Physical education and recreation in special education transition programs

Abstract

PL 105-17 guarantees a h e and appropriate public education to individuals with disabilities ages 0-21 years. Futher, the law mandates that transition goals programs be provided to ensure a successful transition &om public school to post-school life. Transition is a coordinated set of activities in instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation. Unfortunately, leisure and recreation services are often times overlooked in many transition programs. Addressing recreation in the transition plan can provide the skills necessary to engage in life long physical activity and proper use of leisure time. Furthermore, engaging in recreational activities within the community provides avenues for building friendships with individuals with and without disabilities. The purpose of this critical analysis is to: (1) review pertinent legislation that directly influences educators with regards to special education and transition; and (2) discuss the benefits of leisure education. In &is critical analysis there are guidelines to identify community programs, to develop goals, to determine present levels of performance, to design a statement of transition service needs, to determine services needed for transition, and to develop annual goals and short-term objectives or benchmarks an recommended.