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Physical Education and Recreation for Impaired, Disabled and Handicapped Individuals

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Physical Education and Recreation for Impaired, Disabled and Handicapped Individuals DOCUMENT RESUME ED 119 396 EC 080 262 AUTHOR Geddes, Dolores M.; Burnette, Wanda L. TITLE Physical Education and Recreation for Impaired, Disabled and Handicapped Individuals... Past, Present, and Future. INSTITUTION American Alliance for Health, Physical Education, and Recreation, Washington, D.C. Information and Research Utilization Center. SPONS AGENCY Bureau of Education for the Handicapped (DHEW/OE), Washington, D.C. PUB DATE [75] GRANT OEG-0-72-5454-233563 NOTE 422p.; For part 2, see EC 080 263 EDRS PRICE MF-$0.83 HC-$22.09 Plus Postage DESCRIPTORS Adapted Physical Education; Aurally Handicapped; Diabetes; Epilepsy; Exceptional Child Education; *Handicapped Children; Mentally Handicapped; Multiply Handicapped; Physical Activities; *Physical Education; *Program Descriptions; *Recreation; Research Reviews (Publications) ;*State Programs; Therapy; Trend Analysis; Visually Handicapped ABSTRACT The report serves as a systematic collection, analysis, and synthesis of research data, empirical evidence, program information, and various resource materials in the fields of recreation/therapeutic recreation and physical education/adapted physical education for disabled individuals. The report consists of over 20 state of the art reports, each of which includes the state of the art (including review of available literature), summaries of priority needs in research and demonstration and personnel preparation, and media needs (in some cases). Among the areas covered are physical education and recreation for blind, multiply handicapped, mentally retarded (mild to severe), epileptic, diabetic, and deaf mentally retarded individuals; the integration of handicapped individuals into regular recreation and physical education programs; effects of physical activity on asthmatic children; community recreation for handicapped persons; creative arts for handicapped persons; status of research on play apparatus for handicapped children; and diagnostic-prescriptive teaching/programming. Also presented are summaries of related projects funded by the Bureau of Education for the Handicapped and State Departments of Education and related conferences and projects sponsored by other groups. (Author) ch PHYSICAL EDUCATION AND RECREATION FOR ca IMPAIRED, DISABLED AND %Ai HANDICAPPED INDIVIDUALS... PAST, PRESENT, AND FUTURE U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE - NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY American Alliance for Health, Physical Education, and Recreation 1201 Sixteenth Street N.W. Washington D.C. 20036 2 This publication is based upon State of the Art: Physical Education and Recreation for Handicapped Individuals, Part I of the final report for the Information and Research Utilization Center in Physical Education and Recreation for the Handicapped (IRUC). IRUC, sponsored by the Unit on Programs for the Handicapped of the American Alliance for Health, Physical Education and Recreation was a funded project of the Division of Innovation and Development, Bureau of Education for the Handicapped, U.S. Department of Health, Education, and Welfare. The project presented or reported herein was performed pursuant to a Grant from the U. S. Office of Education, Department of Health, Education, and Welfare. However, the opinions expressed herein do not necessarily reflect the position or policy of the U. S. Office of Education, and no official endorsement by the U. S. Office of Education should be inferred. Project No. OEG-0-72-5454-233563 American Association (now Alliance) for Health, Physical Education, and Recreation, 1201 Sixteenth Street, N.W., Washington, D.C. 200336 3 ACKNOWLEDGEMENTS Many different people have contributed a great deal of their time, talents, and efforts to guarantee that specific activities in the Information and Research Utilization Center in Physical Education and Recreation for the Handicapped (IRUC) were successful. Because of the vastness of IRUC activities, extensive coverage all over the country and involvement of so many different people, it is literally impossible to name all who have participated in, contributed to, and been a part of the IRUC family. Willingness of individuals from many different disciplines representing a variety of specializations to share expertise gained through many years of experience has been characteristic of the physical education and recreation involvement for impaired, disabled, and handicapped persons.Such unselfish dedication continues to be a major reason for the great amount of progress that has been stimulated through this movement in a relatively short time. This same type of dedication, devotion, and commitment will lead to solutions of many pro- blems and issues identified in the following sections of this report. No more fitting example of teamwork and cooperation can be exemplified than efforts of many different people who contributed to this state of the art report. Special thanks and appreciation are extended to each of the individuals who developed specific sections of this report. Names of these talented individuals are included with titles of their papers in the Table of Contents and at the beginning of their respective papers. Additional thanks and appreciation are extended to every individual who has been a part of the IRUC staff since its inception. Each in his/her own way contri- buted directly and indirectly to the process by which state of the art information was collected, reviewed, and analyzed. Those who have served IRUC so well include: Eleanor Sanderson and Viki Annand, Materials Assistants; Paul Harrington, Roger Pearson, Karen Littman, Dana Moore, and Linda Fender, student interns; Mary Dyer, Claudian Burton, Terry Ames, Cheryl Kozak, Mary Jane Freeman, Claudia McQueeney, and Cindy Born, full and part-time support staff; Lowell Klappholz and Howard Sorrell who assisted with special projects and activities. Special mention, highest gratitude, and greatest praise must be reserved for the two individuals to whom the bulk of the responsibility for developing this state of the art report fell: Dolores M. Geddes, Research and Program Associate, did much of the analyzing and synthesizing of all areas and sections in the report, wrote a number of the state of the art statements, and did much of the work relative to priority statements. Wanda L. Burnette, Administrative/Program Coordinator, coordinated production and processing of the report. 4 iii Words cannot adequately express what each of these individuals has given through IRUC to helping many impaired, disabled, and handicapped individuals live happier and more satisfying lives through active participation in physical and recreational activities. To each, a sincere and heartfelt thanks alot for jobs extremely well and expertly done. Julian U. Stein Director iv TABLE OF CONTENTS Page Preface vii The State of the Art: Introduction and Summary 1 State of the Art Reports Professional Preparation 19 Handicapping Conditions and Activities Integrating Persons With Handicapping Conditions Into Regular Physical Education and Recreation Programs 51 Research Information on Perceptual-Motor/Psychomotor Function for Children and Youth With Learning Disabilities - Walter E. Cooper 59 Physical Education, Recreation, and Psychomotor Function of Mildly and Moderately Mentally Retarded Persons 93 Physical Education, Recreation and Related Areas for Severely and Profoundly Mentally Retarded Individuals 101 Physical Education and Recreation for Individuals with Multiple Handicapping Conditions 119 Program Implications for Children with Orthopedic and Related Impairments - Ronald Adams 123 Physical Education and Recreation for the Visually Handicapped - Charles Buell 159 Effects of Physical Activity and Exercise Upon Asthmatic Children 177 Physical Education and/or Recreation for Individuals with Epilepsy 193 Physical Activity' for Individuals with Diabetes 197 Recreation for Hearing Impaired Mentally Retarded Persons 199 Related Program Areas Recreation Service in Residential Facilities- Gerald S. O'Morrow 201 v Page Recreation: Community Services - George T Wilson 237 Community Recreation for the Handicapped - Janet Pomeroy 239 Creative Arts (Arts, Crafts, Dance, Drama and Music) for Persons with Handicapping Conditions 291 Program Organization/Administration and Implementation Physical Education and Recreation for Infants and Young Children with Handicapping Conditions 295 Diagnostic-Prescriptive Teaching in Physical Education, Recreation, and Related Areas for Individuals with Various Handicapped Conditions - Thomas M. Vodola 317 An Analysis of the Status of Research on Play Apparatus for Handicapped Children - Louis Bowers 341 Related Projects Funded by the Bureau of Education for the Handicapped and State Departments of Education Division of Innovation and Development 355 Division of Personnel Preparation 358 Analysis of funded Projects in Physical Education and/or Recreation for the Handicapped 369 Related Conferences and Projects Sponsored by Other Groups and Organizations Recreation and Handicapped People: A National Forum on Meeting the Recreation and ParkNeeds of Handi- capping People, President's Committee on Employment for the Handicapped 371 An Overview of the Status of Camping for the Handi- capped in the United States: Report of the Committee on Camping for the Handicapped, National Therapeutic
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