Leisure education for a quality transition to adulthood

摘要: Stuart J. Schleiena,*, M. Tipton Rayb a Division of Recreation, Park, and Leisure Studies, University Minnesota, 1900 Avenue SE, Minneapolis, MN 55455, USA b1nc/usive Therapeutic Recreation Consllitant, 807 Fairmont Avenlle, St. Palll, 55105, There is increasing recognition acceptance that successful transition youth with disabilities from school experiences occurs when they acquire are able to demonstrate skills behaviors related several typical adult life activities including lifelong learning, home living, community participation, recreation as weB work. Finding meaningful employment upon graduation continues be central theme planning efforts within secondary schools. However, research, anecdotal reports educators, families, students themselves have highlighted the need take more broad-based approach so learning (e.g. social, self-determination) which may used in variety non-vocational, well vocational environments. Federal education law now requires supports these initiatives. This article presents rationale support for implementing comprehensive therapeutic services settings help learn both non-vocational environments, thus facilitating quality adulthood. The principle goals identified foBowed by model framework six 'action steps' planners key stakeholders can facilitate A case study iBustrates implementation functional leisure program two young adults developmental disabilities. Key points should consider providing programming listed discussed conclude this article. © 1997 Elsevier Science Ireland Ltd.