Re-injecting spontaneity and balance in family life: parents' perspectives on recreation in families that include children with developmental disability.

Methods: Grounded in the naturalistic paradigm, a mixed-method research design (survey questionnaire, n = 65; and interview, n = 16) was used to explore the nature and benefits of, and constraints to, family recreation in families that included children with developmental disability. Statistical analyses were conducted on the quantitative data, while key theme and constant comparative methods were used to analyse the qualitative data.

Results: These analyses revealed that family recreation most often involved small combinations of family members - usually mothers and their children - in physical recreation activities (e.

Participation of children with autism and nondisabled peers in a cooperatively structured community art program.

Two groups (one younger, one older) of children with autism participated in monthly art activities with same-age nondisabled peers at a children's museum. The study sought to investigate the feasibility of offering a cooperatively structured art education class for students with autism and nondisabled students, and to evaluate the effect of joint participation on the students' interactions with one another. Results indicated that both groups of children with autism were targeted for interactions from nondisabled peers significantly more often during intervention than during baseline, even though positive social interaction bids by nondisabled peers were rarely reciprocated and hardly ever initiated by peers with autism.

Understanding leisure services for individuals with mental retardation.

This paper was developed to promote understanding of the complex process of leisure service delivery for children and adults with mental retardation and encourage people to work together to enhance leisure opportunities in integrated settings. The meaning of several terms associated with leisure were clarified and limitations of past and existing leisure services presented. We discussed our belief that all individuals, including those with mental retardation, have the right to experience leisure.

Drama: a medium to enhance social interaction between students with and without mental retardation.

Twenty-four fifth grade (or equivalent age) students were assigned to one of two treatment conditions consisting of equal numbers of students from regular and special education classes. One group was involved in a dramatic games condition culminating in a theatrical performance planned by the group. The second group was involved in a noncompetitive games condition culminating in a demonstration of games developed by the group.

Integrating children with severe disabilities for intensified outdoor education: focus on feasibility.

The feasibility of an intensified (i.e., all-day-for-2-weeks) integrated camping experience for children with and without severe disabilities was evaluated as was the impact of integrated programming on camp staff members' attitudes.