Introduction
Therapeutic recreation (TR) is one of the strategies that are used to assist persons with disability. TR refers to purposeful recreational and leisure techniques that are aimed at generating social, psychological, and physical changes to enhance the independent functioning of a person, especially those with disabilities. The primary objective of performing TR is to improve the health and wellbeing of the target audience. TR is one of the most important services that are used to address the needs of persons with disability. The field of education is one of the settings where the use of TR is increasingly becoming popular. A significant number of students have various forms of disabilities, which hinder their ability to function normally. TR can help in improving the health and wellbeing of students with disability significantly, leading to improved quality of education.
Information Section
The report that was released by the World Health Organization in 2017, about 1 billion people or 15% of the total world’s population is suffering from various types of disability (Greem et al ., 2018). In the USA, for instance, about 56.7 million people live with some forms of disability, and the number may increase in the future (Greem et al ., 2018). Unfortunately, the number of children or students with disability is more than adults. It is estimated that about 6.1 million young people between the age of 6 and 21 years need special education services, especially in public school. Specifically, about 9.1% of students have serious learning disabilities that can affect their education, including health and wellbeing (Hawkins et al ., 2012). Therefore, to address the problem of disability in schools, education systems should utilize TR techniques and strategies.
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The implementation of TR in an education setting plays a critical role in the success of students with disability. TR specialists help in improving the educational outcomes of students by performing several tasks and activities (Hawkins et al ., 2012). First, they play a critical role in assessing the functioning skills of the affected students, including leisure skills, impairments, and attitudes. Secondly, TR specialists play the role of planning appropriate measures and programs that can be used to address the needs of students with special needs. Also, the specialists conduct leisure programs, which are aimed at enhancing the effective transition from school to life or work (Hawkins et al ., 2012). Besides, TR specialists are expected to effectively collaborate with professionals from various fields, as well as family members, to provide supportive and educational services to students with special needs. Therefore, the success of TR in school or education setting largely depends on TR specialists.
TR specialists mainly serve students with special needs in schools. TR helps students with disability to become self-reliant, independent, and be able to solve various problems. Students who have gone through TR programs can make effective decisions, and they have a high level of self-esteem and self-efficacy, especially by actively participating in various activities (Hawkins et al ., 2012). Besides, they have improved communication skills, interpersonal skills, social interaction, and a sense of belonging and acceptance in a school setting. TR services in an education setting are mainly carried out in the classroom and playground where students can freely interact with their peers. Besides, teachers always organize special programs for students with various forms of disabilities. The implementation of TR is now inevitable in a school setting due to its importance to learners with special needs (Hawkins et al ., 2012).
Three main typical TR services can be performed in an education setting. The first service is the assessment of leisure functions, which is one of the most critical steps in the implementation of TR in any setting. A TR specialist is required to conduct a comprehensive assessment of various skills of the target students, primarily leisure skills. Besides, the specialist should assess the attitudes, interests, and abilities of students. The main objective of the assessment is to determine the functional strengths and weaknesses of the client (Török et al ., 2006). It is through comprehensive assessment that a TR specialist can design and develop the Individualized Education Program (IEP) goals and it also forms the basis of subsequent instructions and interventions (Török et al ., 2006).
Secondly, TR specialists are expected to therapeutic recreational services, which are specifically designed to enhance the leisure functioning of students, including wellbeing. Therapeutic recreational services should help in addressing the specific needs of students of clients (Török et al ., 2006). Based on the needs and interests of students, they can be encouraged to participate in games and hobbies, and any other sports activities. The third service is leisure education. TR specialists are required to teach students various skills, attitudes, and knowledge that are required for a meaningful leisure requirement. According to Gassaway et al . (2011), the primary responsibility of TR specialists is to work with patients with disabilities to ensure that they achieve their full functioning potential. Thus, the typical TR services are aimed at improving the functioning ability of clients. For example, a school setting, a TR professional can involve a student with a physical disability how to effectively utilize their hobbies such as arts and music to improve their leisure skills.
Like any other professional, TR specialists are required to have certain skills and capabilities beyond basic education. It is important for TR specialist to have leadership skills, especially when they are working in an education setting. Sound leadership is required in TR because it helps in understanding group dynamics, as well as guiding and instructing clients to achieve the desired outcomes (Hawkins et al ., 2011). Knowledge of cognition is also needed in TR practice because the process involves a lot of reasoning, planning, problem-solving, and decision-making. Knowledge of cognition, therefore, helps TR specialists to execute activities that require a lot of cognitive abilities. Also, understanding the meaning of leisure is critical in TR practice. Leisure experience is one of the unique contributions of TR specialists to healthcare, as well as human services (Hawkins et al ., 2011). Thus, an in-depth understanding of the leisure concept improves the success of TR specialists.
Also, according to Stone (2013), TR specialists should have cultural competencies that can enable them to work with clients from various cultures. Multicultural competencies help TR professionals to work with students from diverse racial and ethnic backgrounds. At the same time, multicultural skills are required to address the physical and emotional needs of students effectively. Cultural barriers can adversely affect the provision of TR services, especially among the minority racial or ethnic groups (Stone, 2013). Education setting is made up of students from different socio-economic and cultural backgrounds. Also, cultural competence can assist in reducing stereotyping, which hinder the quality of care. Therefore, cultural competence is needed in PT practice in an education setting.
The implementation of TR is still low in education setting despite is importance to students with special needs. Shortage of TR specialists is one of the problems that are unique to schools. According to the findings of Hawkins et al . (2011), only 2% of TR specialists are employed in the education sector, and the majority is working in public schools. The report that was released by the Department of Education in 2007 revealed that only 446 TR specialists were employed in schools across the country (Hawkins et al ., 2011). The number is insignificant, especially when compared to other specialists from other fields such as speech pathologists and occupational therapists whose numbers in schools increases substantially. Consequently, many students with special needs are not able to access essential TR services.
The underutilization of TR services in school is another problem that affects students with special needs. Many schools do not have leisure and physical activity programs that address the needs of students with a disability (Green et al ., 2018). Many schools have poor support for leisure services due to the public education system. Also, the lack of awareness of the importance of TR services in the education sector has led to the underutilization of the services despite their importance (Hawkins et al ., 2011). The underutilization of TR services in schools is a problem that should be addressed because it affects many students.
Relevant agencies should ensure that there are enough TR specialists in both private and public schools. Specifically, the Joint Commission on Accreditation of Healthcare Organizations (JCAHO) should ensure that the number of licensed TR specialists is increased to address the shortage in schools (Hawkins et al ., 2011). The Commission on Accreditation of Rehabilitation Facilities (CARF), on the other hand, should make sure that only qualified TR professionals are employed in an education setting to provide quality services to students. Besides, the National Council for Therapeutic Recreation Certification (NCTRC) should play an active role in ensuring that schools have enough TR specialists (Hawkins et al ., 2011). The NCTRC should provide certification for qualified TR professionals while increasing their numbers in the education sector.
The major trend is impacting TR services in schools is the growing number of children with disability. Based on the findings by Houtrow et al . (2014), the number of children with disability increased by about 15.6% between 2001 and 2011, and the trend is likely to continue if the problem is not addressed. The increase in the number of students with disability is likely to increase the shortage of TR specialists in schools. Also, the number of schools that are embracing TR services is increasing (Houtrow et al ., 2014). The education systems are increasingly factoring in TR services due to the surging number of students with special needs. TR services are becoming popular in the education setting.
Finally, the demand for TR professionals is increasing globally and in both the private and public sector. The demand is likely to increase in developed countries such as the US due to a surge in the senior population and the high prevalence of chronic diseases that affect the functionality of human beings. It estimated that the demand for TR specialist in various sectors would increase by about 12% by 2024 (Hawkins et al ., 2011). The education sector is significantly contributing to the increase in the number of TR professions who are being employed. The education sector is experiencing a serious shortage of TP experts. A substantial number of TR specialists will be employed in schools (Hawkins et al ., 2011).
Reflection Section
It is a concern that a significant percentage of the world’s population is suffering from various types of disability. I found the report by the WHO that about 1 billion people around the globe have at least one form of disability shocking. I am even more concerned that a substantial number of school-going children require special needs. Like any other students, young people with disability need to acquire quality education. Education is one of the major equalizers in society, as it helps in bridging the gap between the rich and the poor. Students from low-income households can live a better life in the future if they access quality education that allows them to get well-paying jobs. All children deserve a better future, which is only possible if all their needs are addressed.
Therefore, I found the education or school setting appealing because it touches on the lives of children. Even though TR plays an important role in the lives of children, I realized that the practice is not common in many schools, both public and private. Many schools do not have enough TR specialists who can assist in addressing the needs of students with disability. It is even shocking that only 446 TR specialists are employed in schools across the USA, although it is one of the highly developed countries in the world. However, I think it is the government that is lagging in ensuring that schools have enough TR specialists. The current education system that is being implemented by both public and private schools does not embrace TR practice. Many schools do not have resources to execute TR practice. At the same time, lack of expertise on TR is hindering the implementation of TR in schools. Therefore, I think it is the responsibility of the government and school administrations to work together towards addressing the problem.
However, I have also learned that effective implementation of the TR practice requires skills such as cultural competence and sound leadership. TR professionals should not only focus on basic knowledge and skills that they learn throughout the course but other skills, abilities, and competencies. Education setting is made up of people from various cultures, making cultural competence an inevitable skill that is required in TR practice. Thus, even though I do not intend to change my interests, I must strive to acquire unique skills like leadership and cultural competence. Although I have already acquired basic skills about TR, I believe I should continue learning about the field to enhance my career growth and development. At the same time, I need to explore an education setting to improve the functioning ability of students with disability effectively.
Conclusion
TR is an important field that helps in meeting the needs of people with a disability or special needs. It ensures optimal functioning of persons with a disability while at the same time improving their health and wellbeing. TR practice should be implemented in school and education setting due to the increasing number of students with special needs. The government should collaborate with schools to ensure that the needs of students with disability are addressed through the use of PR practice. Also, the education system should be redesigned to embrace TR practice.
References
Gassaway, J., Dijkers, M., Rider, C., Edens, K., Cahow, C., & Joyce, J. (2011). Therapeutic recreation treatment time during inpatient rehabilitation. The journal of spinal cord medicine , 34 (2), 176-185.
Green, F., Brown, C., Gordon, E., & Martin, D. (2018). Therapeutic Recreation in the Public Schools: A Community Partnership. Progress in Community Health Partnerships: Research, Education, and Action, 12 (1), 129–137.
Hawkins, B. L., Cory, L. A., McGuire, F. A., & Allen, L. R. (2011). Therapeutic Recreation in Education. Journal of Disability Policy Studies, 23 (3), 131–139.
Houtrow, A. J., Larson, K., Olson, L. M., Newacheck, P. W., & Halfon, N. (2014). Changing trends of childhood disability, 2001–2011. Pediatrics , 134 (3), 530-538.
Stone, C. F. (2013). Exploring the cultural competencies of certified therapeutic recreation specialists: Implications for education and training. Therapeutic Recreation Journal , 37(2), 156-174.
Török, S., Kökönyei, G., Károlyi, L., Ittzés, A., & Tomcsányi, T. (2006). Outcome effectiveness of therapeutic recreation camping program for adolescents living with cancer and diabetes. Journal of Adolescent Health , 39 (3), 445-447.
