In this course, we will examine historical and contemporary theories and models for inclusive leisure and recreation and consider the implications for practice. Practical strategies for enhancing citizenship and belonging for persons with disabilities through personal leisure identities will be explored using person-centered planning and community building processes. Using collaborative perspectives, engagement with community organizations and active involvement in class discussion, we will learn to assess, implement, adapt and evaluate activities to include all individuals in personally meaningful leisure and recreation.
Course content is guided by research, empirical knowledge and best practice. The following values and principles, consistent with professional standards, inform course content.
- Examining and challenging our personal values, attitudes and beliefs influences our interactions with persons who have experienced barriers to participation.
- All individuals possess inherent capacity for growth.
- Respect and caring, being responsive to individual learning needs and abilities and cultural perspectives underlies practitioners' actions and interactions in supporting diverse individuals.
- Investigating historical and societal attitudes towards persons with disabiilties increases critical thinking and provides context for examining current delivery models.
- The construct of 'disability' continues to evolve. Knowledge of current concepts, trends and issues informs and equips our ability to facilitate inclusion.
- Leisure and recreation participation significantly contributes to overall health and well-being of individuals.
- Communities are strengthened when individual and group diversity is embraced through leisure and recreation participation.
- Teaching and learning is a collaborative process, using strengths- based and person-centered techniques.
- Using resources within communities, issues of access and accommodation can be explored to minimize and eliminate phyiscal and social exclusion of individuals
- Meaningful life experiences are enhanced through interdependence, self-determination, choice, empowerment, valued social roles and lifelong learning.
Methods of Instruction
- Multi media
- Group work
- Experiential Learning
Means of Assessment
This course will conform to Douglas College policy regarding the number and weighting of evaluations. Typical means of evaluation may include some or all of the following:
- Written assignments
- Presentations (individual or group)
This is a graded course.
Upon successful completion of this course, the student will be able to:
- Reflect on personal knowledge, attitudes, values and skills and recognize the importance of self-reflection for professional competence.
- Analyze the history of services for people living with a disability in Canada.
- Examine current provincial and national policies regarding the rights of all Canadians.
- Describe a variety of service delivery models in community-based service, specifically person-centered planning, leisure and recreation services and inclusive approaches.
- Explain the intersectionality of poverty, gender, culture, and community in understanding the lived experience of individuals.
- Apply principles of cultural competency to build capacity for intercultural understanding, empathy and mutual respect to enhance leisure service delivery with diverse populations.
- Assess abilities, interestes, needs and aspirations of participants with differing abilities while supporting each person's unique leisure lifestyle.
- Adapt and modify facilitation practices by applying inclusive principles in leisure, recreation and sport settings.
- Identify various forms of advocacy; self, individual, organizational;using formal and informal systems to support individuals leisure and well being.
Students in the TR program, both diploma and degree students, are required to attain a minimum of 60% (C letter grade) in all courses utilized for credit towards a diploma and/or degree in Therapeutic Recreation in order to progress in the program.
Courses listed here must be completed either prior to or simultaneously with this course:
Courses listed here are equivalent to this course and cannot be taken for further credit:
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.
Below shows how this course and its credits transfer within the BC transfer system.
A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.
For more information on transfer visit the BC Transfer Guide and BCCAT websites.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.