Factors contributing to the development and transition of physical leisure activities for secondary level individuals with mild to moderate cognitive disabilities

Abstract

School professionals (N = 23) and individuals with mild to moderate cognitive disabilities (CD) (N = 18) were questioned concerning the loisure curriculum taught during secondary education. School professionals surveyed were from the fields of special education, adapted physical education, and regular physical education. Subjects with CB exited second,ary school between 1989- 1991. 'The survey and interviews gathered information on leisure activities taught and what leisure activities the individuals are currently participating in. Percentages summarized the data, and the Fisher exact test was used to asses their equality. Community size and availability of leisure facilities affected both , what was taught to the Ss with CD and how professionais could teach leisure skills. Two factors that appeared to affect leisure activity in postsecondary life were lack of transportation and lack of time. Eighty-three percent of the Ss were engaged on a regular basis in 2 or more leisure activities even though in some cases they were not the same activities learned in school. While the professionals stated that they attempted to follow IEP goals for leisure education, the actual activities taught were limited by the facilities available in schools and communities. In addition, there appeared to be a lack of frequent collaborative planning with community personnel. Further investigation is needed to discover actual reasons for the lack of collaborative planning.