Including people who are deaf in recreation: despite advances in opportunity, people who are deaf still need more.People who are deaf play tennis, take their children to soccer games and like to camp, just like anybody else. However, including people who are deaf in public park and recreation programs has not yet reached the successful levels that consumers and providers both envision. So what makes these recreation experiences appear more difficult to facilitate? A review of the literature seems to suggest three distinct areas that are problematic when providing recreation for people who are deaf. Before discussing the impact of communication, deaf identity and social skills on recreation provision, readers need to understand the importance of inclusive recreation. Inclusive Recreation Inclusive recreation means providing services that offer everyone involved a full range of choice, social connections and support as well as the opportunity to reach their potential. Among the numerous explanations that can be cited to support offering inclusive recreation services, McAvoy (2000) states three reasons: the legal mandate; it makes good marketing sense; it supports social justice. In addition to these solid reasons, inclusive recreation offers the potential for positive intergroup in·ter·group adj. Being or occurring between two or more social groups: intergroup relations; intergroup violence. contact within a cooperative atmosphere that exists to a greater degree in recreation than in many other venues such as the workplace. Allison (2000) extends the reasons for increasing efforts in the area of recreation inclusion to the broad area of increased organizational effectiveness Organizational effectiveness is the concept of how effective an organization is in achieving the outcomes the organization intends to produce. The idea of organizational effectiveness is especially important for non-profit organizations as most people who donate money to non-profit by enhancing morale, productivity and individual growth. Support for inclusive recreation services can also be found in the literature of health and quality of life. Leisure involvement is a fundamental dement de·ment tr.v. de·ment·ed, de·ment·ing, de·ments 1. To make (a person) insane. 2. To cause (a person) to lose intellectual capacity. to life satisfaction and critical to any person's achievement of a healthy quality of life (Fine, 1996). Obstructions to Inclusive Recreation Even with a strong foundation to support inclusive recreation, evidence of obstructions, particularly for individuals who are deaf, are present. Numerous studies involving children who are deaf and those who are hard of hearing demonstrate the lack of success that inclusive efforts have had (Kluwin, Stinson, & Colarossi, 2002; Oliva, 2004a; Stinson & Foster, 2000). Even those adults who are deaf or hard of hearing and well-educated, offer examples of the social isolation and lack of inclusion that still exists. Oliva (Oliva & Simonsen, 2000), who is deaf, stated that despite academic, professional and personal success, the sense of belonging and social inclusion at national conferences and other large group events is elusive even when functional inclusion is accomplished. Evidence that people who are deaf or hard of hearing have not been fully included in recreation programs or facilities, is the lack of compliance with minimum regulations at the physical level, such as visual alert systems or closed captioning for movies (ADA Ada, city, United States Ada (ā`ə), city (1990 pop. 15,820), seat of Pontotoc co., S central Okla.; inc. 1904. It is a large cattle market and the center of a rich oil and ranch area. Web site, 2004; Coco-Ripp, 1998). From a national survey of park and recreation departments, Devine and Kotowski (1999) found several broad areas that explain why inclusive recreation services are limited. Financial restraints, lack of training and the role of qualified staff were key findings in that report. McAvoy (2000) offers that agencies often unknowingly create barriers or an organizational climate The concept of organizational climate has been assessed by various authors, of which many of them published their own definition of organizational climate. Organizational climate, however, proves to be hard to define. that is unwelcoming or exclusionary. Policies, practices and procedures are created that often inadvertently exclude people from participation. An approach that is inclusive could be creating a policy across the agency that all routine communication be provided in more than one format; for example, use written memos and verbal methods for daily announcements. Another indication of welcome for people who are deaf or hard of hearing would be publishing the TTY (TeleTYpewriter) See teletypewriter and TDD/TTY. (hardware) tty - /tit'ee/ (ITS pronunciation, but some Unix people say it this way as well; this pronunciation is not considered to have sexual undertones), /T T Y/ 1. teletypewriter. 2. or relay number on marketing materials of the organization. These examples demonstrate obstructions to inclusive recreation exist but they are not insurmountable. Consideration of the impact of communication, deaf identity and social skills on recreation provision will assist in the unique challenges of providing recreation for people who are deaf. Communication The use of interpreters or other means for effective communication is the first thought that many recreation professionals have when discussing the provision of recreation for people who are deaf or hard of hearing. Indeed, effective communication is vital to successful inclusive recreation; however, access to communication is only the beginning. Advanced technology, the expanding number of high school and college classrooms where American sign language American Sign Language n. The primary sign language used by deaf and hearing-impaired people in the United States and Canada. American Sign Language (ASL), n. is taught (Bauman, 2004), and the increased awareness of the physical environment creates understanding that effective communication needs to be ongoing--not static. Recreation has many unique communication challenges in the specificity of language used for activities and facilities, as well as terminology that is germane ger·mane adj. Being both pertinent and fitting. See Synonyms at relevant. [Middle English germain, having the same parents, closely connected; see german2. to locations such as parks, playing fields, pools or stadiums. Managers should plan for ongoing training and continual focus on effective communication techniques, as opposed to doing a short-term training session or a one-time class. This will meet the needs for communication more efficiently and produce successful outcomes in inclusive recreation settings (Antia, Stinson & Gaustad, 2002). Deaf Identity For the past few years, opposing perspectives of deaf identity have been reported and discussed. One perspective defines deaf as a pathology; a disorder, or a medical condition to be fixed. However, an increasing number claim deaf to be a distinct cultural group with its own beliefs, needs, opinions, customs and languages (Munoz-Baell & Ruiz, 2000). Some authors cite the growing tensions in this area as a challenge to positive action (Antia, Stinson, & Gaustad, 2002; Luckner & Stewart, 2003). Mackelprang and Salsgiver (1999) present two different perspectives or models that would serve the needs of people who are deaf more effectively than the medical or disability model. The social/cultural model of deafness can be best understood as a function of interaction between the individual and society. Barriers experienced by people who are deaf result from social, language and cultural differences between majority and minority groups. The political model of deafness focuses on the power differences between hearing and deaf people This is an incomplete list of notable deaf people. Important historical figures in deaf history and culture The idea that a person who was deaf could achieve a notable or distinguished status was not common until the latter half of the 18th century, when Abbé Charles-Michel de . Sociopolitical so·ci·o·po·li·ti·cal adj. Involving both social and political factors. sociopolitical Adjective of or involving political and social factors institutions are controlled by hearing people who impose their definitions of the meaning of deafness on deaf people. As a result, deaf people must fight for their civil rights to overcome devaluation devaluation, decreasing the value of one nation's currency relative to gold or the currencies of other nations. It is usually undertaken as a means of correcting a deficit in the balance of payments. and oppression imposed by the dominant society. (Mackelprang & Salsgiver, 1999, pp. 105-6) Continuing an open dialogue about the perspectives from which to view the concept of deaf identity will enhance the provision of inclusive recreation. It appears that either model has greater potential than the medical model to yield results for improving social accessibility tbr people who are deaf. Despite the unresolved nature of this discussion on deaf identity, there appears to he agreement in the third area of social skills. Social Skills The agreement begins with the realization that deaf children and adults are experiencing isolation and dismal social lives across academic and co-curricular mainstreamed or inclusive settings (Coco-Ripp, 2003; Kluwin, 1999; McIntosh, 2000; Oliva, 2004a). On the surface, deaf and hearing students report communicating effectively but fail to establish close friendships. Oliva (2004b) shares that unfavorable environmental conditions such as poor lighting or background noise are not conducive to hallway conversations that foster friendships. Further, she states that an interpreter's presence creates a psychological barrier between a deaf student and classmate that inhibits informal chats. Social skill development occurs in the hallways and gyms of the school as well as in participation outside school. With the difficulties in mainstreamed academic settings, recreation programs are ideal areas to structure the acquisition of social skills and provide positive interaction opportunities beyond the school door for students. Adults also report difficulties in social interactions between hearing and deaf that carry over from their school experiences to their current lives. Brueggemann (1999), Keane-Dawes (1997) and Wright (1999) echo the same theme in the extensive descriptions of their own experiences fitting in with the hearing world. Each author provides personal vignettes illustrating struggles and triumphs. Luckner and Stewart (2003) report on videotaped interviews of 14 deaf adults nominated by their peers as successful. Self-determination and family involvement are two recommendations the participants offer as part of their success stories. Recreation can incorporate opportunities for adults in a variety of programs to foster self determination and family involvement. Research informs us that consideration of the impact of communication, deafidentity and social skills on recreation provision will assist in the unique challenges of providing recreation for people who are deaf. References ADA Home Page. (2004). U. S. Department of Justice. [on-line: www.usdoj.gov/crt/ada/adahom1.htm]. Allison, M. T. (2000). Diversity in organizational perspective. In M. T. Allison & I. E. Schneider (Eds.), Diversity and the recreation profession: Organizational perspectives (pp. 3-18). State College, PA: Venture Publishing, Inc. Antia, S. D., Stinson, M. S. & Gaustad, M. G. (2002). Developing membership in the education of deaf and hard of hearing students in inclusive settings. Journal of Deaf Studies and Deaf Education, 7, 214-229. Balch, G. I. & Mertens, D. M. (1999). Focus group design and group dynamics group dynamics: see group psychotherapy. : Lessons from deaf and hard of hearing participants. American Journal of Evaluation, 20, 265-277. Bauman, H-D H-D Harley-Davidson . L. (2004). Audism: Exploring the metaphysics metaphysics (mĕtəfĭz`ĭks), branch of philosophy concerned with the ultimate nature of existence. It perpetuates the Metaphysics of Aristotle, a collection of treatises placed after the Physics [Gr. of oppression. Journal of Deaf Studies and Deaf Education, 9, 239-246. Bedini, L. A. & Stone, C. F. (2000). Training for diversity. In M. T. Allison & I. E. Schneider (Eds.), Diversity and the recreation profession: Organizational perspectives (pp. 235-262). State College, PA: Venture Publishing, Inc. Brueggemann, B. J. (1999). Lend me your ear: Rhetorical constructions of deafness. Washington, D. C.: Gallaudet University Press Gallaudet University Press is a publisher that focuses on issues relating to deafness and sign language. It is a part of Gallaudet University. External links
Coco-Ripp, J. A. (2003). The effect of awareness training and planned contact on the provision of an inclusive environment for persons who are deaf. DAI-B 64 (06), 2631. (AAT Alpha-1-antitrypsin (AAT) A blood component that breaks down infection-fighting enzymes such as elastase. Mentioned in: Chronic Obstructive Lung Disease 3094280) Coco-Ripp, J. A. (1998). Ethnographic eth·nog·ra·phy n. The branch of anthropology that deals with the scientific description of specific human cultures. eth·nog environmental survey of accessibility for persons who are deaf in selected recreation facilities. Unpublished document, University of Utah The University of Utah (also The U or the U of U or the UU), located in Salt Lake City, is the flagship public research university in the state of Utah, and one of 10 institutions that make up the Utah System of Higher Education. . Devine, M. A. & Kotowski, L. (1999). Inclusive leisure services: Results of a national survey of park and recreation departments. Journal of Park and Recreation Administration, 17(4), 54-72. Fine, A. H. (1996). Leisure, living, and quality of life. In R. Renwick, I. Brown, & M. Nagler (Eds.), Quality of life in health promotion and rehabilitation rehabilitation: see physical therapy. (pp. 342-354). Thousand Oaks Thousand Oaks, residential city (1990 pop. 104,352), Ventura co., S Calif., in a farm area; inc. 1964. Avocados, citrus, vegetables, strawberries, and nursery products are grown. , CA: Sage Publications This article or section needs sources or references that appear in reliable, third-party publications. Alone, primary sources and sources affiliated with the subject of this article are not sufficient for an accurate encyclopedia article. . Keane-Dawes, J. M. (1997). Responses of Jamaican and American Deaf Groups to Stigma. Lanham, MD: University Press of America, Inc. Kluwin, T. N. (1999). Coteaching deaf and hearing students: Research on social integration. American Annals an·nals pl.n. 1. A chronological record of the events of successive years. 2. A descriptive account or record; a history: "the short and simple annals of the poor" of the Deaf, 144, 339-344. Kluwin, T. N., Stinson, M. S. & Colarossi, G. M. (2002). Social process and outcomes of in-school contact between deaf and hearing peers. Luckner, J. L. & Stewart, J. (2003). Self assessments and other perceptions of successful adults who are deaf: An initial investigation. American Annals of the Deaf, 148, 243-250. Mace, R. L. (1998). A perspective on Universal Design. UD Newsline Quarterly Newsletter of the Center for Universal Design, 2(1), 2-5. Mackelprang, R. & Salsgiver, R. (1999). Disability: A diversity model approach in human service practice. Pacific Grove Pacific Grove, residential and resort city (1990 pop. 16,117), Monterey co., W central Calif., on a point where Monterey Bay meets the Pacific Ocean; inc. 1889. , CA: Brooks/Cole Publishing Company. McAvoy, L. H. (2000). Disability as diversity: The role of recreation in quality of life. In M. T. Allison & I. E. Schneider (Eds.), Diversity and the recreation profession: Organizational perspectives (pp. 47-72). State College, PA: Venture Publishing, Inc. McIntosh, A. (2000). When the deaf and the hearing interact: Communication features, relationships, and disability issues. In D. O. Braithwaite & T. L. Thompson (Eds.), Handbook of communication and people with disabilities. Research and application (pp. 353-368). Mahwah, N. J.: Lawrence Erlbaum Associates, Publishers. Munoz-Baell, I. M. & Ruiz, M. T. (2000). Empowering the deaf. Let the deaf be deaf. Journal of Epidemiology & Community Health, 54, 40-44. National Association of the Deaf National Associations of the Deaf are national bodies that represent Deaf people and the Deaf community in their respective countries. They are usually members of the World Federation of the Deaf and advocate for sign language. . (2000). Legal rights: The guide for deaf and hard of hearing people. Washington, D. C.: Gallaudet University Press. Oliva, G. A. (2004a). Alone in the mainstream: A deaf woman remembers public school Washington, B. C.: Gallaudet University Press. Oliva, G. A. (2004b). Hear and now. Parks & Recreation, 5, 54-60. Oliva, G. A. & Simonsen, A. (2000). Re-thinking leisure services for deaf and hard of hearing persons: A new paradigm New Paradigm In the investing world, a totally new way of doing things that has a huge effect on business. Notes: The word "paradigm" is defined as a pattern or model, and it has been used in science to refer to a theoretical framework. . Parks & Recreation, 5, 78-85. Stinson, M. S. & Foster, S. (2000). Socialization socialization /so·cial·iza·tion/ (so?shal-i-za´shun) the process by which society integrates the individual and the individual learns to behave in socially acceptable ways. so·cial·i·za·tion n. of deaf children and youths in school. In P. E. Spencer, C. J. Erting, & M. Marschark (Eds.), The deaf child in the family and at school (pp. 191-210). Mahwah, N. J.: Lawrence Erlbaum Associates. Wright, M. H. (1999). Sounds Like Home: Growing Up Black and Deaf in the South. Washington, D. C.: Gallaudet University Press. HEAR MORE Here are selected resources for more information about people who are deaf: ABLEDATA 8455 Colesville Road Suite 935 Silver Spring, MD 20910 Voice (800)227-0216 TTY (301) 608-8912 E-mail ABLEDATA@macroint.com www.abledata.com Information and referral project that maintains a database of 25,000-plus assistive technology Hardware and software that help people who are physically impaired. Often called "accessibility options" when referring to enhancements for using the computer, the entire field of assistive technology is quite vast and even includes ramp and doorway construction in buildings to support products; also, fact sheets on types of devices and other aspects of assistive technology. Association of Late-Deafened Adults Association of Late-Deafened Adults (ALDA) is an organization for people who became deaf as adults. ALDA was founded in 1987 by Bill Graham of Chicago, Illinois. Within a few years, the organization had chapters in over 15 regions across the United States. 10310 Main Street #274 Fairfax, VA 22030 TTY (404) 289-1596 www.alda.org Supports empowerment of people who become deaf as adults; resources, information, advocacy, awareness of needs of late-deafened adults. Gallaudet University Gallaudet University, at Washington, D.C.; coeducational; with federal support. It was founded (1856) as the Kendall School, a training school for deaf and blind students, by Edward Miner Gallaudet (see under Gallaudet, Thomas Hopkins). 800 Florida Avenue NE Washington, DC 20002-3695 www.gallaudet.edu The only liberal arts college Liberal arts colleges are primarily colleges with an emphasis upon undergraduate study in the liberal arts. The Encyclopædia Britannica Concise offers the following definition of the liberal arts as a, "college or university curriculum aimed at imparting general knowledge in the world that provides higher education higher education Study beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art. to individuals who are deaf or hard of hearing. Gallaudet offers a number of graduate degrees and certificates, including an new M.S. in Leisure Services Administration. One criterion for acceptance is that an applicant must have at least intermediate sign language skills. For more information, contact Dr. Carol C. Riddick, phone/TTY 202.651.5591 or e-mail carol.riddick@gallaudet.edu. National Association of the Deaf 814 Thayer Ave. Silver Spring, MD 20910-4500 Voice (301) 587-1788 TTY (301) 587-1789 Email nadinfo@nad.org www.nad.org Largest organization in the nation with the mission to promote, protect and preserve the rights and quality of life of deaf and hard of hearing individuals through grassroots advocacy; focus on information, publications, legal assistance, public awareness, policy development and research. Self Help for Hard of Hearing People, Inc. 7910 Woodmont Ave. Suite 1200 Bethesda, MD 20814 Voice (301) 657-2248 TTY (301) 657-2249 E-mail national@shhh.org www.hhh.org Promotes awareness, information, communication, assistive devices assistive device Public health Any device designed or adapted to help people with physical or emotional disorders to perform actions, tasks, and activities. See Americans with Disabilities Act, Architectural barriers, Assistive technology. , and alternative communication skills through publications, exhibits and presentations USA Deaf Sports Federation 3607 Washington Boulevard The following roads are named Washington Boulevard:
Ogden, UT 84403-1737 TTY (801) 393-7916 E-mail USADSF USADSF United States of America Deaf Sports Federation (formerly AAAD: American Athletic Association of the Deaf) @aol.com www.usadsf.org Governing body Noun 1. governing body - the persons (or committees or departments etc.) who make up a body for the purpose of administering something; "he claims that the present administration is corrupt"; "the governance of an association is responsible to its members"; "he for all deaf sports and recreation in the country; sponsors US teams to World Games
The World Games, first held in 1981, are an international multi-sport event, meant for sports that are not contested in the Olympic Games. for the Deaf and other regional, national and international competitions. World Recreation Association of the Deaf, Inc. P.O. Box 92074 Rochester, NY 15692 Established to foster development of innovations in recreational and cultural activities for the deaf and hard of hearing. RESEARCH INTO ACTION: INCLUDING PEOPLE WHO ARE DEAF Communication Key findings for recreation providers from a study using a focus group designed to evaluate group dynamics (Balch & Mertens, 1999): * The physical environment in group communication counts more than we usually notice; consider the visual impact when setting up rooms, gyms or other facilities. * Insuring communication requires a high level of vigilance VIGILANCE. Proper attention in proper time. 2. The law requires a man who has a claim to enforce it in proper time, while the adverse party has it in his power to defend himself; and if by his neglect to do so, he cannot afterwards establish such claim, the ; make it a priority in all situations especially meetings, gatherings, entryways and halls. * Genuine communication may require more time and patience than one might expect; design programs and plan sessions with extra time to include all persons. * Feedback from observers, evaluators and participants can improve communication; plan for constructive feedback; ask for it and then act on it. Staff Training To incorporate awareness of deaf identity into recreation and enhance opportunities for social skill development, authors continue to strongly encourage effective and frequent training programs for staff, parents, advocates, volunteers and others involved (Bedini & Stone, 2000). One program that has been developed for training staff adapts the Principles of Universal Design (Mace, 1998) as a guideline in providing inclusive recreation environments. Coco-Ripp (2003) found the guidelines to be equally effective in lecture or interactive methods of training for staff. Examples of the guidelines for recreation programs: 1. Guideline: Eliminate unnecessary complexity. Example: Provide vibrating vibrating, v using quivering hand motions made across the client's body for therapeutic purposes. pagers for occasions where people wait in line such as skating rinks or play auditions. 2. Guideline: Be consistent with user expectations and intuition. Example: Provide scores for sports competitions in a visual format throughout the event and in the facilities. 3. Guideline: Accommodate a wide range of literacy and language skills. Example: Provide self-guided tours A self-guided tour is where one navigates a route themselves as opposed to an escorted tours where a tour guide person directs the route, times, information, and places toured. Many self-guided tours come with suggestions, maps, instructions, directions, and items to see or do. (such as those at historical sites) that can be done with an audio tape, a written guide-sheet, or a video that can be seen prior to taking the tour. 4. Guideline: Provide effective prompting and feedback during and after task completion. Example: Provide verification in more than one format that registration has been accepted when someone is signed up for a class or event. 5. Guideline: Maximize legibility leg·i·ble adj. 1. Possible to read or decipher: legible handwriting. 2. Plainly discernible; apparent: legible weaknesses in character and disposition. of essential information. Example: Provide illumination for signs outside and inside the facility. Jo Ann Coco-Ripp, Ph.D., CTRS CTRS Centers (street suffix) CTRS Containers CTRS Certified Therapeutic Recreation Specialist CTRS Conventional Terrestrial Reference System CTRS Center for Technology Risk Studies (University of Maryland) is a visiting assistant professor of Leisure Studies at Oklahoma State University Oklahoma State University, at Stillwater; land-grant and state supported; coeducational; chartered 1890, opened 1891 as Oklahoma Agricultural and Mechanical College, renamed 1957. . Her interests include researching and training for deaf and recreation. She is also available to do onsite training programs for recreation staff or volunteers. For more information e-mail her at jaripp@okstate.edu. |
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