“Happiness is not the absence of conflict, but the ability to cope with it”

                                                                                   -Anonymous
 

 

 

“TRANSFORMING THE LIVES OD DEVELOPMENTALLY DISABLED THROGH RECREATIONAL AND LEISURE ACTIVITIES”

 

Personally meaningful Recreation Is Recognized as an Important Element of Quality for People of All Ages and Abilities

                                                                Mactavish & Schleien, 2004

The phrase developmentally disabled itself carries a history; it has evolved over time from retarded, handicapped, feeble-minded, infirm to ‘special’ or challenged to, disabled or differently abled. The change the use of terminology or words itself indicate a change in the outlook and perception of families and communities. The very fact that there are classifications  and categorization of disability , itself reflect a positive shift in terms of interventions and opportunities and this transition has recognized the importance of not only educational and employment opportunities for the differently abled but the importance of singing, dancing, playing, spending time with oneself or doing anything that makes them happy. The society at large has come to accept that a disabled child develops physically in much the same way as normal children; he just progresses more slowly. If he is not physically fit, it is usually because of the limitations placed on his physical activity. When these are removed, he improves tremendously. There is even evidence that improved physical fitness increases the disables child's ability to learn. The disability Rights Movement in the west gained momentum and legislation was passed; changes began to happen across the country. Theaters and art museums that received federal funds began making accommodations for audience members with disabilities.

However, most changes were for the disabled spectator; the disabled participant

in the arts was still a rare concept. Even though the Disability Rights movement was busting out all over, images of disability were still primarily made by non-disabled folk and were still reinforcing inaccurate stereotypes which faded away with the International Convention on the Rights of the Persons with Disability. Article 30 of the Convention talks about the rights of an individual with disabilities to participate in cultural and sports activities realizing the importance of recreational and leisure activities at various levels. Having special needs for an individual emphasize on a parallel course of recreational and leisure programs at family, institutional and community level.

Thus The differently abled Children Are Required An Integrated, Coordinated And Comprehensive Approach Of Both Special Education And Augmentative Interventions To Explore Their Social Acceptance, Dignity And Sense Of Belongingness. for a nedd for structured intervention to facilitate the recreational and leisure activities is being realized. 

Leisure

Leisure or free time is a period of time spent out of work and essential domestic activity. It is also the period of recreational and discretionary time before or after compulsory activities Such As Eating And Sleeping, Going To Work 'Or Running A Business, Attending School And Doing Homework, Household Chores, And Day-To-Day Stress. For An Experience to Qualify as Leisure, It Must Meet Three Criteria: The Experience Is a State of Mind which Must Be Entered into voluntarily and should be intrinsically motivating. Watching television, reading, and listening to songs are the common examples. However, for the differently abled they can be facilitated and guided. For them story telling, poem recitation or even watching a performance is also beneficial as it stimulates a group of  releasers and hormones called ‘happy hormones’ favorable to mind and body.

Recreation

Recreation Or Fun Is The Expenditure Of Time In A Manner Designed For Therapeutic Refreshment Of One's Body Or Mind. While Leisure Is More Likely A Form Of Entertainment Or Rest, Recreation Is Active For The Participant But In A Refreshing And Diverting Manner.

Recreation, On The Other Hand, Refers To An Activity That Amuses Or Stimulates The Body And All Its Senses - For Example, Swimming, Going To The Park, Exercising At The Gym, Etc. Recreation Is Usually  an outdoor activity.

Examples of Recreational Activities

Sports Activities, Dancing, Drawing, Playing Computer Games Etc.

Need For Implementation Of Recreational And Leisure Activities.      The Need Of Implementation Of Recreational And Leisure Activities For The Mentally Challenged Children Is Crucial, Because They Have Significantly Large Amount Of Leisure Or Free Time. The Mentally Challenged Children Participate In An Educational Programme For A Relatively Small Part Of The Day, And Then They Have Nothing To Do In The Rest Of The Day. Thus the Recreational and Leisure Activities Must Be Encouraged and Systematically Programmed. Besides proper utilization of time in school, it is also a media or a creative platform which provides disabled individuals with ample opportunities for

 

The Benefits of Recreational and Leisure Activities. 

 

                         

·        To Promote Visual-Motor, Auditory-Motor And Spacio-Motor Coordination Etc.

This include stimulates any free, voluntary and expressive activity; motor, sensory o mental, vitalized by the expansive play spirit, sustained by deep-rooted pleasurable attitudes and evoked by wholesome emotional release; prescribed by medical authority as an adjuvant in treatment."

 

·        To Improve The Gross And Fine Motor Skills

 

·        To Promote Social Skills, Perceptual, Cognitive And Pre Vocational Skills

 

 

·        To Build Self-Confidence Among The Mentally Challenged Children

 

·        To Promote Desirable Behaviors and To Prevent Undesirable Behaviors And Secondary Complications Such As Obesity Scholastic Backwardness Etc. this includes bringing change in the behavioral patterns that are faulty. For instance controlling the hyperactivity of an ADHD individual by involving him in a ‘rough and tough’ play, or engaging obese disabled individuals in rigorous sport events through ample reinforcements and application of Premack principle, chaining and shaping.

 

 

·        To Enhance the Pace of Learning among the Mentally Challenge Children through the involvement of various creative media.

 

·        To Improve Communication Skills particularly the sharpening of non-verbal gestures through various dance forms, theatre etc

·        Increased feeling of competence through competitive activities such as games and sports enhances self-esteem

·        Individuals learn social development skills and develop feelings of group affinity, belongingness and cohesiveness facilitating positive collective behavior.

·        Facilitates Interpersonal and social interactions

1. Involvement with other children. The persons providing support should, where possible, get to know the nondisabled children, engaging them and providing a connecting link between these children and the child with disabilities.
2. Modeling for others. Youth with disabilities can serve as model for other children and adults. This may be particularly important in assisting others in areas such as communicating with the person, and responding to behavior that does not appear appropriate to the activity.
3. Backing off. Often, interactions occur without any involvement of a support person. At times, in fact, the presence of an adult may inhibit interactions, and it may be necessary to "Back off" and let things happen on their won (Savard, 1988).
4. Interactions in the context of activities. It is essential to observe the interactions of others in the setting. For instance, what types of interactions occur, and at what times? Some activities are more conducive to getting kids together than others. The person providing support must notice and promote opportunities for interaction, even if that means revising plans for teaching skills to allow for spontaneous play. Not all interactions are verbal. Cheering together, sitting together and watching an event, and working as a team to build something are examples of nonverbal interactions.
5. Opportunities for friendship. Integration classroom is no guarantee that friendships will develop between children. However, integrated leisure and recreational activities, given adequate and proper support, can provide many opportunities for children to have fun, get acquainted, develop friendships, and experience increased bonding in neighborhoods, schools and communities.

·        Individualized and Flexible Supports

Individualization and flexibility means that the types of support should be based on the needs of the particular child, and should be adaptable, taking into account the child's changing needs (Schleien & Ray, 1988; Walker & Edinger, 1988). Key elements of individualized and flexible supports include the following:

• Getting to know the child and teen. It is important to see support as occurring within the context of a relationship. In this context, determination of the most helpful kinds of supports, and which strategies will work best with this young person, is likely to take time.

• Teaching needed skills. Skill acquisition, while important, needs to be balanced with other aspects of social interaction, and should not determine the exact nature of the child's participation in an activity. Several points need to be made:
  a) Skills must be learned within a context, not in isolation (e.g., not just using basketball drills, but learning basketball within the context of a game, with rules and regulations, teamwork, etc.);

b) Skills and behaviors indirectly associated with an activity are important (e.g., learning to cheer for a team on the sidelines with teammates or to celebrate a team victory, as well as learning the game);

 c) Children need varying amounts of time to learn new skills, routines and activities. Use of adaptations and partial participation allows all children to take part in a wide range of activities (Baumgart, et al., 1982). One type of adaptation is a change in the nature of an activity, with an emphasis on cooperation vs. competition.
The types of adaptations used may serve as models for others in the activity, who may imitate and/or come up with new or different ways to involve the child.

• Offering help only when needed. Too much support, particularly by an adult, can create barriers. The child may not learn what is needed in the setting or activity, and others may not get involved or learn how to help the child. It is important to be conscious of a child's needs for direct support and to know when to back off.

·        Recreation proves to be an effective tool for enhanced quality of life for all individuals across various age groups and disabilities.

 

Taking into account the various recreational and leisure activities to be undertaken at personal, institutional and community level, there is an illustration of recreational activities that can be undertaken in a special school or agency that caters to the needs of special children.

Recreational and Leisure Activities Carried Out At Kulachi Hansraj Manovikas Kendra

 

1.     Performing Arts

.

  The Arts Which Are Based On The Performance Of The Individuals And This May Be Categorized As Music. The Impact Of Music And Rhythm On Emotion Have Well Notified In The Pages Of Human History. 

Mentally challenged children especially autism and down syndrome have great affinity towards the music. Thus a careful implementation of different type of music can shape desirable behaviors and also alleviate the unacceptable behaviors among those children. On the other hand the vocal music has great scope on speech development. It can also enhance the memory cognitive orientation and concept if appropriate songs are chosen.

  

a)                Playing instruments

Students are trained regularly to play table, casio, tarang, dholak and they give their individual and group performances at our various functions and special ceremonies.

Playing instruments help them

·        In improving auditory- motor, visual motor and fine motor skills.

·        It reduces distractibility and enhancing concentration of the child.

·        When they are trained in group it can also help to gain social skills.

b)             Dance

Students are also trained in different forms of dancing like classics, semi classical and folk dance. Students perform these dances in various inter school competitions abylmpics and have won laurels foe the same. Dance here acts as a perfect medium for expression of thoughts and feeling, there are various organizations such as Shiamak Davar Foundation, Very Special Atrs Foundation, Vaishali, R.A.S.A and A.L.P.A.N.A working for facilitating and training disabled individuals in various dance forms. Dance forms as recreation serves the purpose of dance therapy, benefiting the individual at physical, emotional and social level.

  The implementation of dancing activities as a part of our extracurricular activities helps in

    Developing better fine and gross motor ability

    Specific dance steps helps to supplement specific exercise of particular group of muscles and improve the joint range of motion, muscle, strength and endurance.

    Training in facial expressions can enhance communication skills

     Learnt various sequencing of steps and movements which in turn enable to enhance memory

     Folk dance in a group form promotes many higher levels of cultural perception skills

 

c)       Plays

“How to perform a play” is being widely taught, training is provided through modeling giving appropriate communication responses and through repetitive practice.

 

2.      Sports and games

The most widely covered area of recreational activities are sports and games and a no. of students completed at various national and also at international levels through special Olympics and have brought many cheers.

Special Olympics with several events is a good platform for them to display their talents and sense of attainment. Through the implementation of special training these children have proved to be good athletes, our students have been participating in the following games

Sports and games help promote directionality, alertness, spacio motor perceptions, fine motor skills, visual motor coordination etc.

 3.      Yoga and Physical education

With regular yoga and physical education in our school periods students with developmental

Disabilities learn various yogic postures and physical exercises which help them maintain their physical fitness. It helps them reduce obesity which is usually encountered in people with Down syndrome.

 

4.      Creative Arts

Children with developmental disabilities have varying levels of creativity which is brought forth through special methods. These special methods are applied at a much earlier level such as pre nursery and nursery level in the form of simple line drawing, scribbling, thumb printing, vegetable painting, paper folding, simple assembly of objects, matching, thread painting etc.  Here the concept of Art Therapy for disabled is being accentuated on, a number of activities such as holding of brushes, the sight of colors, sketching or even mere touching the colors itself is so rejenuvating that art has emerged to be a prominent recreational activity overtime. Very Special Arts Foundation has come up with the concept of community painting for developmentally disabled with enhances the self concept and expression through social skill development.

All of these help in promotion of visual-motor coordination and attention- concentration. 

Gradually creative arts take a higher level through primary and vocational section.

5.                 Picnics/ educational Tours

At regular intervals picnics and educational tours are organized for the students.

These trips help students

·        to generalize the concepts learned in the class

·        Develop social skills

·        Develop decision making and judgment skills

·        Groom their personality as a whole and acquisition of ADL.

 

6.                                 Over night camping

Two day camps are organized within the school premises. In these camps there are a lot for the students to do and learn.

            Main focus of the camp is on the activities of daily routine (ADL). From bathing,     dressing, grooming, eating and presenting oneself neatly, everything is enhanced.

In an intuitional level recreation and leisure can be implemented by a structures approach of employing professional recreational therapists, training special educators and organizing a recreation club in the agency which can conduct activities on  a regular basis.Bright and Morley (1977) stressed that the ultimate test of our educational system pertains to its effectiveness in assessing students to have a well balanced emotional and intellectual life that includes leisure participation

Some illustrations or suggestions for the various recreational and leisure activities at family, institutional and community level are as follows.

 

 The Recreational Activities for the Developmentally Disabled (RADD) Program can be initiated or facilitated by the Rehabilitation Council of India or Non-Governmental Organization working in funding and allocation of resources to promote respect, self-expression and independence through a variety of carefully selected activities on a monthly or quarterly basis.  Some of these activities include:

·                     Attending state level, national and international games;

·                     Having breakfast at local restaurants, followed by an activity (Farmer’s Market visit              or  movie at Cinema);

·                     Swim parties; and Enjoying a take-out dinner and outdoor concert at wayside parks during the summer months; 

·                     Visiting interesting or educational places, such as the historical monuments, beaches, adventure camps, amusement parks etc.Taking a cruise or riding a train;

·                     Listening to special topics , followed by light snacks;

·                     Dances and the annual Winter Ball;

·                     Participating in karaoke nights;

·                     Attending performances, Ballet.

Community Reintegration Program  would enhances the quality of life for persons with physical disabilities by providing transitional therapeutic recreation services that enables individuals with disabilities to attain independent functioning in their home communities. Therapeutic Recreation Specialists can utilize a leisure education program to assess personal interests, activity adaptations, community resources, and recreation’s role in community living.

Leisure Education in Teacher Preparation can be undertaken to develop training materials for pre and in-service therapeutic recreation specialists, and regular and special education teachers, the training materials explore the purposes and processes of recreation as a related service for children and youth with disabilities in special education. 

Reintegration through Recreation to be implemented to develop, implements, and evaluate a community-based recreation therapy service model designed to enhance the rehabilitation and community living of persons with serious mental illness. The RTR model utilizes recreation interests, experiences, and activities as purposeful interventions to treat the effects of psychiatric disability. RTR emphasizes the enhancement of personal strengths and the development of natural community connections and life skills that support the individual’s ability to meet personally relevant goals.

Leisure Is for Everyone, LIFE, is a training program for community recreation professionals that sensitizes them to the needs and abilities of persons with disabilities and provides them with the skills required to offer access to all programs and facilities.
 
Masters Level Professional Preparation of Certified Therapeutic Recreation Specialists for employment in Public School Systems was a training project that prepared students to work as Therapeutic Recreation Specialists in professional colleges and trainingcentres. 

School-Community Leisure is adapted from American model of leisure in Schools

It is a research and demonstration project that investigated the utility of introducing a comprehensive leisure education program into a school-based special education program. Findings indicated that special education students who received school-based leisure education services increased their level of independent decision making, independent leisure planning, and independent recreation participation. Services begun by Therapeutic Recreation Specialists can be continued by Special Education teachers.

Family Link in Leisure Education can be undertaken to understand and document the extent to which self-determination skills can be facilitated using a leisure education planning process with students with mental retardation. The intervention used a collaborative school and home-based leisure education program to facilitate self-determination skills in leisure. Forming a parent-child support group which acts as a recreational club is an effective step as the involvement of parents in the project will help the stake holders’ participation and would also help the parents as a stress buster. Parent Support Network is one such successful initiative by society for Child Development based in Delhi, which has brought both disabled children and their parents on the same platform with special educator’s and counselors to organize adventure camps and visits and devise various creative methods of intervention.

CONCLUSION

Thus there is an increased need to realize the importance of recreational and leisure activities in shaping and transforming the lives of developmentally disabled through interventions at family, institution and community integration. The recent National seminar on the topic “Transforming the lives of Developmentally Disabled through Recreational and Leisure Activities” held in India International Centre, Delhi organized by AAROH talks about taking these initiates to policy level involving funding bodies such as Rehabilitation Council of India and organizations such as National Trust with parallel interventions by NGOs.

However, the foremost intervention has to be in the collective consciousness of society at large that recreation and leisure is not just for the non-disabled, and that any such attempt will enhance the quality of life of individuals at large.

            “When I chant sounds, I am learning the melodies, sounds and rhythms of my language.
 
When I stick things in holes, I am learning to line things up properly to fit.
 
When I bang objects on the floor, I am learning that things make all sorts of different noises.

When I push a ball back and forth, I am learning it’s more fun to be with others than myself, and it’s fun to take turns.
 
When I pretend to feed my doll, I am learning what it feels like to nurture someone.

When I play with little people and cars, I am learning what it feels like to be a giant.

When I dance to music, I am learning to enjoy music and to have fun with others”

- Anonymous