Leisure services trends for people with mental retardation.

"You get out, you get a chance to experience things with your family - church socials and choir. You get a chance to go in there and learn things, and it can be adventurous, and it can also be fun at the same time if you are off-key."

Currently mental retardation is not considered to be an absolute trait expressed solely by the person, but it is an expression of the interaction between the person with limited intellectual and adaptive skills and that individual's environment. The way in which mental retardation is conceptualized specifies that services be provided in integrated environments. Necessary supports for each person are supplied based on the capabilities of that person and are designed to empower the individual to function in society. The current definition of mental retardation delineates that services should reflect person-centered planning and functional supports within the community focusing on the: * capabilities of the person, * environment in which the

person lives, and * presence or absence of supports.

According to the American Association on Mental Retardation (AAMR) (1992), "mental retardation" is characterized by significantly subaverage general intellectual functioning resulting in or associated with concurrent impairments in at least two adaptive skill areas and manifested before the age of 18 (during the development period).

Lower intellectual functioning is usually indicated by a low score on a standardized test measuring a person's intelligence quotient (IQ). Although some instruments have been developed that attempt to compensate for particular disabilities, a person's lack of performance on standardized measures of IQ can be the result of many factors other than actual intelligence. For instance, some people may not have been exposed to the items presented on the test due to cultural and environmental differences. Other people may have difficulty communicating their responses due to physical or neurological impairments. At the same time, the attitudes of the examiner and the person being tested can influence test scores.

"Adaptive skills" are a collection of competencies which allow for the identification of individuals' strengths, as well as limitations. The specific adaptive skill areas identified by the AAMR (1992) include: * communication * self-care * home-living * social * community use * self-direction * health and safety * functional academic * leisure * work

The adaptive skill area of leisure has been described by the AAMR (1992) as: the development of a variety of leisure and recreational interests (i.e., self-entertainment and interactional) that reflect personal preferences and choices and, if the activity will be conducted in public, age and cultural norms. Skills include choosing and self-initiating interests, using and enjoying home and community leisure and recreational activities alone and with others, playing socially with others, taking turns, terminating or refusing leisure or recreational activities, extending one's duration of participation, and expanding one's repertoire of interests, awareness, and skills. Related skills include behaving appropriately in the leisure and recreation setting, communicating choices and needs, participating in social interaction, applying functional academics, and exhibiting mobility skills. (p.41)

Service Trends Based on

a New Classification

In addition to the revised definition of mental retardation, the new classification system established by the AAMR (1992) has influenced service trends. The current classification system is based on the premise that mental retardation refers to a person's level of functioning, which requires above average supports. Therefore, the person with mental retardation is classified by the extent of the support required for that person to learn and not by limitations as to what the person can learn. The intensity levels of support have been defined and described by the AAMR (1992) and have resulted in the following classifications: * intermittent supports (provided as needed) * limited supports (limited in time, but consistent across time rather than being intermittent) * extensive supports limited in time, provided on a regular basis in some environments such as the home) * pervasive supports (constant, intense, with the potential to sustain life)

The classification system represents a shift toward understanding mental retardation as a multi-dimensional concept requiring comprehensive assessment, rather than relying on intelligence tests as its primary indicator. The kind and intensity of needed support is based on intellectual functioning and adaptive skills, psychological and emotional considerations, and physical health. Environmental conditions that influence a person's growth, development, well-being, and satisfaction are included in the assessment process.

The revised classification system removes the previous IQ-based levels of mild, moderate, severe, and profound mental retardation and has eliminated identification of people with mental retardation by mental age. Once individuals are diagnosed as having mental retardation and their classification has been identified, the kind and intensity of needed supports can be determined. Support can be provided on the basis of individual characteristics and abilities as opposed to the categorical label of mental retardation. A person's level of functioning is strongly influenced by the availability of resources society is willing to allocate to that individual.

Program Trends Designed to

Empower the individual

Leisure services for people with mental retardation are considered to be most beneficial when they are offered in the person's least restrictive environment. People who are functioning within their least restrictive environment have opportunities to participate in the community as much like others as possible. The least restrictive recreation environment can be identified by determining which community facilities are currently being used by peers without disabilities. Patterns and conditions of everyday life that are as close to the mainstream of society should be made available to people with mental retardation. The inclusion of people with mental retardation into community recreation programs is essential if the process of normalization is to occur.

Inclusive Leisure Services

Lynn, who is a 32-year-old woman with mental retardation, provided insight into the value of participating in a integrated recreation activity in her community when she described her experience in the church choir:

You get out, you get a chance to experience things with your family - church socials and choir You get a chance to go in there and learn things, and it can be adventurous, it can be fun, and it can also be fun at the same time if you are off-key.

The trend toward inclusive leisure services focuses attention on participants' strengths as opposed to weaknesses, thus providing all participants - including people with mental retardation - with choices of age - appropriate recreation activities in which they can participate with their peers. Inclusion in community leisure services is about ensuring choices, having support having connections, and being valued. People in our society have connections and support from others because they are valued.

Though some people with mental retardation may be delayed in some areas, people who know these individuals have found qualities in them they like. For example, one friend values Erica because she can tell Erica anything and knows that it will be held in confidence. Another person values Steven because he will not quit working at something until it is done. Others may value David because he has a wonderful sense of humor and is an optimist. None of these traits are dependent on high intelligence or great physical ability. According to Jennifer York, inclusion infers that we decide that "diversity is valuable - not just a reality to be tolerated, accepted, or accommodated, but a reality to be valued."

The potential advantages of including people with mental retardation into community leisure services are extensive; however, the advantages of their inclusion is not limited only to people with disabilities. Participation in inclusive recreation programs can be mutually beneficial to all participants - both with and without disabilities. People with disabilities have increased choices and opportunities for recreation participation while people without disabilities learn new ways to solve problems and increase acceptance. Participation in inclusive leisure services prepares people with disabilities for life in an integrated society; and it prepares society to accept individual diversity.

Self -Determination

If we identify self-determination and choice as important elements of leisure and enjoyment, it is valuable to encourage participants in leisure programs to make as many choices as possible and take responsibility for their participation. The goal of enhancing self-determination has merit, since it appears that people's perception of freedom and their ability to determine their own participation patterns are more important than the specific recreation activity which they choose. The fact that some people with mental retardation may appear to have fewer skills, respond in different ways, or exhibit behaviors not demonstrated by many participants does not preclude them from valuing their freedom and from experiencing enjoyment based on their ability to respond to a challenge. Recreation professionals are in an excellent position to facilitate self-determination for individuals to possess such characteristics. The opportunities within a recreation activity to provide participants with choices can be many For example:

Anne's favorite recreation activity is doing art work. When she attends her art class she is encouraged to select the paper she will use; she chooses between different colors, sizes, and textures. In addition, she decides to use watercolors today rather than chalk or markers. After Anne has her materials, she is invited to position her easel where she prefers and begins her chosen project.

Develop Education Programs

Leisure education programs are designed to help all participants develop an awareness of leisure opportunities and resources and acquire skills necessary for participation throughout the life span. As a result of leisure education, individuals with mental retardation can become more aware of their preferences and the benefits associated with leisure participation. Leisure education programs include teaching participants about leisure resources. A knowledge of resources that facilitate leisure participation allows individuals to make choices based on their preferences.

Since social interaction is such a major aspect of most people's leisure participation, instruction on social skills is an important component of leisure education for people with mental retardation. An effective leisure education program for people with mental retardation could include the following components: * leisure appreciation * self-determination in leisure * knowledge and utilization of leisure

resources * social interaction and friendship skills * leisure decision-making skills * recreation activity skills

Community participation involves support in the form of social and interpersonal networks including friendships that are often acquired and maintained in leisure settings. Support for the development of such relationships between people with and without mental retardation is being strongly advocated. Since social skills and interpersonal networks are essential to virtually everything we do, it is important for leisure service professionals to provide individuals with mental retardation opportunities to develop meaningful reciprocal relationships. As such, community recreation activities involving interactions with peers without disabilities are the most natural means of working toward mastery of interpersonal skills. When two people enjoy participating in the same recreation activity, they have a situation which provides a chance for them to spend time together and develop a friendship. To illustrate the importance of friendships and meaningful social interaction, consider the responses of two adults with mental retardation when they were asked what made them feel good when they were with other people:

John: "Because I feel like people enjoy me being there." Carla: "I feel happy because I like to do things and have fun with a lot of people."

Taking a Leadership Role

Leisure service providers are in an excellent position to enhance the Eves of people with disabilities - including people with mental retardation - by complying with the guidelines put forth in the Americans with Disabilities Act. Recreation facilities and services can be designed and structured to accommodate the needs of people with disabilities and to enhance participants' sense of competence and self-determination. The ability to make choices and take control of one's life can permit all individuals to effectively match their skills to the challenges presented in community recreation opportunities.

Once leisure service professionals recognize their ability to enhance the quality of life for people with disabilities, it is then time to develop strategies to promote inclusive leisure services. Professionals can build on people's capacities and opportunities by considering that all people bring important gifts to community life. Community recreation agencies and facilities are natural meeting places for all members of a community.

Resources

American Association on Mental Retardation. (1992). Mental Retardation: Definition, Classification, and Systems of Supports (9th ed.). Washington, DC: American Association on Mental Retardation.

Bullock, C. Center for Recreation and Disability Studies. University of North Carolina, Chapel Hill, NC 27599-8145.

Dattilo, J. (1994). Inclusive Leisure Services: Responding to the Rights of People with Disabilities. State College, PA: Venture Publishing Co.

Dattilo, J., & Murphy, W. D. (1991). Leisure Education Program Planning: A Systematic Approach. State College, PA: Venture Publishing Co.

Schleien, S.J., Meyer, L.H., Heyne, L.A., & Brandt. B.B. (1994). Lifelong Leisure Skills and Satisfactions for Persons with Developmental Disabilities. Baltimore: Paul H. Brookes.