The Effects of Leisure Education on Factors Contributing to the Successful Transition of Students with Mental Retardation from School to Adult Life

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Leandra A. Bedini, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Although legally available through PL 101-476, the Individuals with Disabilities Education Act, leisure education as a part of special education curricula in public schools is minimal. To examine the worth of leisure education for adolescents with mental retardation, this study tested a model program in the public schools in Wake County, North Carolina. The purpose of this investigation was to determine whether leisure education taught within a public school system had a significant effect on factors contributing to the successful transition of students with mental retardation from secondary school to adult life. Quantitative and qualitative methods were used including testing, case studies, and content analysis. Findings indicated that as a result of involvement in the model leisure education program, there were positive changes in behaviors and attitudes, such as leisure awareness, activity initiation, participation, and leisure appreciation in the students who participated in the model leisure education program. Discussion explores the application of this type of model to successful transition of adolescents with mental retardation from school to adult life. Limitations, implications, and recommendations are also discussed .

Additional Information

Therapeutic Recreation Journal, 27 (2), 70-82.
Language: English
Date: 1993
Leisure Education, Transition, Mental Retardation, PL10l-476, Recreation as a Related Service

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