Project   (Therapeutic Recreation In Public Schools) 

What is Project TRIPS?

Project TRIPS (Therapeutic Recreation in Public Schools) is a forum for Therapeutic Recreation professionals (CTRS's), parents of children with disabilities, special educators and school administrators to better understand therapeutic recreation. Information provided by this Web page has been contributed by many individuals who are involved in training Therapeutic Recreation professionals to better understand the opportunities they have in working in the public schools. The opportunity to work in the public schools is based on the Individuals with Disabilities Education Act (IDEA). This web site is not promoting therapeutic recreation in any school system for all or any student, but instead, it is informing the public when a individual student with a disability who fits under IDEA needs the services of Therapeutic Recreation, then the service should be provided.

Therapeutic Recreation is considered a Related Service of the Individuals with Disabilities Education Act (IDEA), Amendments of 1997, P.L. 105-17. It should be noted, that if Therapeutic Recreation as a related service is part of the child's Individual Education Program (IEP), the school district must provide the services listed or the IEP must be amended.

To help consumers understand Therapeutic Recreation in the Public Schools, this web page was developed to keep in mind the three groups of people who are interested in this subject:

1.  Therapeutic Recreation Professionals (CTRS),

2.  Parents, and

3.  Special Educators and School Administrators.

What is I.D.E.A.? The Individuals with Disabilities Education Act (IDEA), Amendments of 1997, Public Law 105-17

(Adapted from a fact sheet by: National Information Center for Handicapped Children and Youth)

Going to school and getting an education is every child's right. This is true for children with disabilities as well. They have the right to go to school and to learn academic and social skills in ways that meet their special needs.

To make sure that children with disabilities have these rights, Congress initially passed a law in 1975 known as (Public Law) P.L.94-142. This law required that all states (and territories) provide a public school education to children, ages 3 to 21, (unless state law or practice does not provide for public school services for children 3-5 or 18-21), no matter how severe their disabilities are. This law has been changed to P.L.101-476, under which all children with disabilities have the right to learn to the best of their abilities. The most recent amendment to this law is P.L. 105-17, the Individuals with Disabilities Education Act Amendments of 1997. Under this legislation, all children with disabilities, ages birth-21, are to receive free and appropriate public education. 

There are several basic rights that this law promises to children with disabilities and their parents:

• The right to an educational placement that is based on an assessment and evaluation of each child's own special needs
• The right to a "free, appropriate public education" at public expense (in some cases, this may include placing a child in a private school)
• Prior to an initial evaluation being administered to their child, parents must be provided with a written notice, describing the proposed action and voluntarily give their consent for the evaluation
• Parents are entitled to receive an explanation of all evaluation results and an explanation of any actions proposed or rejected in regard to evaluation results
• Parents have the fight to request an independent evaluation (conducted by someone not employed by the school) and have the results considered in discussions regarding the school placement of their child
• The fight for children with disabilities to receive teaching or instruction that is designed to meet their needs; these needs are to be clearly written and included in an Individualized Education Program (IEP) for each child, with statements about what services the child will receive
• The fight to a full range of educational services that may include related services such as counseling, special transportation, speech language therapy, or occupational or physical therapy
• The fight for parents (or guardians) to be included as equal partners in making decisions about their child's educational needs and to approve the educational plans for their child
• Parents have the fight to request an impartial hearing (Due Process Hearing) at any time when they disagree with the proposed procedures for evaluation and/or placement of their child. At the hearing they may have legal counsel, present evidence, cross-examine witnesses, and obtain written findings of the proceedings. If they are deaf or normally communicate in a language other than English, the hearing must be conducted so that all communication is completely understandable to them.

Finally, P.L.105-17 requires that children with disabilities be educated in the "Least Restrictive Environment" (LRE), that is, in the most normal school setting possible, with special help provided.

If you are interested in updating yourself on IDEA Amendments of 97 (becoming known as
IDEA 97), click on IDEA 97 Training Package On-line.
 

What is a related service?

Related services as defined under P.L. 105-17, the Individuals with Disabilities Education Act (IDEA), as "any developmental, corrective, and other supportive services as may be required to assist a child with a disability to benefit from special education, and includes early identification and assessment of disabling conditions in children."   IDEA identifies recreation as one of the related services that may assist a student with a disability to benefit from special education.

Other than recreation, what else is included as a related service?

1. Audiology
2. Counseling services
3. Early Identification
4. Medical services for diagnostic or evaluation purposes
5. Occupational therapy
6. Parent counseling and training
7. Physical therapy
8. Psychological services
9. Rehabilitation counseling
10. School health services
11. Social work services in schools
12. Speech pathology
13. Transportation
14. Orientation and Mobility Services (added with IDEA, 97)

What does recreation include under IDEA?

(From Center for Recreation and Disability Studies, Curriculum in Leisure Studies & Recreation Administration, The University of North Carolina at Chapel Hill)

Under IDEA, Recreation as a related service includes:

1.  Assessment of Recreation and Leisure Functioning
Assessment of recreation and leisure functioning is a procedure to determine the current functional strengths and needs of students with disabilities in terms of skills, abilities, and attitudes relative to recreation and leisure.

2.  Leisure Education
Leisure education provides students with recreational and educational instruction to promote positive attitudes toward leisure, recognition of the benefits of recreation involvement, the development of skills necessary for recreation participation (such as social, decision making, and planning skills), knowledge of recreation resources, and attitudes and skills that facilitate independent, satisfying leisure experiences.

3.  Therapeutic Recreation
Therapeutic recreation is the use of recreation activities to habilitate or rehabilitate functional abilities, which contribute to behavioral change. 'Therapeutic recreation is a process involving assessment, development of goals and objectives, and the implementation, documentation, and evaluation of intervention strategies.

4. Recreation in Schools and Community Agencies
Recreation in schools and community agencies involves the provision of recreation services that facilitate the full participation of children and youths with disabilities in school and community programs. Activities are used to promote health, growth, development, and independence through self-rewarding leisure pursuits.

What is a CTRS?

(From Center for Recreation and Disability Studies, Curriculum in Leisure Studies & Recreation Administration, The University of North Carolina at Chapel Hill)

Certified Therapeutic Recreation Specialist (CTRS) are recognized in the regulations of I.D.E.A. as the professionals qualified to provide recreation as a related service. They organize, conduct, and administer therapeutic recreation and leisure programs designed to assist in the habilitation or rehabilitation of persons with emotional, physical, or cognitive disabilities.

For more information about the Therapeutic Recreation profession, please visit the two national organizations serving Therapeutic Recreation.

American Therapeutic Recreation Association                  National Therapeutic Recreation Society

What does a CTRS do?

(From Center for Recreation and Disability Studies, Curriculum in Leisure Studies & Recreation Administration, The University of North Carolina at Chapel Hill)

CTRS’s utilize play, recreation, and leisure activities to help students develop functional skills, activities of daily living, and academic skills, in the following domains:

• cognitive: by increasing short- and long-term memory; attention span; and decision making, problem-solving, and planning skills
• physical: by improving perceptual motor skills, balance, agility, and athletic skills.
• behavioral: by increasing, the ability to make age-appropriate activity/participation choices in inclusive community settings; and by decreasing self-stimulating, stereotypic, self-abusive, or other non-adaptive or inappropriate behaviors.
• social- by increasing skills in conversation, assertiveness, cooperation, sharing, and competition.
• affective: by improving emotional health through the reduction of depression, stress, and anxiety, and increasing self-concept, self-esteem, and adjustment to disability.

CTRS’s typically work with a variety of professionals on a team to develop appropriate treatment and educational programs for students with disabilities. Individual assessments are done to deteremine the needs and abilities of the individuals. These are included in the student's Individualized Education Program (IEP). Interventions and programs are then designed to meet those needs, and follow-up evaluations are done to determine the efficacy of the interventions/programs.
 

What is an IEP?

(From Bullock, C. C., Morris, L. H., Mahon, M. J., & Jones, B. (1992). Individual education program. (School-Community Leisure Link Center). Chapel Hill, North Carolina: University of North Carolina, Center for Recreation and Disabilities Studies.)

An Individualized Education Program (IEP) is required by P.L. 105-17, The Individuals with Disabilities Education Act 1990, for any student in need of special education or related services.  The IEP is a legal document used by schools which describes a child's unique needs for special education and coordinates a plan for the child's education. Prior to the development of an IEP, a school-based committee has reviewed the records of the student in question and collected any additional evaluative information necessary to insure a comprehensive assessment of the student's present level of functioning. Once this committee has decided to initiate an Individualized Education Program, the IEP must include the following content:

1) documentation of the student's current level of educational performance,

2) annual goals or the attainments expected by the end of the school year,

3) short-term objectives, stated in instructional terms, which are the intermediate steps leading to the mastery of annual goals,

4) documentation of the particular special education and related services that will be provided to the student,

5) an indication of the extent of time a student will participate in the regular education program,

6) projected dates for initiating services and the anticipated duration of services,

7) appropriate objective criteria, evaluation procedures, and schedules for determining mastery of short-term objectives. at least on an annual basis.

As long ago as 1977, the National Advisory Committee on the Handicapped stated in its annual report that "It seems clear that no IEP can be considered complete unless it takes into consideration the handicapped child's special need for training and guidance in... recreation and the constructive use of leisure time." Leisure education is part of recreation, which is a related service allowable in P.L. 101-476. If a student has a need for leisure education, or needs to be tested to determine need, it should be noted on her IEP. The family can request this be included if it has been overlooked. Both the school and the child's parents or guardian must agree and sign the completed IEP before it is implemented. This plan can and in our opinion should include recreation and leisure goals to enhance the child's overall education.