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Everyone should have the opportunity to enjoy the benefits of recreation. As the demographics of our communities continue to change and expand, it will be more important than ever for recreation professionals to be prepared to provide access to anyone and everyone who wants to participate. In Inclusive Recreation: Programs and Services for Diverse Populations, students will learn to provide programs and services not only to individuals with disabilities but also to people of both sexes and all ages, cultures, ethnicities, races, and religions.
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Written by 26 leading professors and professionals in the field, Inclusive Recreation provides the knowledge and skills that students will need in their careers to ensure that all people will be able to participate in the recreation programs they provide. The book features the following:
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- The latest acknowledged theories in inclusion, as well as information on history, legislation, and cultural competence, to serve as the basis for students’ understanding of the field
- Strategies for becoming more conscious of diversity and disability and using appropriate language and communication skills so that students will be better prepared to consider and work with everyone in their community
- A thorough discussion of universal design in both facilities and services to help students plan inclusive experiences that appeal to the broadest possible audience
- Chapters on specific service areas, including sports, fitness and wellness, outdoor and adventure, arts and culture, aquatics, and tourism, so students will have a better feel for how inclusion strategies work in various programs
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Inclusive Recreation also helps students learn more about the groups they’ll likely meet as professionals. They’ll look at the socio-demographic characteristics of each group, the factors that affect their recreation participation, and approaches for serving the needs of each population. They’ll also be encouraged to examine their own biases and think about how those biases could affect their ability to provide services to their clients. In addition, students will find information on staff training, designing respectful accommodations, and marketing, including pricing, promotion, and evaluation of service quality.
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Throughout the book are examples of inclusive practices from a variety of sectors to help students understand how inclusion strategies work in real programs. Spotlight on Inclusive Recreation Programs sidebars highlight best practices from various countries, including Australia, Brazil, Canada, Japan, and the United Kingdom. Each spotlight includes a description of the program, a short history, and information on who is served by the program. Professionals in Action sidebars introduce professionals who have contributed to inclusive practices and help students explore their career options. The book also includes an online student resource (OSR), which features learning activities that assist students in applying the concepts being covered, assignments for each chapter that help them develop their critical-thinking skills and make personal connections to the content, and lists of Web sites to facilitate further discussion and research.
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Inclusive Recreation offers theory and practical applications to prepare students to implement inclusive facility access, training, programming, and services for a variety of recreation activities. Readers will consider how recreation, leisure, and tourism activities can become accessible to all the community members they serve.
- Sales Rank: #701211 in Books
- Brand: Brand: Human Kinetics
- Published on: 2010-01-11
- Original language: English
- Number of items: 1
- Dimensions: 11.20" h x .90" w x 8.60" l, 2.60 pounds
- Binding: Hardcover
- 408 pages
Features
- Used Book in Good Condition
About the Author
Human Kinetics is the premier publisher for titles related to Sports and Fitness and leads the world in providing information related to physical activity. That information takes many forms, from consumer books, DVDs, and videos, textbooks and their ancillaries, and journals, to online courses, software and audio-visual products. The information touches the lives of millions of people worldwide who are interested in some form of physical activity, including athletes, coaches, college students and professors, personal trainers, rehabilitation specialists, physical educators, nutritionists, parents, and sedentary people who want to become active.
Most helpful customer reviews
0 of 0 people found the following review helpful.
Five Stars
By Chris
Nice
1 of 4 people found the following review helpful.
Inclusion, Support and Recreation
By Julie Ann Racino
Inclusion, Support and Recreation
I was delighted to see a new book (2010) from a private agency which builds on the decades of developments in recreation and inclusion, and the earlier recreation integration, adaptive recreation, and supported recreation which we began in the 1970s. In particular, this author wishes to insure that opportunities are open and active for individuals with disabilities living at home with their families after school years, and also children with disabilities who are now in schools instead of institutions. [Yes, Don't Leave Me Out! or Play is for Everyone!]
The book, of course, cites the philosophy of normalization (the Nordic countries' Bengt Nirje and the US, German born Wolf Wolfensberger, two collegial friends for a lifetime). The only versions taught in the US are from PASS (Wolfensberger & Glenn, 1975) and PASSING (Wolfensberger & Thomas, 1983) which were efforts of the US with the Canadian Institute on Mental Retardation, co-authored with two women - Linda Glenn (on face book these days) and Syracuse University's lifetime Susan Thomas (check out the Social Role Valorization Journal or her half century of normalization chapter with Dr. Wolfensberger).
In particular, the book contains the two "hottest and latest" World Health Organization Classification Classification of Functioning, Disability and Health, and the National Recreation and Park Association Position Statement on Inclusion. John O'Brien (See, Canadian Inclusion Press for a selection of books on person-centered planning), though, will not be happy that Appendix C title "person-related factors" is a list of diagnoses and diseases (which are useful in training, but seldom indicate the direction for planning the recreational activities or developing the person-centered or directed plan for the sport, activity, league or membership - tips/techniques are included. And to use mental retardation not intellectual disabilities next to the "hottest and latest" nationally and internationally is a tragedy.)
As far as the 17 chapters, congratulations on the breadth of content of the book, including four strong chapters which bring in "cultural competency", great disability legislation summary lists (termed "inclusion" history), and not a history of independent living and its roles (not in the index). Part IV on programs and services include play and playgrounds, inclusive sports, inclusive recreation, fitness and physical, inclusive arts and culture, inclusive acquatics, outdoor recreation and summer camps, adventure and challenge courses, and travel, tourism and amusements. And of course, watch out when the first examples are disability sponsored camps of their own, though yes, also a leisure yacht of my own, too.
The book does start with universal design, which by the way, has not been always universal (architecturally based, from my colleague recently passed Ron Mace; Human Kinetics with Elaine Ostroff's private agency from Ostroff & Racino on consumer-controlled housing in 1991) though it is in my first chapter in my forthcoming book, Public administration and disability: Community services administration in the US (Racino, in press, 2014). Monika Stodolska authors a chapter in this book, and is a newer up and comer on ethnic populations and leisure, along the multiculturalism versus diversity approaches.
Together with the new "direct support workforce" (Larson et al, in press, 2014), the chapters refer to personnel such as "instructional aides" (p. 165) with the major concern often being who educates the aide level, and who do they "work for" (e.g., parks and recreation, disability programs, group home, rehabilitation center, school teachers). In this case, the first "aide" is a highly skilled paid sign language interpreter which is an "extra aide" with the main concern about who will pay for the interpreter which is still not standard or available since the 1970s. There is a projected need for over a million aides of diverse kinds and inclusion aides and support aides (outside the school systems which have federal funded personnel) are still not in the targeted population groups.
My own "supported recreation" or "supportive recreation" is listed as a "supportive recreation inclusion model" attributed to three people unknown to me in 2004. Other models include: Anderson & Kress Inclusion, JCC Programming, Cincinnati Model for Inclusion, I-Triad Model, CITI Model, and Together We Play Model. I love the new signage for the parks and trails, and standard access issues (e.g., bathroom, ramps, parking, entrances - sign language goes here), but not transportation in-city only inclusive tourism. Supported recreation models are termed that because they do require a holistic approach which must include attention to transportation (e.g., in New York budgets for group homes or people's own personal allowances).
Overall, I am delighted that the book is released, and in depth enough to be real education and training with award winning educators and cities throughout the book. The authors also claim to be at the homeless shelters (near choice), at aging and inclusive recreation (let's see, myself at 60? the department chair in a wheelchair?), and not at any institutions, community facilities, family homes (after graduation), or group living arrangements for whom inclusive recreation was designed to assure opportunities for community participation.
Julie Ann Racino about.me/julieannracino
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