Leisure Coaching & Collaboration: Synergistic Strategies for Inclusion

1. Leisure Coaching & Collaboration: Synergistic Strategies for Inclusion Catherine Coyle, Temple University Barbara Burger, Delaware County Intermediate Unit Kathleen Agren, Penn Wood High School Rachel Gucwa, Temple University Lequand, Penn Wood High School

2. Session Purpose • Highlight first year activities of Delaware County’s collaborative consortium on inclusive recreation • Consortium Members: • Temple University’s Therapeutic Recreation Department • Penn Wood High School Teachers and Administrators • Delaware County Intermediate Unit – Options Program • ARC of Delaware County • Parents of students with special needs

3. Consortium Activities • 4 Major Foci • Develop and implement new after-school activities/clubs using principles of inclusion • Use person-centered planning and leisure inclusion coaching to promote students with special needs involvement in existing after-school activities • Develop procedures and implement person-centered planning for inclusive community-based leisure involvement with students exiting the school system • Provide outreach, advocacy and training activities targeting the promotion of school and community-based inclusive recreation opportunities

4. Foci I: Develop& Implement NEW Inclusive After-school Clubs & Activities • Ongoing Process • Penn Wood’s “Video Club” • Meets once a week after dismissal • Students from Penn Wood High School’s autistic support & learning support programs participate with students from general education curriculum

5. Planning Process • Solicited Administrative Support • LEA • Special education facilitators • Special education teachers • Determined students’ interests • Student survey of interests • Age and ability appropriate

6. Planning Process Determined & acquired necessary environmental resources Club moderators and recreation therapists Meeting space & time Equipment Parental support Student transportation

7. The Video Club Implementation Process • Phase 1: “It’s our club!” • Purpose: To created sense of ownership and investment in the club among students in the autistic support and learning support curriculums • Familiarity and skill levels • Rules and regulations • Behavior management • Routines

8. Implementation Process • Phase 2: “Including others” • Invitation via announcements to all • Required socialization via team and tournament play

9. Wii all Need Friends

10. Lesson Learned to Date • Ownership is important • Equipment durability, set-up, color coding and cheat sheets • Rules, regulations, structure and rituals • Importance of welcoming environment • Answer questions about club purpose honestly • Maintaining interest • Need for continual marketing • Multiple student interests and schedules

11. Student Council Guitar Club Foci II: Inclusion coaching in EXISTING after-school activities • Person-centered model • Clubs that students have participated in

12. Foci III: Inclusive Leisure Coaching in Community-Based Recreation • Similar process as in Foci II • EXCEPTIONS: • DCIU Option’s staff identify appropriate students • Master-level, credentialed recreation therapists are used as inclusive leisure coaches

13. Case Example: Shayna Training Focus Facility and Equipment Socialization and Assistance Solicitation Advocacy and Sensitivity Major Issues

14. Foci IV: Outreach, advocacy and training activities Everyday Lives, Everyday Fun Resource Fair

15. Parent Education Workshops

16. Delaware County’s Challenger League’s UNIFIED SPORTS INITIATIVE