III.A. Curriculum Development: develop pre-service curriculum for college and university students at BA/S, MA/S, and Doctoral levels; and, professional in-service and continuing education curriculum for practitioners.

III.B. Information: compile, edit, writ, produce, and disseminate new knowledge and new insights into professional policy, procedures, and programs and policy and program guidelines; and, instructional materials.

III.C. In-service Training: provide in-service training to practicing professionals designed to enhance appreciation, knowledge, and skills in the delivery of community-based special play and recreation.

III.D. New Knowledge/Research: use case study, historical, descriptive survey, and factor analysis research methods to create new knowledge and insight into means of enhancing:

III.D.1. The delivery of community-based play and recreation service to people with disabilities; and,
III.D.2. The enhancement of the benefits to participants of community-based special play and recreation service

III.E. Pre-service Education: provide pre-service higher education to selected students, bachelors through doctorate.

III.F. Standards: develop new and/or upgrade existing standards for pre-service curriculum, for administration and organization of community-based special play and recreation service; and, the development of special play and recreation services.

IV. RESPONDING ORGANIZATIONS

165 Personnel employed by the responding agencies as professional educators and researchers; park and/or recreation service; special/therapeutic recreation service; youth service personnel; and, other specialties. These personnel served as National Institute Faculty, Interviewees, Participants in a National Conference, Survey Respondents, Technical Advisers, Trainers, and Resource Personnel.

100 Agencies including city, county, state, regional, and national governmental and non-governmental organizations contributed to the National Institute providing documents, information, interviews, personnel, professional information, survey responses, and technical assistance.

The communities and organizations invited to participate in the National Institute were selected from:
Cities receiving U.S. grants for summer recreation programming.
Kerner Commission riot cities.
Kraus Urban Study minority-poor central cities.
National professional organizations concerned with camping, city government, physical education, and parks and recreation.
Selected NGOs: voluntary, religious, social, and youth service agencies.
Selected state university extension services providing urban recreation services.
Selected U.S. agencies serving arts, children, parks, recreation, and youth.

61 Local Authorities, city, district, and rural local authorities, ranging in population from 1,500 to 1,000,000-plus population responded to surveys and requests for information.

30 States were represented in the responses including: EAST, New Jersey; NORTH, North Dakota; SOUTH, South Carolina; and WEST, Oregon.

US$1,630,000 Expenditure were "designated" funds being provided for special play and recreation of the 31,306 participants by the agencies and local authorities. The mean average cost may be estimated at US$50 per participant.

31,306 Participants were being served by reporting agencies and were represented in the survey response and the materials that were published.

25 Categories of disease and disability groups were served by the responding agencies:
37%, mentally retarded (educable, trainable).
24%, physically disabled (amputees, orthopedic, spinal cord).
39%, included: autistic, cancer, culturally deprived, deaf, deaf-blind, drug abuse, epilepsy, heart related, home bound, learning disabled, mentally ill, muscular dystrophy, neurological, respiratory, speech and communications, seniors, spina bifida, and visually impaired; these percentages in this 39% grouping ran from 1% to 7%, totaling 39%.

366 FTE Paid Personnel were employed devoting some portion or all of their work time to serving people with disabilities in roles including: Director, Supervisor, Leader, Assistant, Consultant, Driver, and Skill Instructor. [FTE=Full Time Equivalent]

212 FTE Unpaid Personnel volunteers, students, and student interns were working devoting some portion or all of their time to people with disabilities in the agencies responding to the surveys.

V. IN-SERVICE TRAINING

3,250 Professional Park and Recreation Personnel personnel from 48 U.S. states were trained by National Institute personnel at 40 in-service training sessions using the National Institute "Guidelines for Development of Community-Based Special Play and Recreation for People with Disabilities." These guidelines were developed based on the National Institute research findings and training curricula.

VI. DISSEMINATION OF NEW KNOWLEDGE

10 National Institute Monographs/Reports were published and disseminated in quantities of 250 to 3,500. These documents:

Nesbitt, John A. and others.
National Institute on New Models of Community-Based Special Recreation for People with Disabilities. Iowa City, IA, Recreation Education Program, University of Iowa, 1978. 10 volumes, 1,858 pp. see ERIC ED numbers.
#1.  New Concepts and Processes in Community-Based S.R., 156 pp.
#2.  Model Community-Based Special Recreation Services, 463 pp.
#3.  Papers on New Models of Community-Based S.R., 354 pp.
#4.  Federal Funding for Community-Based Special Recreation, 86 pp.
#5.  Recreation Fulfillment for People with Disabilities and President Jimmy Carter's -------U.S. White House Conference on Handicapped Individuals," 26 pp.
#6.  Educating the Handicapped Child Recreation Fulfillment, 133 pp.
#7.  Special Recreation in Rural Areas, 188 pp.
#8.  Newsletters of the National Institute, 200 pp.
#9.  Information Sources on Special Recreation, 177 pp.
#10. Report on the National Institute, 75 pp.

These 10 National Institute Documents are published in the public domain (non-copyrighted) and are available from ERIC: Educational Resources Information Clearing House.

VII. METHODOLOGY

The National Institute Methodology was used two times previously by the Project Director to conduct research on policies, practices, and programs. The methodology combines case study, historical method, descriptive survey, and factor analysis. The two previous uses of this methodology were:

FIRST PROJECT:
Nesbitt, John A., Paul D. Brown, and Jams F. Murphy.
Recreation and Leisure Service for Disadvantaged; Guidelines to Program Development and Related Readings. Philadelphia, Lea and Febiger, 1970. 593 pp.

The Guidelines to Program Development in [community based] Recreation Service to Disadvantaged [urban minority-poor] were developed based on 113 selected agency survey responses. The research included field study and testing in Los Angeles (Watts), Oakland, and San Francisco. The research was funded by the San Jose State University Foundation under the auspices of the SJSU Center for Research and Advanced Studies.

SECOND PROJECT:
Nesbitt, John A.
Guidelines for the Development of Public Recreational, Cultural, and Leisure Services for Handicapped, pages 33-45, in Neal, Larry L. Recreation's Role in the Rehabilitation of the Mentally Retarded. Eugene, Oregon, University of Oregon "Rehabilitation Research and Training Center in Mental Retardation, 1970. 89 pp. The research was funded by the U.S. Bureau of Education for the Handicapped.
___

GLOBAL VISION PROJECT:
Global Vision of Rehabilitation and Recreation
for People with Disabilities in the 21st Century
A JOINT PROJECT BY:
Disability International Foundation AND
Special Recreation for disABLED International

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