Recreation
Title: |
The National Arts and Disability Center |
|
Link: |
http://nadc.ucla.edu |
Description: |
The
National Arts and Disability Center offers a listing of Web sites for
an arts and disability Web tour. Links are provided for visual and
performing arts organizations with a disability or accessibility focus
along with Web sites for individual artists with disabilities. |
|
Title: |
National Institute of Art & Disabilities |
|
Link: |
http://www.niadart.org |
Description: |
The
National Institute of Art & Disabilities (NIAD) provides an art
program for people with developmental disabilities that promote creative
expression, independence, dignity, and community integration. |
|
Title: |
National Center on Physical Activity and Disability |
|
Link: |
http://www.ncpad.org |
Description: |
The
National Center on Physical Activity and Disability (NCPAD) is an
information center concerned with physical and leisure activities for
individuals with disabilities. The NCPAD Web site provides information
and resources for everyone, including guidelines to consider before
starting any kind of exercise program and factsheets on many popular
activites, games, recreational pursuits, and sports that have been
adapted to allow people with disabilities to participate as fully as
they wish, and to become as active as they wish. The information can be
searched by type of disability/condition or by type of physical
activity. |
Source: |
EST |
|
Title: |
Recreation: A Great Way to be Active |
|
Link: |
http://www.fpg.unc.edu/~ncodh/pdfs/recbeactive.pdf |
Description: |
This
book, published by the North Carolina Office on Disability and Health,
will guide you through steps to plan for more recreation in your life.
It is also available in Spanish:
http://www.fpg.unc.edu/~ncodh/pdfs/recbeactivesp.pdf. |
Source: |
EST |
|
Title: |
Impact: Feature Issue on Social Inclusion Through Recreation for Persons with Disabilities |
|
Link: |
http://ici.umn.edu/products/impact/162/162.pdf |
Description: |
While recent decades have witnessed a significant
increase in the participation of persons with developmental and other disabilities in
regular education classrooms and community workplaces, participation
and inclusion are not the same thing. Many individuals with
disabilities learn, work, and live alongside nondisabled peers, but too
often they have little social connection to and few friendships with
those around them. This issue of Impact proposes that one way to
increase social inclusion is for individuals with and without
disabilities to play together. |
Source: |
NCLD/Youth |
|
Title: |
Disabled Sports USA |
|
Link: |
http://www.dsusa.org/index.html |
Description: |
Disabled
Sports USA (DS/USA)is a non-profit, nation-wide network of
community-based chapters offering a variety of recreation programs. Each
chapter sets its own agenda and activities. These may include one or
more of the following: snow skiing; water sports (such as water skiing,
sailing, kayaking, and rafting); cycling; climbing; horseback riding;
golf; and social activities. DS/USA also partners with its chapters to
increase youth sports involvement and to foster social interaction
between people of all abilities through mentoring. |
Source: |
EST |
|
Title: |
The Principles of Universal Design |
|
Link: |
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm |
Description: |
Produced
by North Carolina State University's Center for Universal Design, this
document provides information on a wide range of design disciplines
including environments, products, and communications. These seven
principles may be applied to evaluate existing designs, to guide the
design process, and to educate both designers and consumers about the
characteristics of more usable products and environments. |
Source: |
Oklahoma Alliance for Youth |
|
Title: |
Learning Styles Explained |
|
Link: |
http://www.ldpride.net/learningstyles.MI.htm#What%20are |
Description: |
This
document discusses different types of learning styles. Learning styles
are different approaches or ways of learning. Information about learning
styles and Multiple Intelligence (MI) is helpful for everyone
especially for people with learning disabilities and Attention Deficit
Disorder. Knowing learning styles helps people develop coping strategies
to compensate for their weaknesses and capitalize on their strengths. |
Source: |
Oklahoma Alliance for Youth |
|
Title: |
Universal Design of Instruction |
|
Link: |
http://www.washington.edu/doit/Faculty/Strategies/Universal/ |
Description: |
Designing
any product or environment involves the consideration of many factors
including aesthetics, engineering options, environmental issues, safety
concerns, and cost. Often the design is created for the "average" user.
In contrast, universal design is the design of products and environments
to be usable by all people, to the greatest extent possible, without
the need for adaptation. Universal design takes into consideration the
variety of abilities, disabilities, racial/ethnic backgrounds, reading
abilities, ages, and other characteristics of the group. |
Source: |
Oklahoma Alliance for Youth |
|
Title: |
Learning from Experience |
|
Link: |
http://agelesslearner.com/intros/experiential.html |
Description: |
This
article provides an overview of Experiential Learning and offers
resources such as Web sites, books, articles, and organizations. |
Source: |
Oklahoma Alliance for Youth |
|
Title: |
Project Adventure Glossary of Terms |
|
Link: |
http://www.pa.org/about/glossary.php# |
Description: |
This Web page lists a number of terms related to Experiential Learning and provides their definitions. |
Source: |
Oklahoma Alliance for Youth |
|
Title: |
What is Inclusion? |
|
Link: |
http://www.inclusion.com./inclusion.html |
Description: |
Inclusion
is the act of engaging people with disabilities in all our daily
activities - at school, at work, at home and in the community. This Web
site offers information on Inclusion and different ways that people can
adopt an inclusive attitude for people with disabilities.
This Web page has three articles of Inclusion. The first article is
titled “What is Inclusion?” by Shafik Asante. This article describes the
definition of Inclusion and its purpose.
The second article is called “Inclusion: It’s About Change!” by Jack
Pearpoint and Marsha Forest. This article explains the objective of
Inclusion, and points out the fear in change, but ways of over coming
that fear.
The third article is titled “The Ethics of Inclusion: Three Common
Delusions” by John O’Brien, Marsha Forest, Jack Pearpoint, Shafik
Asante, and Judith Snow. This article points out some of the false
interpretations of the meaning of Inclusion, and explains the
misunderstandings and ways that we can avoid these misinterpretations. |
Source: |
Oklahoma Alliance for Youth |
|
Title: |
Social Inclusion Through Recreation. What’s the Connection? |
|
Link: |
http://www.ici.umn.edu/products/impact/162/over2.html |
Description: |
This
article was written Brian Abery, a Project Director at the Institute on
Community Integration, University of Minnesota, Minneapolis. In this
article, Mr. Abery explains what social inclusion is. He discuses how a
social network for a person with a disability can be misinterpreted as
inclusion, but in reality the person has unmet social needs. Mr. Abery
provides an inside look at hindrances in the home, school, and work
environments. Finally, he provides information on ways people can find
inclusion in recreational activities. |
Source: |
Oklahoma Alliance for Youth |
|
Title: |
Our Voices: Our Community |
|
Link: |
http://www.vermontcommunityworks.org/v
vrp/resources/OurVoicesCurric6-06pdf.pdf |
Description: |
This
document is a leadership development guide for young people. Our
Voices: Our Community requires participants to draw on their
experiences, build on their strengths, and work in partnerships in order
to bring to bear all their resources. The curriculum guides them
through Circles of Leadership centering on the personal and extending
outward to their community and beyond. It concludes with the
contributions individuals and groups make to the lives of their
communities through a project. The curriculum itself is divided into
individual modules, each focusing on a fundamental component of
leadership skill-building. It is extremely flexible and provides for a
broad range of learning capacities and styles. It can be used in school
or community settings to help participants identify and reach their
goals. |
Source: |
Oklahoma Alliance for Youth |
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