If recreation is included in a child s IEP, it cannot be completed by a curricular service such as special education or physical education. The person who provides this array of recreation services is called a therapeutic recreation specialist (TRS). The precise role of the therapeutic recreation specialist is dependent upon the size of the school system, the number and type of students with disabilities, and the extent to which regular educators are available and prepared to provide programs for students with special needs.

The actual role of the therapeutic recreation specialist may be one or both of the following

Direct service delivery:   The therapeutic recreation specialist works directly with students in an educational environment as designated by an IEP. Usually the direct service delivery occurs in special, segregated schools serving students with severe disabilities; however, it may occur in other school settings. Also, this type of service may be provided in nontraditional school settings within institutions and other treatment facilities.

Consultant: The therapeutic recreation specialist consults with teachers, parents, community, and other agencies on strategies for providing appropriate recreation services and programs for persons with disabilities. This most often occurs in regular school environments, particularly mainstreamed settings, but may occur in myriad other settings.

Responsibilities vary depending upon the role or roles assumed. The duties of the TRS are dependent upon the referral and generally include:

• assessing the recreation and leisure abilities, skills, knowledge, and attitudes of students with disabilities;
• planning an appropriate implementation/remediation strategy based upon the assessment of the condition of the student with disabilities;
• implementing and conducting leisure education programs to assist in the transition from school to work and independent living;
• providing resource/consultative assistance to regular and special education teachers to infuse leisure education concepts into their ongoing curricula;
• providing opportunities for recreation participation in the least restrictive environments in schools and community agencies;
• providing supportive/resources to special education teachers who incorporate recreation and play into the curriculum to enhance cognitive, affective, and motor behavior; and
• interacting and working with professionals and paraprofessionals from other disciplines, parents, and community members who are concerned about students with disabilities.

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