accompanied solved and deaf-4)11nd individuals willbe accepted by other handicapping conditions-physical, and affordedthe opportunity to make their "special emotional and intellectual.For this reason, itis contributions." essential toindividualize each issue that we approach. Every effort should be made to Integrate The National Institute Work Group consisted of deaf-blind people into community programs and Vera Schiller and Lillian Helgason,leaders, and Li activities. The concept of "community" includes Sookram, Tim Miller, June Spencer, Carole Hanson the community which has no boundaries. Integration in this sense has a positive effect not and Mary Thompson. only forthe deaf-blind thernselves but also for the population at large and the professionals involved r. in various programs who thus meet deaf-blind GUIDELINES FOR WORKING WITH people and learn more about them. DEAF-BLIND CHILDREN Traditionally, established programs serving the by ChadesS. Dougherty blind have, to at least a limited extent, provided the bulk of services to deaf-blind clients. FicAvever Guidelines for Communication such programs havefrequentli excludedthe The following al.; some basic guidelines to be -deaf-blind because of the communication problem. aware ofwhen working, with the deaf-blind. These Programs for the deaf have included deaf-blind are onlyintended for those -who have limited individuals to a far lesser degree, although this is contact with the deaf-blind. More frequent contact, beginningtochange. Recreationneedsof of course, would require advance' skills beyond deaf-blind people can best be met through a these. team-work approach and a sharing of knowledge 1. When You approach a deaf-blind person, let between those involved in work with the deaf and him know - by a simple touch - that you are near. A work with the blind. Recreation Therapists can be firm 'hand-shake will show your friendly developing such a team warm. an important catalyst in interest. approach. 2. Makepositive but gentle use of any means of communication you adopt. Abrupt or exaggerated Before true integration of the deaf-blind Into gestures might be disturbing or misunderstood. community programs can take place, preparation of a Work out with him a simple but special signal the deaf-blind person and the use of well trained for identifying yourself to him. volunteers is needed. Itis imperative that the 4. Learn and use whatever methodof communi- "helping person" withdraw as quickly as possible cation You adopt which ht-t knows,however to allow the deaf-blind individual to develop his elementary.If a more adequate method might be own capacity for independent activity. valuable to him, help him learn It. 5.Alwaysbesurethedeaf-blindperson In terms of sex educadOn, we recognize that not understands you, and be sure that you understand only must the deaf-blind person be offered as much him. background and information as possible in order 6. Encourage hlm to use hisvoice if he has that his awareness of appropriate sexual behavior sp7e.ecifhieven if he knows only a few words. might be developed; in addition, professionals in here are others present, let him know.when the fields of recreation, education and rehabilita- it is appropriate for him to speak. tionshouldalsohavecoursesduringtheir 8. Alwaysinform him of his whereabouts. professional training so that they can be better g. Always tell him when you are leaving, even if prepared to deal With this question. itIs only for a brief period.See that heis comfortably and safely situated. Ifhe isnot In considering some behavior manifestations, isni t t yi noug.he will need something substantial to touch behavior modification should be used as a tool as r absence.Place his hand onit before long as It appears to be an effective tool; once a Never abandon a deaf-blind person in goalhasbeenreached,- aspecificbehavior ulenafvaimliar surroundings. modification pattern should be re-evaluated. 10. When withadeaf-blindperson,keep ,Sorne.,..of_theunproductive _andapparentiv sufficiehtly closp so that by physicaLcontact, he non-purposive behavior such as flicking, spinning, will know youare there. etc., should be considered as clues to the behavior 11. Inwalking, let him take your arm. Never push patternofthedeaf-blindchild. However, him aheadof you. 25 12. Make use Of a simple set of signalsto let him than a child who has been born without them and know when he is about to (a) ascenda flight of never knew what It was like to have had them.The stairs, (b) descend aflight ofstairs,AO/ walk child born without hearing and visions adjusts lei a vehicle. much faster and more easily than one who lost through a doorway,A-)board A deaf-blind person holding your armcan uaually them later in life. sense any change In Pace or direction. 13. Encourage a deaf-blind personto use his own Endurance initiative and ability, h owever limitedEncourage him to express hls own Ideas. Encourage his The deaf-blind child's endurance (length of stay in the water) will be determined by such factors as: interest in new experiences. water temperature (they prefer 86 plus degrees); 14. Rely on your natural courtesy,consideration, flusteredor flow they feel; and where else they have been to and common sense.Avoid getting swim before and the results of that experience. irritatedif misunderstandings arise.OccaSional communication areonlytobe Gradually increase the length of time in the water difficultiesin for the child through each of the training phases. expected. In helping a deaf-blind person,you will have Programs preferably should be held every day for many things working for you. Quitelikely there will 30-40 minutes. be difficulties, but your patience will go along way Parental Involvement in overcoming them. Common courtesY, common sense, and communication - thoseare the keys. Parents should be encouraged to go into the Avoidance of learninn. somerninirnal communi- water with the child whenever possible during the cation skill tends to reinforce thedeaf-blind child's initial stages. This is especially important in cases sense of isolationand not belonging. of extreme insecurity. Consistency is important. Try to use the same volunteer with each child every time. Use the same Volunteers routine. Keep everything familiar to the child. Thls Training is absolutely necessarY.Good and bad reinforces his confidence and security. A change practices and techniques of workingwith the in staff may cause some regression in the child's handicapped have thesame conseciIL3Tindcsetafa whether progress due to the necessity of thetrust-relation- they are performed bY volunteer or ship. because volunteers are not beingpaid doesnot minimize the effect and Impact thatthey will have Normalization on the participants. sensitive to the Every attempt should be made to place the Deaf-blind children are acutely deaf-blind child in a "normal" program as soon as feelings and attitudes ofthosearound them.If a sitancy wh atso- possible. Deaf-blind children usually begin to- worker has any reservation orhe relate to other children at about age seven.Peer ever, then youshould Perhaps recosidern whether should work with the deaf-blind. modehng could be a tremendous help in working or not that person with the child. The deaf-blindchildcan sensetheworker's "up-tightness" and lack of confidencewhich in turn Play and Equipment makes the child feel tense and nervous. Attempt to find out if the deaf-blind child relatesbetter toa The following is a partial listing of activities and male or female because this can bean influencing toys that are useful in working with deaf-blind factor. children.

Discipline Types of play: Toys: a swing keys on ring Just 'becausethe child is handicapped is no sand box with nested boxes reason not to befirm and disciplinarY. They need pall and spoon aluminum pail to learn proper behavior also. ASwith any child, be tricycle plate and spoon kind but firm and enforce rules.Since cornmuni- wagon wooden spoons cation is a problem, rememberrule-enforcement merry-go-round wooden clothes pins has to be demonstrated to the child. large inner tube to crumply paper bounce or roll on bean bags a doll buggy soft modeling clay Other Factors small wading pool baking dough Age of onsetof the disability and the degree of slide large beads involvement of thedisabilitycanalso be determin- climbing bars wrist bells ants in the teaching and learninprocess. Children snow play pans who have partialsight and/or partial hearing tend plastic lids to be more fearfulthan those with total losses of hot pads, drum both senses. The age of onset of thedisability also paper carton is important. A child who was bornwith 2 9 squeaky rubber toys hearing then loses it will be muchmoreesaighutl frf ana nd d dangling toys apprehensive and anxious aboutthe sensoryloss push and pull toys 26 Consumerism and Advocacy for Recreation for Deaf-Blind

CONSUMERISM: RECREATION FOR THE At the National Center, no one is permitted to prejudge DEAF-BLIND BY THE DEAF-BLIND any deaf-blind trainee at the time of entranceinto the program nor are the Center's Regional Representatives by Louis Y. Bettica permitted to determine whether or not an individual can I would like to present two examples which I feel benefit from training. illustrate theimpact of thissevere dual handicap upon the individual with regard to his environment.Years ago, We believe that only by objective observation of during a weekend camping trip, I shared a room with an individual's performance can hisabilities be seven other men,five of whom were deaf-blind.It was a determined and hisfullpotential developed. cold night, and sleeping wai difficult for all of us, but for Deaf-Blind people have often expressed the fact the two of thedeaf-blindmen it seemed impossible. It was that they are victimized by opinions and attitudes two a.m., I was awake myself, and in looking around the of people and workers who are closest to them and room I became aware that one man, two cots awayfrom who may have great Influence on their lives. me, wasawake and that another mannext to me, but on In looking through a book of pictures of recreational the other side--was also wakeful. I remember thinking at activities at the Industrial Home for the Blind and the that time thatherewere two men, very friendly toward National Center, I deliberately added the picture of a man each other, probably feeling miserable about not being wearing a button about three inches in diameter, which able to sleep, who would have liked nothing better, just clearly states I AM DEAF AND BLIND. This picture is a then, than tobe able to spend part of that sleepless night gimmick which I use in discussing restrictive attitudes in conversation. Yet desphe the fact that only a dozen or which we are not usually aware of.In looking at that so feet separatedthem, their handicaps had placed them picture, you will most likely form a reaction to the label oceans apart. that the man is wearing. The significant factor is that outside resources must intervene to make these moments more meaningful and Many of you are unfamiliar with work for the adult less wasteful.The necessity for intervention by outside deaf-blind, and therefore may wonder about the purpose resources,due to deaf-blind persons' dependence on of this button. One reaction is that you would feel that this others, places an extremely heavy responsibility upon every is the sort of thing you would never do to a deaf-blind professional worker since it is so easy to overlook the role person; another reaction is that you may say that you one's ownfeelings play while being involved with a would never do such a thing to your deaf-blind people. deaf-blind person. These are generally the reactions of any group, and I - believe that this group is no exception. I would, however, Deaf-blind People, In expressing their feelings hope that the majority of you would have the former about their handicap,usually point totheir reaction, rather than the latter. isolation from the environment, the confinement to a small areal the misunderstanding thatthey encounter from almost everyone, the lack of companionship leading to loneliness, and the fact that they are not able to take Part In maldng Filling the Needs of the decisions.Theseare the problems they findor have foundas difficulttoovercomeasthe Deaf-Blind-An Acrostic handicap itselL Therapeutic recreation, as part of a team approach to Through this acrostic spelling of deaf-blind, the educationand adjustment of the total individual, can Dr. James F. Garrett, Assistant Administrator of certainly be helpful in providing the individual with some Research and Demonsrtations in the Social and of the skills necessary to bring more satisfaction intohis Rehabilitation Service, has briefly summarized life.I would, however, like to reflect on those areas of the needs of this too often forgotten part of our frustration which deal with self-determination and which population.It has its relevance to those of us foster continued dependency, as a result of the attitudesof who teach and train multi-handicapped children workers and others. and youth. Louis M. Tutt We have discussed in past sessions that in our workwith D DETAIL, painstaking people we asprofessional workers must be aware of our E - EFFORT, by both client and staff own feelings;and, that each client has a right to believe A - ADJUSTMENT, the goal for the client that we arefree from biases and hangups, or even personal F FACILITIES, a myriad of them needed for problems that may interfere with the quality of ourwork in success the "teacher-student" relationship. B - BELONGINGNESS, all of us want and the I tend to believe that most of us, here, are quite awareof deaf-blind seldom have felt our prejudicesand biases, and I. suspect that these are 1. - LANGUAGE, commercial skill, fundamental pretty muchunder control.I have seen children from - INDIVIDUALITY,differences . minority grouPs- trgated.. eaually in the, settings I have N - NUMBERS...thank goodness,.small visited throughout the country. I would, therefore, like to D - DIVERSITY, needs ways of marking, personal deal with those attitudes which can creep up on us so resources subtly as to be unrecdgnized. 30 27 The button inscribed I AM DEAF AND BLIND, along potentials themselves, and with hell) when this Is with two other buttons--I AM DEAF AND HAVE POOR Indicated. They want to be free t° "Press thehr SIGHT, I AM BLIND AND HAVE POOR HEARING-- opinions, even though their oP1111.,r_may not be are an integral part of our mobility training.The first popular. It is my hope that you button was actually developed by a deaf-blind person who of doing things with them, andnwulot firr thetamtanrinds desired some independence in mobility which he found let's have recreation with them, rather tt.--an for only through the use of this button.Since travelling for them! deaf-blind people is such a precarious phase of life, we feel -that everyone should be exposed to the use of the Many of you work with deaf-blind children. my own appropriate button; then, upon completion of training, contacts with these children have been rather limited; they can decide whether or not they wish to use them. A nevertheless, I have met a number of teenagers and former majority of deaf-blind people use the button; others have students, and it was apparent to me that they expressed or tried to travel without it without much success, or with demonstrated their frustrations with the inability to be much less degree of success as with the button. This item free from their helpers or companions.Thereare,of is one that has given the National Center's staff a most course, many children who areincapable ofexpressing difficult time in overcoming its feelings, as we too are not their feelings, and it is conceivable that acting out" is one hapPY about labelling a person. form of expressing their inability to a rticulate their feelings to another person. As these childrencannot speak The point I wish to stress here is that neither you nor for themselves, I would like, to express a thought in a little I-nor anyone else--has the right to decide whether or not poem I have just composed. I believeit indicateswhat we this is the beat procedure; only the deaf-blind person has have been striving to express, and it could well the right to accept It or relact represent the child's appeal to you. In conclusion, I wish to stress that deaf-blind Help me to grow up so I can do my hest, people want the opportunities to explore their Before the Good Lord calls me to my rest.

STRATEGIES FOR brought to the attention of the public PARENTS ADVOCACY PROFESSIONAL ADVOCACY FOR andtoestablishacause. The bY Lillian Helgason RECREATION contributions of the deaf-blind, such as Helen Keller, to society need to be by Ernest Drape la emphasized.In addition we need to Parents participation is an integral be preparing measures for legislative part of our Statement I bodies, preparing fact sheets, seeking Accredited universities who offer private funds to match federal funds 1) Parents degreesinParkandRecreation and pursuing objectives such as those of the activities. Management should include a course suggested by the Deaf-Blind Project which deals with Recreation Advoca- Director; 2) Parents are involved in placement cy, such as the course, Recreation and staffIngs. Legislation, offered at the University Objective I:Recreation Advocacy of Oregon.The subject matter is for Deaf-Blind should be included in 3) parents are involved in monthly critical to all phases of professional meetings. recreation endeavors, which profes- the basic Introduction to Therapeutic sionals should be trained to respond Recreation course. 4) Parents are involved in periodic to. Objective II:State Societies and total preschool Meetings in the even- ings. statement II their respective Therapeutic Recrea- State societies should conduct com- tion sections should assist in promot- legislative inglegislation.Federal and State, 5) Parents are encouraged come prehensive workshops in which will provide recreation service school and observe the child and methods in cooperation with existing techniques used with the child. agencies to train agencyprofessionals for deaf-blind. who need to provide testimony for or 6) Parents are visited in against legislative proposals. Objective III: The NRPA and the the home bY DistrictAdvisory Councilsof the the staff. Next year this will haPPell statement in NRPA should be informed of recrea- once a month. Close coordination should be main- tion for deaf-blind advocacy needs, tained with the National Recreation issues, plans, etc. Parents and school hn-ye a note- and Park Association andDistrict book going backand fortheverydaY innatural Advisory Councils on issues of nation- Conclusion: "Leadership"is an justtowrite everydaY al significance. - individual responsibility as well as tidbits about the students. collective issue. No national effort will i f Conclusion . succeedunless.there emerge across the I have used. a Par,,e,nt.n.ormation A humanitarian appeal should be Nation many individuals willing to GprroogruLtsoorgsiuveb jecintsthwrnhticha tiönabout stressed on behalf of the deaf-blind of take leadership roleV'af the state and ld be our nation. Their plightneeds to be local levels. of interest to all parents of deaf-blind 28 31 are engaged -children. The groups will meet five ADVOCACY FOR RECREATION Those of us whoeaf.biind, too!, times each year. For the coming year, SERVWES FORTHE DEAF-BL1ND working with the d from now on, bring toour work. 10.4_1. the program will cover "Hearing and by Loub1. Bernal recreation. "tt Communication" andwillinclude we have learned about up until this time there has been we sincerely believe thatrecreation 11.1_t sections on what various hearing losses we then kiivvie4 virtually no planning for recreation for a part in our progrants. I mean, how speech can be encouraged, bonging it te",,_ learning manual communication, and deaf-blind children and very little for the responsibility adult, therefore, I am responsible'.4 using manual communications. the deaf-blind attention of Staff tor sure wewill be excused ifwe dream a this session,. The other type of group is for little during proThgroasthethoifn' gu.swho are retailed in parents of children at the residential The National Center was the result therapeutic recreation Illus..% 'wh now school. During a two day stay at the of a dream,but Helen Keller along on, bring to our work. school, parents are asked to observe Salmon had that dream many you are available toworkeev;Peenreethver their child's program and have confer- formthies biesnwefihteroeftIhebediei:sf,o'b y ywetathrsDuntilario.and it did not become a ences with both teachers andhouse- recently.Therefore, at n fortheir reality begin and althoughwe can dee_ln parents concerning goals this time.strategies by various groups here and park. child. They have an opportunity to may seemlike "Pie in the Sky" today. beautiful dreams, ularly those of yoU in "Creati°11, eao interact with other parents and other However,I am certain that some will children. They are then included in a make reality happen. t realized if we continue to voice the -A iS ainOrig small group with the head teacher and needs ofthe deaf-blind. Since the greatest Ile' the the rehabilitation counselor to discuss children,the strateflY ,fuld. then particular problems relating to their In proposing these strategies we appear that a concentra'. al314.0aeh children. must nOtalways think in terms of the be made to the CoordillaWrsfh.tnid other tfuotusree; afarroudnidstaunst We must look leaders for the purpose ° 418to this I am grateful I will have a good what immediate so obvinitsl_.: cvery we can dt 3 le Pa ef-boIfindprcohgfiadmwhaov:ilable committee to work on the Parent efforts allmake atthe Y In Advocacy Study Group. conclusion ot these sessions. need of such a prograill'

Beatitudes for Friends of Exceptional Children I want to sharethe "Beatitudes for Friends of Exceptional Children" in behalf of my daughter, Sherry, myself and all Deaf-Blind children and parents. Lillian Helgason graciou5 BLESSED are you who take time to listen to BLESSED are you who help us with the . difficult speech, for you help us to know thatif we ness of Christ, Who did not bruise thethe reedhetoend persevere We can be understood. quench and flax, for often we need cannot ask for. BLESSED are you who walk with us MPublic for in BLESSED are you, when by all these things You places, and ignore the stares of strangeres indivkluele your companionship we find havens ofrelaxation. assure us that the thing that makes ue is not in our peculiar muscles, nor in crevi.dunded nor in difficulties BLESSED are you who never bid us to"hurry up", nervous systems, ourself which 1:101 and, more blessed, you who do not snatchour learning, but in the God-given tasks from our hands to do them for us,for often infirmity can confine. we need time rather thanhelp. REJOICE and be exceedingly glad,and know you give us reassurances that BLESSED are you who stand beside us as we enter couldes neverasChniatbe new, and emtried, ventures,for our failures will be spoken in words, for you deal with outweighed by the times when wesurprise dealt with all His children. ourselves and you.

BLESSED are you who ask for our help, for our greatest need is to be needed. Copied for PARENTALK, April. 196 32

29 EvalU,ation RecreationforDeaf-Blind

PROGRAM EVALUATION GUIDELINES FOR REVIEW OF by Robert Howell RECREATION SERVICES Program evaluation can be divid Thefollowing informationisextracted -eniIntoDiv° "Recommended Standards with distinctgroups; 1) peopleoriented ex:' from the consUrner, EvaluativeCriteria for Recreation Services in staff, admi,nistration and institutionand 2) activiitfny Residential Institutions" by Dr.Doris orientated,whichisbasica!! based on a project supported by programs c°rIderned Berryman, per se andequipmentand facili ties Children's bureau. utilized in theseprograms. the U.S. philosophy andgoals People orientated program eval The therapeutic recreation services programevaluation centers aroundtiatIC3n +k infers Standard l and the e ctonst;ul offered arebased on a written philosoPhY of who o it applies to the residential treatment consumerpse.rsons Provideerv Sre ds t)e recreation as center. . The desires eats Criteria consumer's needs, and inter a) The statementis in accordwith the Philosophy, should be evaluated and these he and policies of the agency andhas been shouldevaluation Purpose, reflected in programplanning and--ma approved by itsadministrative authority. process. b) Within thedepartment, provisions are made to The recreation staff should be recreation staff members and volun- executing various oareational activitiesn/8001101° at the f°r acquaint all teers with thisstatement. client'slevelof epartIcIpation aw_ evaluating progressbased urion behavioroblate"'I aont...iv.es i.no d The recreation administrator(s Administration the"1tss"ti-olilacii Standard 5.Structure. Recreation Services are be responsible for evaluating administered by a professional departmentas an program consuLneee s in terms of the rencerueds Ina of the institution's overall functional interests. He is further responaluie f integral part the 'programin terms ofhospital'orevatUBt'nr%i structure. objectivesand goals.Evaluation of\institujirtgia Criteria and depaf he ob oes a) AdministrativeauthorltY andresponsibilities goals of the recreation rtroent IS Ills° delineated in writing. necessary. are clearly for recreation services is The institution should evaluate their a in b) Responsty terms of meeting the total needsPrograr0- assigned to Professionally qualified staff theclica' administrator participatesin whichincludes the opportonitY to Participate lal c) The department self-actualizing experiences. interdepartmental meetings. Theactivity orientated Program e valuationbe- Personnel Personnel The gins withan evaluation ofthe goals ives Standard13- Practices. of the recreational programsofferedand object institution haswritten personnelpolicies and Thesegoals by its and objectives should be based sdUrld practicewhich are periodically reviewed departmental /institutional Philosophy.n ca governingbody and revised as necessarY. Criteria a written statement of personnel Criteria for establishing an effective means of a) There is P bo)l i cAj es caon d Practices. evaluation of recreation programsIllust be deteirj; of the statement is given to each mined. Some for developingquesti assist in criteria for prograM eve'',crls whicn'Iv; employee aswell as kept on file in the department. follow's; -ationares 1. Is thepurpose of theprograre Programming what Needs and Interests of Residents. qualitYor aquantity experience?,,.to Standard 37. extent? AndP Recreation Servicesare designed to meet the 2. Doesthe program Insurea growing, learning, needs, comPetencies,capabilities and interests of sharing experience? individualsand groups and take into account 3. What does individual treatment objectives. carry(specific-over value the program activities) have? Criteria an established method for assessing 4. Does the program insurethe the thae) Tneheedree opportunity for success? For failure?consumer ,interests, competenciesand capabilities 5. Does the program stimulate the of residentswhich includes: imagination and development of skills?consunisee 1) an interviewwith each resident; and/or, 6. Ppes the program proFtde fhe 2) accessto pertinent medical, psychiatric and -other infomiatiOn cdriCOrliirig-eaer, reside- fheoppahdriitylO eiiPerienceeali-acctOljrallijuenitrornlithi planning 7. How does the program Improve quality 0 3 3 b) Resident croomgrmittweehseraerfeeaustiiblizlee.d in life of the participants? the activities P 30 Areas, Facilities, and Equipment Standard46 Design andLayout. Recreation BEM and the Dear.Blind areas and facilities are designed and constructed or modifiedto perMit all recreation services to be by William A. Hillman, Jr., Coordinator carried outto the fullest possibleextent in pleasant Physical Education and Recreation and functional surroundings accessible toall Division of Personnel Preparation residentsregardless of their disabilities. Bureau of Education for the Handicapped Criteria Office of Education a) Recreationstaffandappropriateoutside U.S. Department of Health, Education consultantsare consultedin the designing or and Welfare modificationof all recreation areasand facilities. b) Recreationareas andfacilities meet local legal reqUirementsconcerningsafety,fire,health, sanitation, etc., codes. I want to take this opportunity to briefly relate our concern regarding recreation services for the deaf-blindchild. Mr. RobertDantona,the EVALUATIONOF MOTOR SKILLS Coordinator of theRegional Deaf-Blind Centers in the Bureau of Education for the Handicapped, by Louis M. Tot hasbeenreviewingtherecreation,physical Thisplan is based on Evaluation and education and leisure needs of the deaf-blind child. Assessmentof Motor Skill Goals at the The Deputy commission of the Bureau. of Deaf-Blind DepartmentoftheMichigan Education for the Handicapped, Dr. Edwin W. Schoolfor the Blind. Martin, Jr.,has beenconcerned for some tithe Goals about increased provision of all types of services to 1. To Introduceto Each Child a New Environment severely handicaPPed children and incorporated the for Exploratory Movement. recreation, physical education and leisure needs of the deaf-blind into the regulations and guidelines 2. To HelpEach Child ImproveHis Kinesthetic for the Education for the Handicapped Act. Awareness Concurrently, various agencies and individuals in 3. To TeachEach Child NewPhysical Skills. the field have been expressing their concerns over 4. To Help theneedsof severely handicapped children, Each Child Develop Improved Body particularly deaf-blind children. One of these image and Self-Concept. individualswasDr.John A.Nesbittofthe 5. TO HAVE FUN. University of Iowa who developed a Plan and proposal designed to impact on the development of InstructionalPurposes programs and services for deaf-blind children, youth and adults. 1. To determine the present level of motor skill development of each child. Based on thepriorities that had been set within and motor readiness the Bureau of direct attention to training that would 2. To assesslocomotor skill development of each impact onlow incident groups such asthe child. deaf-blind, the National Institute and subsequent 3. To assessbody image and object concept of trainingprogramwas given support as one of a each child. number of projects seeking to impact on the provision of services for handicapped children. 4. Toassess audition and vision by employing The National Institute and the subsequent materials and equipment relative to the child's potential. Training Program was then one of a number of projects to be funded with the aim of impacting on 5. To assess eye-hand and eye-foot coordination. the delivery of services and training relative to low incidence groups,in Particular, the deaf-blind. 6. Toretain growth charts and take height and weight Mr. Dantona and I are hopeful that through the measures twice yearly on each child. interface with Compare normal and stress motor skill develop- cfprofessionalsworking the deaf-blindandtherapeutic recreation specialists ment. and adapted physical education personnel we will 7. To promote social and emotional interactions be able to enhance the existing services and of the Deaf-Blind child through group motor skill programs to the deaf-blind child. activities. As Coordinator/Consultant in Recreation and Physical Education in BEH I am also looking 8. ToPlan activities andexperiences that are conduciveto transfer of training and motor skills forward to this initial attempt to bring a dimension acquired and retained. of services to deaf-blind children that will further enhance their quality of life. As leisure, recreation 9. Tomake specificrecommendations for each and cultural programming is developed for the individualchild as relatedtohis motor skill deaf-blind child,pm sure that the enhancement of development. the child's ,litp will be.the greatest reward that we as 10. To instructthe staff and family Members on professional special educators, therapeutic recrea- method of stimulating and motivating further motorc. tion specialists and Physical educators, can obtain skill development. from our present endeavors. 3 4 31 Guidelineson Recreation for Deaf-Blind ite!re,ation'sContribution to 10. Recreation activities become the realistic "testing .1RegiaoHltatien ground" for many areas of skill development. the Deaf-Blindand Education of 11. There is a need for increased communication between recreation and other disciplines.There is a of specialized bY Steve 4* brannan specialneedfor bringing thefields Jack Emah., . Leaders education and recreationtogether. Thereismore Louis Be Ve'a similarity than difference between these two fields in that both are interested in the same goals.The process for nieeting these goals is very similar even though the reclre. .aThfitioen8Vc21413believed it is difficult to assign specific curriculum is different. In actuality, therapists are also " ,antributions to discreteareas of need. teachers and teachers Are also therapists. Specl.dc-"Y,the opportunity thatrecreationaffords indivl 943 toshare experiences with others, thereby 12. There is a special need for including recreation or celpelloeiliooPniaing 52.r.ite.rpersonalskills,isrelevanttothe leisure time education within the school's curriculum: vui 1, and prevocational need areas. Although . a. Since education is preparation for life and leisure iliterf skill development seems to fall within the time is an important area of living, leisure time skill as'e_ceiasa aersonalatriead,' It is a point of view that it cuts across other should be an integral part of the school curriculum. prerequisiteltsf an example, has been identifiedas a critical b. The educator (versus the recreation therapist) .ar vocational services. provides the most intensive training (in terms of actual 2.Still,the time spent with the child) and intervenes at the most group believed that a study of the critical period of development (0-18 CA.; referring at a contrib. utians does neeess!tate of recreationto human needs younger age to efforts by early childhood educators) the approach taken by this in exploil.n2 Institute c. Recreation is a medium for reaching educational factor Is.tha,-:yee l :larateareas of human need. The important goals through highly motivating (fun-producing; enjoya- sentsi as prOfessionals dealing with those topics, we to the overlap of contributiOns among need ble) activities. a.reas andeven the overlap d. Because of the double impairment, it becomes more among needs themselves. In significant in serving Deaf-Blind individuals that more 'it siocs idail nffiets.t to consider emotional needs so:phearr ateolyr% attention is given to an intensive and continuing program of service. A team or interdisciplinary approach better 2;tiTte ,,s.f(betison various contributions of recreation for generates such quality and quantity of service to the Deaf-Blind person. -.111;leantron-4(1 dual needs clearly emphasizes to both l sDecialistsand other disciplines, how extensive e. Increased communication between disciplines can ti; benfe-fits the deahunitIrecreation can be for meeting basic needs of produce a sharing of ideas, materials, etc. that are equally u individual. beneficial to each discipline in both separate and team 4. Reere efforts of service to the Deaf-Blind person. ,,triainstreanling,,4tion offersa major means for promoting How recreation contributes to the following areas of tiers, achiev, of the Deaf-Blind with their normal human needs. inmore "normalizing" life experiences for ['nth imPairod and non-impaired individuals. expe5. rieRneecerseationprovides much needed humanizing Emotional Needs ,;__fur the Deaf-Blind individual who is so often 1 . Allows for release of anxiety and even hostility. de-hem--"-4ecl by family, friends, and society. 2. Allows for a form of expression in socially acceptable 6,Recreation ways. ooling provides extension opportunities for 3. Allows for accurate appraisal of own abilities. Blind individuals to enjoy living. 4. Facilitates experiences of success and failure in a 7, Cu ,.,., oletmilte: emphasison the Deaf-Blindis limited non-threatening environment. 5. Provides for enjoyment, pleasing fun. forawci:':ethkix°frecreational programs designed to accom- 6. Facilitate self concept development (self perception, Population. feelings of success, increased motivation,feelings of rtit-4,°t Deaf-Blindavailing themselves of recreation acceptance are enhanced) dpr"---"estA. potentially available in the community. 7. Helps individuals learn to delay gratification. 8. Recrea.0 8. Helps individuals be able to handle disappointments. Lion activities should not be categorically devel°Ped4arthe Deaf-Blind, but should be individually tailored to1..; recreation clkeet the specific needs of the individual. The :lerapist needs to focus on specific objectives, Prevocational Needs ,-nd means for evaluation.In other words, 1. Allows for cooperation.and team work to take place. incre4s '41ention 2. Involves the individual in dealing with rules and to individual programming. structure. eTitte4'at amount of leisure time that the Deaf-Blind 3. Enhances job related skills (finger dexterity, speed. 16 -17°to eip"erieriee 1-decal-ire of tfte- e-ye-if-and. anifdifiatiuni- thisi111 area5! the disability calls for increased attention to41 s. 5. Demands the development of peer relationships. c.00ditions.u relationto many other handicapping 0 6. Involves the individual in dealing with time (clock), pace (travel) and numbers (money). 32 based on personal and group values, 3. Provides opportunities for sharing activities and experiences with family and friends. 4. Increases acceptance by other persons because of greater invo1vementinnon-competitive and success oriented activities. 5.Affordsopportunitiesformakingworthwhile contributions to the group. 6. Affords opportunities for expressing ones own ideas, feelings. 7. Allows for the development of social skill in less formal and "structured" settings.

Physical Development 1. Improves fitness. 2. Allows for physical contact. 3. Allows for improvement in areas such as body awareness and coordination. 4. Enables person to practice previously learned skills through realistic activities. 5. Provides the end goal for many physical education activities. The National Institute Work Group that contributed to this paper consisted of Jack Sweetser, Jim Hanson, Kent Pipes and Elaine Szymoniak.

Continued from front cover. Acknowledgements Vocational Needs We wish to express our appreciation for the guidance 1. Provides relief from boredom. provided to us by the personnel at the U.S. Bureau of 2. Regenerates interest and motivation. Education for the Handicapped and especially Dr. Ed 3. Provides opportunities to share experiences with Martin, Mr. William A.' Hillman, Jr., Dr. Robert Dantona peers. and Ms. Josephine Taylor. 4. Provides opportunities for acceptance by peers, both One feature of the Project that was particularly normal and impaired. gratifying was the active cooperation and support received 5. Provides opportunities for assuming responsibilities; from the Coordinators of the U.S. Bureau of Education for taking leadership roles. the Handicapped Regional Centers and Services for Deaf-Blind Children, the National Center and Regional Educational Needs Centers for Deaf-Blind Youth and Adults and the 1. Supplements, complements, and enhances educa- National Headquarters and Regional Consultants of the American Foundation for the Blind. tional goals. 2. Extends the "school" environment by providing more We wish to acknowledge the many individuals who actual life experiences as part of the persons education. participated in the National Institute, who provided advice 3. Provides for transfer of learning; more opportunities and guidance through service on various expert advisory for applying concepts and skills acquired in the classroom. comrnittes and to the Recreation Education Program 4. Enables the Deaf-Blind individual to have more faculty and students who worked actively in behalf of the tactual interaction with the real environment; more mission of the Recreation Service for Deaf-Blind Project. emphasis on "concrete" experiences. 5. Enables both the Deaf-Blind and the specialist to I wish to flank the following for their advice on the assess individual permance in a real lifesetting. selection of information and material to be contained in 6. Affords opportunities for changing inappropriate this brochure:Louis Bettica, Steve A. Brannan, Paul behavior patterns. Cotten, Jack English, Joel R. Hoff, Mary Meyers, Jan 7.Provides many movement-orientedactivitiesin Thomas, Louis M. Tat and BeeDee Soskin. contrasttosolitary-orientedactivitiesfoundinthe I hope that the brochure fills an information need for classroom. volunteers and parents as well as professionals working 8. Helps fulfill the "team" concept of providing service with people who are deaf-blind. The limitations on space to the Deaf-Blind. made it necessary to delete a great deal of important 9. Reinforces efforts of the classroom teacher. informationthatwas containedintheReport of Proceedings.I accept complete responsibility forall shortcomings. Social Need 1. Fulfills the basic need of belonging. , J.A.N. 2. Provides opportunities for practicing decision making Iowa City, Iowa 33 3 6 2.Physical recreation activity, with provisions for A Statement of Rationale, . adaptation, individual and group programs. Principles and Guidelines on 3. Independence in social recreation and provisions to make this possible. Recreation and Recreation Service 4. CoriviniOnship and the provision of means of For Deaf-Blind Children, Youth achieving normal relationships. 5. Privacy and dignity and provisions to facilitate this. and Adults 6. The opportunity through recreationto achieve communication and sensory stimulation. COMPILED AND EDITED By 7.Opportunity inleisure to contribute to one's John A. Nesbitt and Gordon K. Howard community. C. Contribution to Rehabilitation the primary Based on the Views, Judgements and Opinions of the contributions to special education, rehabilitation, adjust- Participantsinthe NationalInstitute on Program ment, etc. made through the provision of recreation Development and Training in Recreation for Deaf-Blind opportunityandparticipationby people who are Children, Youth and Adults. deaf-blind include the following: Held April 29-May 1, 1974 1. Provides opportunity for enjoyment and fun; purpose Iowa Memorial Union to life. University of Iowa 2. Improves social skills. This statement was developed using a modified Delphi 3. Provides an added dimension for education, social technique. The participants in the National Institute were adjustment, rehabilitation, pre-vocational experience and requested to state by priority (in rank order) their integration. judgements about issues, needs, benefits, etc., in relation 4. Enhances motor development and skills. to recreation for deaf-blind children, youth and adults. 5. Contributes to personal adjustment. These statements were analyzed and organized into the 6. Aids in control of behavior problems. general statement which follows. The aim of developing 7. Enhances motivation. this statement is to provide interested persons with an 8. Provides emotional release of anxiety and hostility. awareness of the general views and judgements of the 9. Provides opportunities for friendships. participants in the National Institute.The following 10. Provides a setting in which to use and improve section reports the Delphi rankings. They are presented communication skills. with consideration given both to frequency of response and *See the Report of the Work Group on Recreation's rank weight of the statement. Contribution to Rehabilitation and Education of the Deaf-Blind for a more definitive statement relative to SECTION I. RATIONALE Emotional Needs, Provocational Needs, Vocational Needs, Educational Needs, Social Needs and Physical Develop- A. Rights - the basic human and civil rights related to ment. recreation, social participation, cultural participation or leisure that people who are deaf-blind should have include D. Therapeutic Recreation - the specific 'therapeutic' the following: benefits achieved through recreation (the provision of 1. The deaf-blind person must be afforded an equal therapeutic recreation services on an individualized, opportunity to participate in recreational programs and diagnostic basis) include the following: activities. 1. Provides release from isolation. 2. The right to one's individuality in society must be 2. Improves academic skills. provided to all deaf-blind. 3. Improves social and emotional growth. 3. All public facilities, including recreational, cultural, 4. Assist the deaf-blind person in achieving indepen- park and leisure facilities must be accessible to the dence. deaf-blind. 5. Develops a sense of achievement and Of acceptance. 4. The deaf-blind should be assured the opportunity to 6. Develops positive self-concepts. explore fully and to achieve their highest potential in all 7. Inhibits unacceptable behavior. human rights and endeavors, including recreational, SECTION II. NEEDS/BENEFITS cultural and leisure pursuits. 5. The deaf-blind must have freedom of choice in The following are primary needs and benefits received decision making including the right to fail. from recreation participation by deaf-blind persons as 6. The right to inclusion in public, social, cultural, and listed by chronological age groups. leisure organizations must be provided to the deaf-blind. A. 0-12 years. 7. The deaf-blind person has the right to equal 1. Physical education/motor skills development. opportunity in education, recreation, health, welfare and 2. Development of body awareness. employment. 3. Development of self-concepts, feelings of success. 4. Physical settings and facility for programs. B. NormalizatIon - the primary normal recreational, 5. Development of remaining senses. park, cultural and leisure activities that should be part of 6. Social interaction and integration. 7_ Diaannsic_ nmarfuntnina. and_ evahiation_, life art.!. nf _the person__whn.. deaf-Mind c- s-- include the following: 8. Expands environment. 1. Special interest clubs, hobbies and leisure activities,3 9. Development of kinesthetic awareness and object in public and private settings. concept. 34 6.Thedeaf-blindmust beacceptedasequal participants and included in all recreation programs in the schools. 7.Staff must developpositiveattitudestoward recreation and recreation programs. B. State School for the Deaf. 1. There needs to be increased involvement of the deaf-blind in recreation programming by all staff. 2. Placement of deaf-blind into community recreation services needs to be developed. 3. An increased sharing of information among staff is needed. C. State Schools for Deaf-Blind. 1. There is a lack of understanding of recreation's role and function concerning deaf-blind. 2. Trained staff in all areas, including recreation, is needed. 3. Recreation activities appropriate to the needs of the deaf-blind should be identified. 4. There is a problem of funding recreation progiams. D. State Schools for the Mentally Retarded. 1.Thereislack of trainedrecreationstaff for deaf-blind. 2. Adequate funding of recreation programs is needed. 3. A development model for recreation is needed. B. 12-25 years. 4. Increased cooperation among recreation and other 1. Social awareness, interaction and relationships. program areas is desireable. 2. Integration into community groups. 5. Goals should be established for recreation for 3. Sex experiences and education. deaf-blind. 4.Individualleisure(hobbies,pastimes)activities 6. Adapted recreation equipment should be developed. development. 5. Awareness of cultural/social iacilities. E. Public School 6. Safe environment to experience emotions. 1. There needs to be an increased awareness and 7. Increased sense of independence. acceptance in recreation and leisure of the deaf-blind by peer groups. C. 25-50. 2. Increased social recreation opportunity for deaf-blind This group contains many who have recently become students is needed. deaf-blind (Usher's syndrom) 3. The problem of segregation in recreation and leisure 1. Confidence to carry on jobs, family responsibilities of special populations should be dealt with. and other activities. 2. Outlet for activity, as participant and as specthtor. F. Sheltered Workshop. 1. The deaf-blind should be taught recreation skills. D. 50+ years. 2. Appropriate settings and opportunities for recreation 1. Opportunity to participate with others in leisure are needed. activities. 3.ShelteredWorkshops shouldseekcooperative 2. Arts, crafts and other individual activities. assistance from other agencies in providing recreation 3. Outreach workers in recreation for the homebound. opportunities. SECTION III. SITES/SETTINGS 4. Recreation must be provided as a means of offsetting isolation of the deaf-blind. The following are major problems that need to be overcome, needs to be met, or goals to be sought in G. Social Service Agency. providing recreation tq deaf-blind in various settings. 1. Workloads are extremely heavy resulting in a shorter time to adequately work with deaf-blind, especially in A. State Schools for the Blind recreation. 1. it is difficult to find trained, experienced staff for 2. Social Service Agencies should coordinate services recreation programs. and locate appropriate agencies to provide recreation 2. Cooperation between the deaf-blind area and the opportunities for deaf-blind. total school program in recreation is needed. 3. Financial assistance for recreation for deaf-blind 3. Counseling with parents should include information programs is needed. on recreation and use of leisure time by deaf-blind. 4. Information on what a recreation specialist can II. Regional Diagnostic Center. exintribute. the t program, thaWd. be compiled and apert staffing in recresktion_ic.needetl. made available. 2. Opportunities for referral for recreation are needed. 5. Information gained from recreation programs should 3. An individual recreation developmental model is be shared so all programs can benefit. needed. 3 8 35 L. Other. 2. Action to develop legislation and endorsement of A. Public Recreation Facilities recreation and leisure services to deaf-blind. 1. Recreation staff trained in work with deaf-blind are 3. Train and employ recreation specialists to work in needed. rehabilitation of deaf-blind. 2. Community recreation programs for deaf-blind must 4. Implement a program of integration of deaf-blind be developed. into existing community servkes and community recrea- 3.Volunteerassistancefordeaf-blindrecreation tion programs. program should be provided. 5. Continue to assist in overcoming communication B. Residential Schools barriers in recreation and leisure participation encount- 1. The deaf-blind needs to be involved in community ered by deaf-blind. recreation. 2. Individual hobbies and leisure skills need to be B. Advocacy by Parents and Lay Citizens. developed and utilized. 1. Conduct programs to enhance public awareness of 3. An increase in recreation programs which provide thecontributionsof recreationtoovercomingthe social interaction and opportunities to develop relation- problems of the deaf-blind. ships are needed. 2. Form deaf-blind parent groups that can take active leadership in organizing recreation opportunities and SECTION IV. GENERAL DEVELOPMENT services. 3. Enhance efforts to provide a normal family and home life for deaf-blind through recreation and leisure activities. In order to advance the overall provision of recreation 4. Use recreation as a means of helping the public to for deaf-blind, i.e., recreation activities, organization of understand and accept the person who is deaf-blind in recreation programs, administration of recreation, reseach recreational, park, cultural and leisure settings. and training in recreation for deaf-blind, etc. the following 5. Secure the rights of the deaf-blind to the "good-life" are actions considered necessary or barriers that must be through recreation and cultural participation on a par overcome. with the general population. 1. A systemforproviding information onlocal 6. Support and institute funding of recreation and recreation programs, recreationagencies andother cultural programs for deaf-blind. services involved in recreation for deaf-blind should be 7. Develop strategies for the complete integration of developed. deaf-blind into existing recreation, cultural and leisure 2. There is a need for in-service training programs facilities. concerning recreation and leisure educationfor the 8. Assist in the development of complete family and deaf-blind and staff working with deaf-blind. community acceptance of the deaf-blind as a total member 3. More work is needed in the area of communication of society. needs and solutions in relation to recreation and leisure service for deaf-blind. C. Advocacy of Recreation Personnel. 4.Provisionfor adequate funding forrecreation programs should be discovered/implemented. 1.Develop in-service training and workshops on 5. Information on successful or model programs in recreation for staff working with deaf-blind. recreation should be disseminated. 2. Recreation personnel should serve as resource people 6. Models for community interaction procedures in for new recreation and leisure programs being developed. recreation and leisure, both social and facility sharing, 3. Membership in professional associations can give need to be developed. voice to calls for action to develop recreation programs for 7. Programs for education of parents and community deaf-blind. groups on the value of recreation should be developed. 8. Professional recreation for deaf-blind training sites SECTION VI. ADMINISTRATWE OBSTACLES should be developed to train both persons working in AND GOALS. recreation and adjunct personnel. 9. Training programs for recreation counselors for deaf-blind should be provided. 'Major administrative obstacles to .be overcome concern- 10. Community groups that can be of assistance in ing goals to be pursued in initiating, improving and recreationfor deaf-blindshould beidentifiedand expanding recreation programs follow: cooperation instituted. 1. Financial support for recreation services, programs, 11. A coordinating effort must be established to bring etc. together recreation resources to meet needs. 2. Administrative support torecreationstaff and recreation programs. 3. Provision of trained recreation staff to work with SECTION V. ADVOCACY deaf-blind area. 4. Interagency cooperation to provide recreation and The following activities will serve to help recreation leisure opportunity for the deaf-blind must be expanded. services, programs and opportunities for people who are 5. The role of the recreation specialist in development of deaf-blind. recreation programs and services needs to be clearly

A. Advocacy by Professional Rehabilitation Personnel. 6. A greater understanding of the recreation character- I. An in-service training program for rehabilitation3 9. istics and recreation and leisure needs of the deaf-blind personnel oh the contribution of recreation services. needs to be developed. 36 7. A philosophy needs to be stated concerning recreation 6. A background in psychology of exceptional children for deaf-blind. and adults. 8. There must be development of adequate recreation 7. A knowledge of motor skill and development and facilities. adapted physical education. 9. A program of accountability must be implemented 8. Actual experience in work with deaf-blind. for recreation for the deaf-blind. 9. A knowledge of techniques of curriculum develop- ment and therapeutic recreation program design. 10. Be familiar with individual prescription techniques. SECTION VII. TRAINING NEEDS FOR REHABILITATION PERSONNEL SECTION IX. RESEARCH These are specific needs in training and preparation of personnel working with people who are deaf-blind to Listed below are some specific deficits in knowledge and enhance their ability to provide recreation opportunity for insight that should be investigated or studied through people who are deaf-blind. research. I. Training in communication procedures and consider- 1. Use of recreation in the elimination of unacceptable ations in working in recreation with deaf-blind. behavior in deaf-blind persons. 2. In-service training for non-degree recreation aides. 2. Analysis and determination of high "outcome/result" 3. Develop new approaches to enhance interest in and recreation and leisure activities for deaf-blind. desire for recreation. 3. Research on effect of physical activity on motor 4. There is a need for a training program in community development and physical growth of deaf-blind. relationsinrecreationforpersonnel working with 4. Establishment of motor development norms. deaf-blind. 5. Studies on determinents of increased motivation in 5. A program of on the job training in recreation recreation and the subsequent effect on general behavior. methods needs to be developed. 6. Studies on the function of recreation and play in 6. Material concerning evaluation, assessment, pro- language acquisition. gramming and administration of recreation services for 7. Research on the use of recreation in treating the deaf-blind needs to be developed. autistic child. 7. Training on characteristics, patterns and problems 8.Case studies on the successof deaf-blindin of deaf-blind related to recreation and leisure is needed. community recreation programs, in family recreation, in 8. There is a need "to listen" to the deaf-blind person institutional recreation, etc. relative to recreation and leisure to fulfill his/her needs, 9. Correlation studies between education and recrea- not impose needs, interests, etc. tion/play. 9. There should be an awareness of the individual 10. -Life style" studies of recreation and leisure of deaf-blind person's abilities and needs. various categories of deaf-blind. 10. A greater knowledge of motor skill development should be developed. 11. An understanding of motivational procedures in SECTION X. DEMONSTRATION recreation is important when working with deaf-blind. 12. All persons working with deaf-blind should have some background in work and procedures with emotional- *Specific demonstration projects that should be conduct- ly disturbed persons. ed relative to recreation programs. activities and services 13.Centers for the development and training of for deaf-blind follow. . personnel work in recreation for deaf-blind should be 1. Regional demonstration recreation programs. established. 2. State demonstration recreation programs. 14. Workshops on recreation and leisure for administra- 3. Development of University training team in recreation tors, parents and others should be developed. for deaf-blind to advise institutions. 15. Persons working in recreation for deaf-blind should 4. Pilot projects in specific.recreation areas (dance, art. be highly skilled in adaptation of material and equipment. etc.) 16. Provisions for practicum are necessary for recreation 5.Demonstrate proceduresforself-evaluationof students who wish to work with deaf-blind. recreation programs and activities which agencies are now provid ing. 6. Develop and evaluate the effectiveness of various SECTION VIII. TRAINING NEEDS FOR audio-visual training aids, i.e., films, video tape, etc. RECREATION PERSONNEL 7. Develop and demonstrate a model camping program for deaf-blind. *Some specifictraining and preparationneeds of 8. Develop and demonstrate a model social recreation recreation personnel who provide programs for people who program for deaf-blind in a community setting. are deaf-blind are as follows: 9. Demonstrate the effectiveness of a rural, itinerate 1. Training in deaf-blind communication techniques. therapeuticrecreationperson;and.aregional TR 2. A knowledge of diseases and causes relating to consultant and a state TR consultant. deaf-blindness, their prognosis. etc. 10.Demonstrate theeffecton handicappedand J. An awarenets of teaching techniquel in working with nonhandicapped of inciusion of deaf-biind"person deaf-blind. regular. ongoing recreation programs. 4. Procedures in guiding the blind and cane mobility.4 11. Organize. conduct and evaluate the effect of on-site S. Methods of adapting activities and equipment. ° training in recreation for deaf-blind. 37 AdministrationOfRec Deaf-Mind COORDINATING THE DEVELOPMENT,....9F 6amteloallninslig. signing. tactile Communication, or others.All of the team must be able toutilize whatever RECREATIONAL SERVICES WITI1114_, to communicate in order to be .FRAMEWORK OF CURRENT STA're' iinnecessary isfol providing any educational, recreational, or FopERAL PROGRAMS socials i;ylerry Brown .nteraction. Fundingand controlof appropriate services have been and major past approaches. The responsibility for William Keenan providin- to educational-recreational services has too often been c responsityof federal programming.This Need For Coordination must be accepted at state and local levels. Providing comprehensive serviCes for Indindi- "e federal role in funding might be most appropriately _viduals is very complex indeed. One _needstocon: - -lcetaer thne in provid.ng.demonstration-and-research projects:- aienaltdeaf..ht.-recr 1 "total" person; consequently, thethi ec StateProblemsschool agencies should assume greater al, social-emotional and family learning egPerien handicapped, especially mustenterintoplanningand le --ees needs for the profoundly programs. We must first recognizeilirnefettistfationof birth to twenty-one years of age. Other agencies - riat-, that all social private agencies, etc. - must, plan for the handicappedindividualshaveeqoa afrodumIt appropriate educational-recreational Pogra- In.gh toan advisory council, including a recreational speciadlieaf-blind oonmspOshScimtiledn.assume The deaf-blind have no rights _state a greater responsibility -----nonhandlcaPped; but by the same-0711 gt1111:::7,the in Pl'agramming for theifebncentrations-of residents -who-,-- leas, as guaranteed by the "equal pr°----,ofteedon themak kw,' e no are d While eligible for institutional services by U.S. -ear-blind. granted by the 14th amendment of the`" `-onath....,..o. virtueof other handicaps, the deaf-blind must receive As such, they are entitled to the same _Ir ;Fri%as '"" we Programs adapted to their unique constellation of problem offered to the non-handicapped, by sever°1 "Itefl iuld conditions, even thoughthey may be in state schools for governments. the ssa mentally retarded, mentally ill, and so forth.deaf: brass d9 ei_ght to The deaf-blind individual has the following position needswheuei, atonal aitte seems reasonable to make the programs appropriatetohis s t ments: programs are provided for the citizenryat larRe-ersuch in order to provide comprehensiveservi --;* Second, re responsibilityfor funding servicePrograms for approach must be utilized. Third,financiarloace- a team dea1f)-Mloo:--..nd individuals must be assumedat state and local grams.rt'angements agenc., Federal. fundingshould emphasize need to be made in order to support Oa P demo,levels. .nstrationprojects,research,andsupplemental Early identification, planning, andimpoI services thlementa, on or the total program may include all or Manv- l 2) Recognition of the need for comprehensive planning on a professionals: state or regional level and the development of goals parents and meet the needs of individual deaf-blind persons.Objectives to teachers of the deaf-blind riehycahboillintagtiswiotronearscpckstoiieosourtrnnselor Duringthe development of a comprehensive social worker plan,itis recommended that a persontrainedin speech pathologist Principal therapeutic recreation be appointed tothe regional and audiologist medical P stateadvisory committees serving deaf-blind program- house parents ming, physical etc, occupational therapist social groupS, 3) The need for a team approach in planning and he indi implementing services must be recognized. Subsequent to early identification 0f thensivvidna I with a visual and hearing problem, acomPre 4) The needto emphasize earlyidentification, counsel- muste ing. and home visitation and/or pre-school programming must be completed.This evaluation for the individual needs of the person. A o usthede:"7"allaneattiohne deaf-blind person is of utmost importance. and must include goals andobject-ilvaens infor the- ve1oPed a) The needto develop on-going programswhich wiii eafbjmnd emphasize self-help skills, vocational training, etc. be individual. recogn; i ate .zed and implemented. These goals and objectives must 10.A--t ...7at ui I he need to develop data collection systems, the to be done, who is going to do it, who nnulg to sharing of information between agencies,needs verifica- that the goals and objectives are corolle.7", a 1.6._"°,r: tion,Program planning and developmentmust be oust be developed, and criteria include° hi° oleetre"eifunthee hn,,P'emented. gOalls and objectives have been met. Eiac hnrodkit. ) Appropriate training of personsintherapeutic team Inuit know what the goals are, aou hhplot h. recreationand all otherprofessionals who interact with the 111'111'44Q_ sis_' *eh' attainment. For the deaf-blind deaf-blindperson.Emphasis must be given to deafness Zere tos and its little to separate the educational and reereation4 ,, , uniqueimplications. therapeutic of the Program- Pet w uepartmentsprovidingtrainingin ca.ch mem recreation special education need to communicate While the roles and functions of and and team may vary at different points in tun er of the provide croSStraining of personnel. consisted of Jerry fact that must be uppermost in everyteaircamtieonmeh.te,sortianndt ' ne National Institute Work Group Drownand William Keenan, leaders.Fred Humphrey and is the consideration given to com Various 4 Herb Lang. methods may be utilized; the alphaifitinbetP'ate, n ger 38 - Nouvamsnimuiv NOLLV3113311 iyOJd (ge uollnual.10 pug 4111qoPi anbriEpal 2uluw.4 caw saamas Boa ataia-avaa 6132111°!S (31:Ing aisE0 saFre43 als agenguel Sq )1303PogAt (a m3ini2149 jo uograloall mama (Sqdosouqd) srqd tie poppy uo 3Lfl sseuP!A!Pu! rare jo uograwaaima Jo 1 woman(' gaPilgd pus sparpusits u ;uautkorltua (P uoganpo.nul 01 am uogyIndod -3.3) (SgoIou!uual uonsanal puuosuad (9° wand 'spoqpinq `slum aaualajal 31d03d pur 1 req sapllod aq inmun alp sialaturred pamolly sreualmu pinoqs aq apetu alqellene 03 tie lauthosiad ou ssal iou wow !imp asom Sq gupuartog lauage wail u uollanpanq 01 renuag reilowezweglo salmi pur papacbca jo laino :saaSoldtua -8-3) ssolp 6531)03 'suoiwingai 'sprepums aaueuuojaad :suollelaadra ams 'anal 'uogyarn IruopeN alnmsui apom dno.* palsisuoa jo aw saliEED Voapoom 'lam! pur saireqD `Sp3q2n0la wq_uz E uoveagpaa tuaIsics se) pasoddo 01 aulluEd `ollsej SarD 'uoinlya noa 'olasep WOJ 6.13li1}q aq uogy.ns!gal (tualsics pinom padolanap pur -paldope iseIN uosdluoill pur paqoa 'llamoH E 3UJ qof sluatual!nbal moils aq Saualadwoa :pasyq 1.3) pasyq uo `samllqr 65Iss lullauelsiapun ssaualmaajja guptaiim /buggy pile puoissajold (sampafqo al, 't7 leqi, uuMPPE o sapualadtuoa 'palaadaca NV samvumsbaway amp am iliammoimitua 30 NICOLLvallaall (INV aunsm lovempipure ssassod 3LJ3 guitnouoj :suolveagllenb Hai aNnu-avaa vs amigap uollealaaa denta Jo Slasop pallre `sallitsas :turigoid 90f ;Jigsaws, (q arm (3) swaS jo aaual.tadra uopeuRtuoa) 'd!quapeal jo qa!ipti 3 'Ilo!spuadns -uPurre ala 1sEal (am; sreaS aILL luatudopap jo puo!ssajoid uogranal aapuas gm% Pu!IS-paci 93vaas 03 pullq-yeap 53.miba.1 Lfl siowils!upure pur sioveulpiooa S Ham sy mourn siaquiatu jo pullq-jrap uomaadois pus uoima;ax Jo uonvataal aapuas ureal anyq atuos lenuag suoRepadra pU atuos ,matuisivruaalauunT0A EaP! jo Allenb !wpm sni!od luraold -watudopnap -1 3L Sl!!!q!suodsal jo nawnIon luatumuaal s! 01 llej guitnolloj j slu!od are palsagns ioj sloi.e.ns!unucre uodn alp lowIlquliupY jo uolwalaaa `1114020id sE IPtA in p wulluoo3 slo U guReMlyej 3Lfl watudolanap jo lamo 3LJ3 pm) - sr spuo!ssajold u! ;Santis guptiollm reuo!ssajoid uovealaaj 1%3N/ins puuq-jrap -turigoid 'saaniosal agallop -pads pur 'oaa 6stur.dold `sl00Lps-1-1 snopeA knuntutuoj -sdno.10 asp oi aalia max papaam ICIJ ;ualudolataa -z !anal s! am!suodsal loj au!p!ng pug 31 swirl luau auo 0 aa.nD swaS 0 dolanap U IEUEISSa101d augs!sse turaold lc:main) pur lamo gels II! aapu0S-11! 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Sll.ressaaau w 9Lfl U(11,3913911 anti E reingai stream jo 62in3r1dal gu!ppe pur gimepdn luElinstIOD o 110pEalaall .10130.na lartal 1.13E3 1109ISOci watud!nba 3fl0LflM SullEauclal yelp% s! alcreirenE qgnomp saltEbal E saalsyw aaaap io/pur aaualladya UI -nadelain reluatupgdap..lann um! tuo.ij laino swatupedap 1104E0.133.1 'aa!MOS Mollod Su! Spil !Imp! auaulmodde mil awes Sauage Ims Sew aq paumqo paminal w latno! swat jo reuoissajold uoRendald 6-9-I uogranau 6.1ospu3dns '43 331Alas-ul UJUIJ 114 110i3al3311 waaunipm latpo uo!Ve913911 lapeal pus uopeanaa 'IllelS!ssy/ppir ssai `spluoissajoid flualmur pu punfpg puuogiad Iduza Ao !leg; sialsetu 19/01 palals!gal lauuosiad UI ul -1 3J3qJ pInoqs aq tie aapuas-u! unacad SuE!)!u! swim' r lamunu jo sapInamp gu!pradn gumniau! - qloq lauuovad pur -mei/gold 6£ ZP In obtaining professional recreation personnel itis program is through consultation,Thus, an important imperative that the NationalRecreationand Park feature of the Professional.. Recreation ServiCeis the Association Personnel Registry and the Prc!fessional State involvement at least twicea year of an expert consultant.' .Park and Recreation Organization be use°. It should be Of course, this is supplementary to the participation of recognized that there are only approximately 1,200 professional reereation personnel in state and national professionally registered recreation personnel. While the special education and ,therapeutic. recreation professional supply of such personnel is limited, to recruit other than conferences and meetings. professional personnel will result in underulining perma- nently the recreation program that is provided. 8. Recreation Research and Evaluation As recreation is one of the most recent considerations in 4. Professional Methods Relative to Individual Students the provision of services for deaf-blind, it is imperative The critical elementit,a ProfessionalRecreation that research on activities, methods and programs as well Program is the use of an individualized.. sequential as demonstration projects be Undertaken.Provision for j.ntervention and evaklation plan.The ind .ivid liz ecl research evaluation,demonstrationis a basic part of_the sequential intervention and evalna-tiOn'plan isbasaed work content of the Recreation Consultant or Recreation the following basic linAsearsetlsisemraepnetutic construct: Director. Diagnosis 9. Training in Recreation Activity, Program, etc. pPresirogncriospistion Training is another important part of the work content Intervention of the Recreation Consultant or Recreation Director. Evaluation Those who will need training in the role of recreation, recreationictivities, recreation methodi, include The media of Professional Recreation are recreation, professional staff, teachers, aides, parents, administrators, play, sports, leisure activities, creative activitles, games volunteers, community service personnel, etc. TiMe and so on.In terms of the individual required for research and evaluation (see point 8) and Professional Recreator establishes spec ific of cognitive, training can be up to one-third of the Recreation objectives which can be measured in terms Consultant's or Director's total work time. affective, social or physical development. Proeflei Recreator works with the interdisciplinarY deaf-blind service team in contributing to the overall rehabilitation, 10. Annual Recreation Service Report education, and functional developmentoof atmhe ihnadt aciviidtikasl One means of overseeing the development (see point 1) who is deaf-blind.The Recreation Pr of the professional recreation service is the preparation these features is simply not a professional program. and dissemination of an annual report that covers general administrative and programming developments and in Students particularcitesthespecificcontributions made to S. Professional Methods Related Groups of individual students and groups of students in terms of The total recreation program includes a number of rehabilitation, education and functional development. activities designed to meet the group needsof students.it operates on a daily, week ly,monthly,seasonal and year-round basis.But, noless than the is designed to THE FUTURE OF RECREATION recreation activities, the totalprogram FOR THE DEAF-BLIND . achievespecificobjectivesthatcontri rehabilitation, education and development of individual students.Theprohligrnacmtionthaal lacksSpecific CredibIlltY of Recreation objectives based on needs and evaluation of the progress of What is the future of professional recreation service for Professional the deaf-blind? We believe that recreation and cultural the individual within the gr is not a fulfillment for deaf-blind will receive increasing attention Recreation Program. And, a non-profes siouponal program from all who are concerned with deaf-blind. We believe simply will not fulfill the recreation pm 4ential.. that professional service for deaf-blind is an area that will receive increasing attention over the next five to seven 6. The Recreation Service Manual years. This is a manual preparedby the RecreationDirectoror First, education and employment are at best only partial Recreation Consultant. Itincludesbrief descriptive answers to the total rehabilitation aspiration that we have statements about all facets of therecreaadtmioinni ssterrva tiicoen, for people who are deaf-blind. Thus, there are and will be including personnel, program,activities, voids unless a meaningful activity is provided to fill the and organization,methods, diagnosticand. evaluative voids. And, recreation and cultural activities, per se, are tools, general guides to programming, etc.,Th.'s document meaningful and actually have the potential to be as facilitates general supervision of the recreation program meaningful or more meaningful than education and by administrative personnel as well as coordination among vocational activities. all members of the deaf-blind service team. Second, recreation can, does and will contribute to the education and rehabilitation of theperson whois 7. Professional Recreation Consultation deaf-blind. There will be increasing recognition of this. At the present time, primaru..y becausecf the impetus of Based on these first and second points we believe that ,the U.S. Bureau of Education for the Ha ndicaPPed, there recreation has achieved an intial level of credibility. are many' advances being made in thedevelopment of Third, as we have determined, professional recreation .Professional Recreation Service. Thebest means of4 3service for the deaf-blind is just being born so growth can incorporatingthese .developmentsintoanongoing be anticipated. 40 Recreation Prefelnionollzadan Body of Knowledge: second, we believe that a distinct _ Another major feature of the development of profession- body of knowledge and practice has been identified, al recreation service for deaf-blind is the professionaliza- transcribed and is now being disseminated. This body of tionthatistakingplace. Letusassumethat knowledge is not based on the experience and practice of 'professionalization' consists of general acceptance of a simply one or two famous trainingsites, or special particular area, specific knowledge, research, professional research-demonstration sites; rather, this body of knowl- education, registration or certification, personnel stand- edge is representative of some 50 local program sites and is ards, recruitment and professional organization.While the synthesis of experience. Now, rather than there being we are not suggesting the development of a full blown new 10 or so scattered articles and monographs, there is a professional group such as rehabilitation counselors, what compendium of experience, a synthesis of what is being we are suggesting is that to a limited but stillvery provided all across the nation. important extent 'professionalization' of recreation service for deaf-blind has occurred. The future organization and delivery of service will be significantly improved to the Research: third, research is being undertaken at the benefit of the person who is deaf-blind. present time. Initially, the research is descriptive relative We want to point out that this 'professionalization' has to the status (quality) and level (quantity) of recreation been made possible through U.S. Office of Education service and opportunity, but evaluative and developmental Bureau of Education grant made under the supervision of research is in the process of being conducted. This will Mr. Robert Dantona and Mr. William A. Hillman, Ir. contribute to the body of knowledge of deaf-blindness and The grant is for. the National Project on Recreation Service will improve the delivery of recreation service as well as the for the Deaf-Blind. Without this grant and the project it is one-to-one recreation techniques that are used. So, doubtful that there would be any type of professional supplementing experimental knowledge will be scientific- attention to recreation for the deaf-blind within the ally based insight into the organization and provision of foreseeable next 25 years.The Recreation and Park professionalrecreationalandculturalactivityand Profession. per se, lacks the means and the inclination to participation by deaf-blind. invest in such an undertaking. Education: fourth, professional education in recreation BEH Support Necessary service for deaf-blind has been developed.First, we are We want to make it clear that Federal agencies such as preparing a course outline for 'Professional Recreation the Bureau of Outdoor Recreation and some 50 other Service for Deaf-Blind'.Second, we are preparing major Federal agencies concerned directly or indirectly guidelines for undergraduate and graduate specialization with recreation have little or no interest in the ill and in professional recreation service for deaf-blind.This handicapped in general or the deaf-blind in particular information will be disseminated nationally to depart- beyond pity and charitable indulgence. Recreation for the ments of special education, recreation, physical education ill and handicapped in general and recreation for the and regional coordinators of services for deaf-blind. Thus. deaf-blind in particular has been, is and will be the we do have guidelines on professional educationin responsibility bY default, of those who are concerned recreation for deaf-blind and these will be disseminated. about the ill and handicapped. we 'rehabilitation people', and not recreation people at the Federal, state or local levels. Thoseof us whoare concerned about the illand Personnel Standards and Registzation: fifth and sixth, handicapped must recognize this fact of social service personnel standards and registration of personnel exist at practicality.There are pockets of recreation support and the present time for therapeutic recreation service and assistance and we are now developing strategies to bring both have application _to the recreation service for the these into Play. BUt, they are very limited. Thus, further deaf-blind field.Contained in this paper is information leadership and significant program development will which suggests the personnel standards that should be necessarily come from the Bureau of Education for the used.In the near future we will disseminate to the Handicapped and no one in any way concerned about the regional coordinators a more detailed guideline covering future of deaf-blind and their opportunity for recreational roles-functions job descriptions, and suggested salary for and culturalfulfillment should waste time even speculat- various levels or types of personnel employed in recreation ing about any alternative means of support or assistance. service for deaf-blind. The matter then becomes one of voluntary self-directed adherence to these guidelines. Areas of Professionalization Specific administrators and supervisors will figure out very Relative to the professionalization and development of good reasons why they do or do not use these personnel recreation for the deaf-blind the following observations standards and in turn the recreational and cultural can be made. programs that are provided will be reflectreivgeistorftohne standards that have been applied. Regarding General AccePtance: first,in regard to 'general thereisan excellentplan forNational Voluntary acceptance'. in conducting thisnational project and Registration in Therapeutic Recreation Service.Every working with people from some 25 states we believe that recreation person employed to provide recreation service there has been ahigh degree of initial acceptance. People for deaf-blind should be registered. Again, the degree to serving deaf-blind have considered recreation and are in which administrators and supervisors support and pursue the process oftaking various actions to develop recreation these professional personnel guidelines and standards will programsand opportunities for deaf-blind. So, our be a matter of individual and program discretion for the opinion is that there is acceptance of recreation for time being. At some future time, it may be that state and deaf-blind within deaf-blind services, locally, at the state Fiederal regulations will require that certain standards be level and nationally.

4 4 41 ocruz_ talent: seventh, recruitment has barely been Thus, the means of suPP°rting n services fig undertaken. However, it is antieipated that in the next deaf-blind have been provided. recthreeatdioevelopment three Years reeruitment will receive attention. There are four key factors m of ..Professionai organization: finally,eighth, there is the recreational and cultural opportunity for children and matter of professional organization. By no means is there youth who are deaf-blind. most important is the fact that any need for a distinct Professional organization for recreational and culturalopportuolt3'isneeded bY professional recreation personnel in service to deaf-blind. deaf-blind.Second, those involved in providingeduca- But it would he appropriate within the existing primary tional and rehabilitation services for deaf-blindare now organizations to organize committeesor exchange groups, aware of that need and are motivated to respond to it bY on 'Recreation (and Physical Activity) for Deaf-Blind. starting or expanding. recreation service, by recruiting Further, there has been discussion of a national committee professional recreation personnel and bY giving individual or association on recreation for deaf-blind which would and program support.Third, through theUSOE-BE0 advocate for the development and promotion of recreation supported project a major step forward has--een taken programs and recreation servicesfor deaf-blind. the 'state of the-art' of professionalrecreatibonservice in for --- Federal Support deaf-blind. Finally, there is an opportunity for support of Federal support is the final factor in this prediction of recreation service through the Federal deaf-blind pro- development.The guidelines relative to funding for gram. Thus, the major prerequisites have been met and children who are deaf-blind include the provision of are in order. It is gratifying to anticipate that significant physical education and recreation for the handicapped. program development will take place all acme; the nation-

. Appendix A Recreation Director - Therapeutic Recreation Specialist *THERAPEUTIC 0 TYPICAL DUTIES & Master's degree from an oHas major responsibilitY RECREATION SALARY FIGURES accredited college or uni- for planning and admini- pERSONNEL versity with a major in strating a broad therapeu- REGISTRATION, therapeutic recreation or, tic recreation program in a TITLES AND Master's degree from an hospital, rehabilitation in- STANDARDS* accredited college or uni- stitution, privateor com versity with a major in mutyagency,or other recreation and one year of setting. Recreation Aide/Assistant -Therapeutic experience under a regis- N LARY: $13,500 Recreation Assistant tered or registration eligi- ble therapeutic recreation Two Years of successful 0 Assists in the leadership Director... full time paid experience and instruction of indivi- under direct supervision of dual and/or group recrea- a registered or registration tion activities. eligible therapeutic recrea- MIN. SALARY: $8,500. tion Supervisor or Direct- Recreation Consultant - Master Therapeutic or, or, two hundred clock Recreation Specialist hours in-servicetrain- ing... aster's degree from an ['Provides extensivepro- accredited college or uni- fessional direction and versity with a major in a nc abroad therapeutic recreation and jurisdiction inthe inifia- Recreation Leader-Therapeutic Recreation Technician two years experience under , develop- Associate of Arts degree 0 Instructs; leads and directsupervisionof a ment andoperationof registered or registration therapeutic recreationac- from an accredited college evaluates individual programs, or univeristy or satisfactory and/or group recreation eligible recreation Consult- tivity and/or activities. ant... prepares students to work completion of two years of ill, handica college with a major in MIN. SALARY: $9,000 PPed and recreation or in other fields dwiistabledh Persons and/or related to therapeutic rec- conducts research. reation... MIN. SALARY:$lug)

Recreation Supervisor - Therapeutic Recreation Worker Baccalaureate degree 0 Directs and supervises a *This descriptive statement was first der.veloPed when from an accredited college recreation program ina Dr. Nesbitt served as advisor to Mr. Lowell S. Miller, M.S. or university with a major hospital, rehabilitation in- Candidate in Recreation and Leisure Studies (therapeutic in recreation or field relat- stitution, school, commun- recreation concentration) at San Jose State University,San ed to therapeutic recrea- ity pr private agency or Jose, California, in the project, An Analysis of Supply tion ... other setting. 4 5and Demand for Professional and Para-Professional MIN. SALARY: $11,000 Personnel in Therapeutic Recreation Service." 42 Sources of information and Astistance on Recreation forDeaf-kind

THE RECREATION SERVICEFOR DEAF-BLIND PROJECT

Acthrities John Crosby The Recreation Service for Deaf-Blind Continuing. for Project was conducted over a two year The basicaims of the Project are SoutheastRegionalcenter period,1974-76,bytheRecreation continuedas possible through the follow- Deaf-Blind Children es: Alabama Institute for theDeafand Education Program of the University of inpgn abc t Old Iowa through a grant from the Bureau of icivtiatiionof monographson training, Box 268 Education for the Handicapped of the research and programming. Talladega, Alabama 35160 provision of bibliographies on basic U.S. Office of Education. The first year William Blea of the project culminated in a National texts inrecreation, basic materials in center for Servi Institute attended by many of the recreation fordeaf-blind, information SouthwestRegional ees aerials related to recreation and to Deaf-Blind Ch0dren nation's foremost experts in service for and m oh, state Dept. of Education the deaf-blind and recreation service for l e iaui r efor deaf-blind; provision of infor- on audio-visual aids, equipment, Div. of Special Education handicapped. 721 Capitol Mall, Room 121A During the course of the two year m a t e rittainins,t project the following was accomplished: In_aervice g provided by Project Sacramento, California 3.'1' Provided data on the recreation and and referral to desig- John Ogden leisure life experience of the deaf-blind nated bes.,lconsulttsan and trainers Mountain-Plaines itegioe".,r.in... , fur in various settings and age groups. earsapeuti.crecreation service and Services to Deaf.Blind 11 Assessed the current status of recrea- adapted aphioynsical 165 Cook St., Suite 304 tion services for deaf-blind. ComPil project Denver, Colorado 80206 *Identified model recreation programs r Isonrecreationandleisure deaf-blind. Harland Irvin, Director for deaf-blind. service for Texas Education AgencY, Developed technical information such for the initiation, expansion % Special Education Divia'on asbibliographiesonrecreationfor and vement of play, recreation and 201 East 11th Street opportunities for deaf-blind chil- deaf-blind. dleriesu Austin, Texas 78701 Provided case studies and surveys improeyouth and adults. relating to programs, services, etc. Robert Dantona Conducted a National Institute at The Centers and Services for peai-Blind University of Iowa. For Further In!orrnation contact: Children Developed and published instructional John A.Nesbitt, Professor Bureau of Education for the materials. Recreation Education Program Handicapped Conduted and reported on research and Recreation for Deaf-Blind Project U.S. Office of Education demonstration activities. The Universityof Iowa Dept, of Health, Education ono welfare Conducted regional replicationinsti- Iowa City,Iowa 52242 7th and D Streets, S.W. tutes and training sessions nationwide. Telephone: 319/353_6805 Washington, D.C. 20202

REGIONAL CENTERS FOR DEAF-BL1ND SOURCES OF INFOltrdATION Anyone wishing information on pro- grams and services for deathlindMay There are two additional Driola contact the Regional Center closest to sources of information 00 ar--& them. physical activity for handle,Med yclorennthanwhdoyareoutdho,Ln.bcilinoddin. gThalueyul'earen: ao7d-

John Sinclair MNRe.illiCgioodanngesintd4fra( New England Center for jervices to ) and Caribbean Deaf-Blind Children ;aidCenter % Perkins School for the Blind % N.Y. Institute for the Education of 175 North Beacon Street Dr. Julien Stein Watertown, Massachusetts 02172 Information and Research Utilization / 1:rt 69 Center (IRUC) oh American Alliance forHealth, George Monk Physical Education andRecreation Midwest Regional Center for Services to gionsl Center for 1201 - 16th Street, N.W. Deaf-blind Children lind Children Washington, D.C. 20023 PM. Box 30008 CSaellrrHasearinneaf&"13SpeechCenter Lansing, Michigan 48909 Dallas. Texas75235 Dr. Fred Martin Hank Baud information Mid-Atlantic Regional Center for Jack Sweetser Therapeutic Recreation Deaf-Blind Children Northwest for Centet (TRIC) Room 449 Educational Building Deatfilind Childten Center for Leisure Studies Edenton & Salisbury Streets tivythasAhl..in University of Oregon gtkaon98118 Eugene, Oregon 97403 Raleigh, North Carolina 27605 S34e1alttTeo. 43 4 6 'IVRTrIERS AND -RESOURCES Carole J-. Ranson; MJ The following is the address and a Recreation Instructor, Recreation Education Departin'eutcht:rr, Therapeutic Program brief hackg,,, round sketch of people wlin Program 151 mission Street University of Nebraska-Onlah a wrote Lae articles and papers which California 05110 Omaha, Nebraska 68100 appear in this Publication. It"eCSan jose,tar:soagnhdertyrty has conducted a deaf She has made several site visitations libndr.ergti:ei recreation assisted in demonstra- ams and Mr. Richard L. Austin, M.S. h 010111 tY program development. Assistant Professor of ti on pro Landscape Architedure grarl,:rspela., University of Waterloo Department of Landscape Architecture i v etrosri tr, Kansas State University IN14.trEurncteostrt regon and Waterloo, Ontario, Canada Seaton Hall ,Assistant Directarks and . Hayes has been activein thera- Manhattan, Kansas 66506 IleereationDePa,r ment peutic recreation service for a number of 777 pearl Street,97ite 105 mr. Austin'sprimary experience is in of Ligene, Oreg°11 Mrs. Lillian Helgason thefield Therapeutic Rocreation 1 :101 teaching courses deal- Facility Design and he is interested in iMr. DraPe-a.is Consumer, State of Minnesota on-site consultation for development of ';ngwith deaf-blind and is Committee Chairwoman ae;rtvicetheoadministrationof Deaf-Blind recreationfacilitiesformulti-handi- 'hvolvedvi a Centers and Services for intlh. a strong C 0h3i l d capped persons. 13413lic recrerae'c'ienatFoennpertarws sPeeialized Vista Drive Mr. Louis .1. Rettiea, St. Paul, Minnesota 55113 Assistant Director Mr. cannon, B.S, -ummer and Mrs. Helgasonisa Parentofa Helen Keller National Center for btiTector, S.' deaf-blind daughter and has spent twen. Deaf-Blind youth and Adults Ti;j'ktensionnfreralf%1 IFrn;'gram 111 Middle Neck Road ty-one years in involvement with the -4ississippi ,-- -ahnd -ePartment problems and rewards of the deaf-blind. Sands Point, New York 11050 .._llisville State 39437 She is currently the Chairwoman for Mr. Bettica is interested in working tIllisville, MississippiSch a: lo Centers and Services for Deaf-Blind with the Deaf. Blind in recreational areas various Mr. Cann°rogram activities, swim- hCashildhreened in otrhgesSntizasocatelofMlinnesota: She such as: games, fishing, bowling, tours, stiMmer can?pcf.etc. school district etc. Ming, eamP'°f_blind also evaluates swim programs for the deaf-blind chil Dr. Steve A. Brannan :ad refers Oa .... People to various dn. i s interested in P Associate Professorof Education g: Olv proamsgr for thegrowth of the deaf- program Director in Mental Retardation spiritual, recrea- tMr. portland State University cacastral Regional and emotional areas- p.o. Box 751 -C°:nrdteinratofri;-Stierv i toDeaf-Blind William A. Hillman, Jr. portland, Oregon 97207 CsoondrdRineacrtoers,tUionnit on Physical Education Children Dr. Brannan has worked directly with da sf 11o5a2d3 an Outdoor residential camp for children bl 9at Isn wT Bureau of Education for the and youth with varying disabilities. This se.esry as Handicapped Mr. English coordinator of has developed into a year round program Deat Blindchildren in the Office of Education serving many handicapped individuals in s&erv ices toI Region. U.S. Department of Health, Education the Portland metropolitan area. -Nth Centra and Welfare Air. Jerome D. Brown, M.A. 7th and D Street, S.E. rk_131%. Washington, D.C. 20202 Consultant, Hearing Conservation nails Fit_ifPhYsi- toz,ncaineEctAic"cation Wofessor, ut Mr. Hillman serves as Project Liaison Services 1-;niversity - Officer for the National Institute on Division of Special Education tj.v%J-lio _f Connecticut Training in Departmentof Public Instruction el ersity u ment and 062 RecreationforDeaf-BlindChildren, Grimes StateOffice Building .'''-orrs,Connecticut . e:t8. Des Moines, Iowa 50319 Zttfhoe, Director for a trabinrinFgagrit rPaproy,,,jsicalh Mr. Brownhas served on the State education for Mr. Joel R. Hoff, M.S. and [he University of Cohnrilddeirnantor of Services for Deaf-Blind Mvisory-ommittee in diagnostic has t ; ,,,Lr a . n e d teachers for direct service to hearing impaired chil- t-hohnecticut-gdasecreation dren and administration.His current ge.ioninterestedDirectors BFoloxrd2a09School for the Deaf-Blind role is Consultant for a broad range of the Deaf. teachersin training St. Augustive, Florida 32804 program development in hearing con- cdtleativelde op servation, administration, funding, etc. ulind and in ingcurrfiocruladefaofr- Mr. Hoff seeksout andnegotiates for pr. Paul D. Cotten teacher training' services mmer recreation, Director and Coordinator Gascko, m.s etc.) for children with severe visual and auditory Mississippi Deaf-Blind Program Eilisville State School iliVIII:c.rReoantiaolnd Plicii;efocrt0trhe Blind Mr. Gordon K. Howard, M.A. .;hdiana Schon' Ellisville, Mississippi 39437 Recreation Education Program 1725 North Ccdjage Dr. Cotten ; Indiana 46220 The University of Iowa is currently involved in the Indianapol,s, provision of for dilrefocrts recreation Iowa City, Iowa 52242 recreation programs Mr. Gascic° activi- deaf-blindinresitentialfacilitiesfor t; the Blind, working Mr. Howard was Institute Coordinator East -es at theruche:nienv and Trainer for the National Instauteon theSouth with higha Regional CamPing program forDeaf- dg impaired children Program Development and Training ihall,discurrent/Ymsa4loapcinivgitmeans for lind Children, Blind,andwillbeofferingVisual t ies for all Recraend atiAonduflotsr, aDteTafilBe Recreation eater prograhis Dniversity of programs forblind-multi- ith handieaPPed, which will include a Pro- Inc are a few of the Iowa.He has worked correctional v s; recreation in the State of Iowa. gram of personal and social adjustment. oll.thg:a nee! iy.e -ctivities heInv° ntSswi ii ni 1. 4 7 "r* "erPay lowell, MA. "Dr. John A-. Nesbitt, Professor Mr. Lnehandra Sookram, B.Se. program opecialist Recreation Education Program Recreation East San Gabriel Valley School for The University of Iowa D/B Prograin: Meyers Clinic for the Multi-HandicappedChildren Iowa City, Iowa 52242 Rehabilitation of Retarded Children Los Angeles County Schools Dr. Nesbitt started working inre. Beatrice State Home 36° W. Mauna Loa Avenue habilitation and recreation in 1957 and Lincoln Street Glendora, California 91740 since then he has been involvedin Beatrice, Nebraska 68310 Mr. Howell isa teacher ofdeaf-blind therapeutic recreation service program Mr. Sookram works directlywith multi-handicapped children, supervisor leadership, administration, training and Deaf-Blind children and adolescents in of instructionalprograms fordeaf-blind, research. planning activities that are goal oriented and Is campingdirector for the Deaf- Ms. Vera H. Schiller towards normalization, working with Blind cam 13program.He has partici- Western Region Representative eye-hand coordination,outdoorskills pated in camping and summer recrea- National Center for Deaf-Blind Youth (running, jumping, climbing, etc.). He is tional programs for deaf-blind and h.as and Adults involvedinplanning and been Involved in the Special Olympcs 102 N. Brand Blvd. activities for deaf-blind chil- diygadolescents for the Multi-Handicapped in California. Glendale, California 91203 on playgrounds. Ms. Schiller has avaried background B.S. in Social Services in an agency Motor Specialist pr. W.W. Keenan serves the blind and deaf-blind, especial- Deaf-Blind Department Deaf-Blind Services ly at the Industrial Home for the Blind. Colorado School for the Deaf-Blind Minnesota Department of Welfare She serves as a liaison with rehabilita- arncdefinesrtaidetuteStr3eets Centennial Building tion agencies and programs which can be St. Paul, Minnesota 55155 encouraged to serve the deaf-blind ywohui ct hh Ms. Thomas worksdirectlywith andadults. Communityeducation children ages 8-13 as a Motor Skills Dr.Keenan isthe former coordinator concerning the specialneedhsigh of a five state Deaf-Blind Region.He specialist. She has 16 young people that works with the swimming and music lems of the deaf-blind she works with on balance, eye foot program area she is concerned with. Ms. coordination,body imageactivities, programs for the Deaf-Blind.He has Schiller would like to share any and all provided consultations and guidance in tumbling activities, aquatics, and rhy- grant applications and program devel- information on the Deaf-Blind Programs thm activities. Ms. Thomas also works opment around the country which may help with an after-school and weekend recre- fordeaf-blindagenciesand improve other agencies as well as their service centers. ation activities program at the school. own. she is interested in on-site consultation Dr. Clifford T. Seymour, Choirman and Programming in motor skills and Department of Leisure and Recreation development for the deaf-blind. M. MarY Ann Meyer Services Recreation Activities Coordinator Division of H.P.E.R. B.A. iMt uatri Yo ntann Student Services Southern University IMn Bs TeaecThehronipson, Iowa Braille and Sight Saving School S.O.B. P.O. Box 9752 W-wootoddwwearrd d,SItaewtee Hmorisp6ital School 1102 G. Avenue Baton Rouge, Louisiana-70813 Vinton, Iowa 52349 Dr. Seymour assists State Schtiools for MS. Thompson isa teacher of Mentally Retarded Deaf-Blind for the Woodward Ms. Meyer works with integrating theDeaf andBlind i n ev etips i Deaf-Blind youngsters into regular pro- programs in Louisiana. State Hospital School.Some of the grams for vision impaired children at the consultant and field work supervisor in, activities she is involved in are:music, Iowa Braille and Sight Saving School, conjunction with Southern University in dance, fine and gross motor skills, group Vinton, Iowa.She has workedwith the area. games using outdoor equipment and program mng, supervising, leadingand developing normalized activities, includ- counseling thevisuallyimpaired.Ms. Dr. Claudine Sherrill ing around the home duties:baking, meyer alsosupervises the recreation Professor and BEH Project Director staffand helpsplantheir tasksin Physical Education and Recreation for carrying out recreation programs. the Handicapped Tutt, M.A. Texas Woman's University special Educator- MotorSkills Theseinclude: swimming,sponge Consultant paintings motor activities, outdoor play, Denton, Texas 76204 Michigan School for the Blind trips, puppetry and camping.She is Dr. Sherrill works with teacher prep- aration and training and direct services interested in on-site consultation, publi- ingW, Milliocwhigan cations, funding from public groups, etc. and has administrative responsibilities 71.1a5nsW. 48906 in physical education and recreation for Mr. Tutt is a teacher consultant in the handicapped. She is currently interest- motor skills area. He is interested in the ed in program planning and implementa- progra. mmingucaspectsofthe school Mr. Thomas R. Miller, B.A. tion in physical education and recrea- situation curriculumin pre-Vocational Workshop tion; parent counseling, and the organ- hysicaleducation,assessmentand Deaf-Blind Program ization of family recreation. evaluation of motor skills programs in New York Institute for the Education schools and institutions. of the Blind Ms. Carol Stensrud, M.A. ggg Pelham Parkway Instructor Mr. Charles C. Woodcock, M.A. superintendent Bronx, NewYork 10469 Chico State College mr. Miller isa teacher forRubella Chico, California Iowa Braille and Sight Saving School children and assistant teacher for pre- Ms. Stensruddirecteda summer Iowa Board of Regents 1002 G. Avenue primary gradelevel children. Mr. Miller recreation program for deaf-blind child. works withsPorting activities such as: ren, served asaconsultanttothe Vinton, Iowa 52349 basketball, soccer.modified softball, and Recreation for Deaf-Blind Project and Mr..Woodcock has had twenty years of weeklY parties for deaf-blind adolescents completed her Master of Arts work at expenence in teaching and administra- in t he workshop. The University of Iowa. t ion of programs for the blind. 4 8 45 svropol OfAcceuibiuty ftetobilitaticmtnternational 122 Elre23rd%set yeK141411*\'Wit10010 LEISURE

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