An Interpretation of the International Declaration of the Special Play and Recreation Rights..

GLOBAL VISION PROJECT: Global Vision of Rehabilitation
and Recreation for People with Disabilities in the 21st Century

HUMAN RIGHTS:
E. "An Interpretation of the International Declaration of the Special Play and Recreation Rights and Responsibilities of People with Disabilities" (1)(2)(3)

by Professor John A. Nesbitt, Ed.D., CTRS, Pres./CEO
Special Recreation for disABLED International (SRDI)

This "Interpretation" is a supplement to the "International Declaration." This "Interpretation" assists the consumer, parent, professional, student, and volunteer in using the "International Declaration" in starting, expanding, and improving activities, programs, services, education, and research. The "Interpretation" provides definitions, elaboration, and explanation.

This "Interpretation" may be considered in relation to other formal documents published on this WEBSITE including:

1. United Nations human rights declarations.
2. Guidelines for play and recreation service in Community-Based Recreation, and Rehabilitation, Hospitals, Institutions, Residential Living, and Independent Living.

NOTE:
The original "... Declaration ..." is printed only in standard Roman type.
The "Interpretation" is printed in italics-underline and bold.

"International Declaration of the Special Play and Recreation
Rights and Responsibilities of People with Disabilities"

PART I. ALL PEOPLE WITH DISABILITY
HAVE THE RIGHT TO PLAY AND RECREATION

Principle 1 [infant and child play]
Every infant and child who is disabled has the right to PLAY as a natural means of pleasure, growth, development, and healing.

Principle 2 [youth, adult, and senior recreation]
Every youth, adult and senior who is disabled has the right to RECREATION as a natural means of pleasure, health, well being, and healing.

Principle 3 [highest potential]
People with disability have the right to achieve their highest potential through recreation in the pursuit of happiness, self-actualization, and social fulfillment.

Principle 4 [equal opportunity]
People with disability have the right, without prejudice, to equal opportunity to play and recreation provided by governmental and non-governmental organizations.

Principle 5 [typical lifestyle]
People with disability have the same right to a typical play and recreation lifestyle as do people in society at large.

Principle 6 [consumer options]
People with disability have same right to exercise consumer recreation options as people in society at large.

Principle 7 [access]
People with disability have the right to access to all recreation pursuits through elimination of discriminatory restrictions, elimination of architectural barriers, and adaptation of equipment and materials.

Measures to achieve "access" include:
a. Adaptation and modification of play and recreation to allow participation;
b. Elimination of barriers to recreation: architectural, attitudinal,
equipment, and transportation; and,
c. Elimination of discriminatory policies, practices, requirements, restrictions, and rules for play and recreation participation.

Principle 8 [community recreation and rehabilitation]
People with disability have the right to Community-Based Special Recreation
and to Community-Based Rehabilitation that include special play and recreation: services, programs, and personnel; advising and education; and, information and assistive technology.

Measure to achieve this "community" principle include:
Community-Based Special Recreation and/or
Community-Based Rehabilitation with Special Recreation providing:
a. Agency Special Recreation:
i. policies, ii. funding, iii. programs, iv. services, and personnel;
b. Special Recreation for disABLED play and recreation advising/counseling;
c. Special Recreation for disABLED play and recreation education; and,
d. Special Recreation for disABLED play and recreation information and technology.

Primary and Secondary Providers of Adapted, Special, and/or Therapeutic Play and Recreation Activities are:

PRIMARY:
Activity Professionals, Animal-Assisted Therapists, Aquatics Therapists,
Art Therapists, Bibliotherapists, Camp Counselors, Dance Therapists, Drama/Psychodrama Therapists, Expressive Therapists, Equestrian/Hippo-therapists, Horticulture Therapists, Humor/Laughter Therapists, Movement Therapists, Music Therapists, Outdoor Recreation Leaders, Phototherapists, Play Ladies/Leaders/Therapist, Puppeteers, Recreation Therapists/Therapeutic Recreation Specialists, Theater Personnel, Writing: Poetry Therapist/Prose Instructor, Recreation Therapy/Therapeutic Recreation, Special Recreation Worker, and Sports: Adapted and Special Physical Educator, Coach.

SECONDARY:
Activity Specialists, Art Instructors, Corrections Workers (adult, youth), Dance Instructors, Drama Instructors, Drug Abuse Counselors, Employment Specialists, Extension/Rural Service Workers, Interpreters (Heritage, History, Park), Mental Health Counselors, Music Instructors, Nurses (home care, rehabilitation, visiting), Park/Forest/Natural Resources Personnel, Physicians (orthopedic surgeons, physiatrists), Occupational Therapists, Orthotic/Prosthetic Workers, Physical Therapists, Psychiatric Workers, Recreation Workers (center, playground, street), Social Workers, Special Educators, Speech and Hearing Therapists, Senior Citizen Workers, Teachers (physical education, special education), Vocational Rehabilitation Counselors, Volunteers, Volunteer Directors, Youth Workers.

Principle 9 [personal benefits]
People with disability have the right to achieve the personal benefits of recreation including aesthetic, affective, cognitive, creative, physical, and social benefits.

The "personal benefits" achieved through play and recreation based on the Principle of Universal Access ...
Every play or recreation activity may be accessed by people with disabilities through adaptation, accommodation, or modification. It is inaccurate to say, "That particular recreation can not be performed by a person with that disease or disability." Using creativity, ingenuity, and determine every play and recreation in accessible by every person with disability.

Recreational Activities.
Adapted and special play and recreational activities for people with disabilities include:
Advocacy (civil/human rights, education, environment, good government, minorities, poor/poverty), Animals/Pets, Art (fine arts: drawing, painting, sculpting; performing arts: dance, drama, music; crafts: glass, metal, wood), Broadcasting (ham radio, public radio, public television), Business, Camping, Career Education, Cinema (electronic media, public theater), Clubs, Collecting (books, memorabilia, popular culture, stamps), Community Service, Computer (www, internet, assistive technology), Cooking/Food, Cultural Activities (art, crafts, dance, dress, food, music, ritual, sports), Current Events, Dance, Drama, Driving, Education (adult, basic, degree/diploma, history, humanities, liberal arts, recreational skills, science, trade skills), Electronics (internet, radio, television, videos), Ethnic Activities, Events (fairs, festivals), Family, Film (moving/still photography), Games and Puzzles, Gardens (flowers, produce), Genealogy, Hobbies, Holidays, Home (building, repair, upgrading), Hosteling, Leading (advising, counseling, coaching, mentoring, teaching), Landscaping (lawn, shrubs, trees), Literature (classes, groups, SEE reading, SEE writing), Magic, Museums, Music (playing an instrument, singing), Nature Appreciation (bird watching, conservation of land, hiking, protection of animals), Play, Public Speaking, Puppetry, Reading (print/large print, tape recording), Relaxation (contemplation, meditation, yoga), Social (clubs, consumer, formal/informal social activities, interest groups, organizations, political groups, professional, self-help groups), Theater (acting, directing, managing, production), Travel/Tourism (air, land, and sea by airplane, auto, bus, ship, train), Volunteering (community, education, government, health, and service to children, youth, seniors, ill and impaired), Walking (conditioning, pleasure), and Writing (autobiography, biography, diaries, journals, letters, memoirs, resumes).

Recreational Sports.
Adapted or special recreational sports for people with disabilities include:
Aerobics, Air Rifle, Aquatics, Archery, Back Packing, Badminton, Baseball, Basketball, Beep Baseball, Bowling (alley, lawn), Boating, Bocci,
Camping, Canoeing, Cross Country, Cycling (single, tandem), Dog Sledding,
Fencing, Fishing, Fitness, Flying/Soaring, Football, Footbag, Goalball,
Golf, Gymnastics, Handball, Hang Gliding, Hayrides, Hiking, Hockey (ice, sledge), Horseback Riding/Packing, Hunting, Ice Sledding, Judo, Kayaking, Mountain Biking, Motor Cycling, Skiing (Alpine, Nordic, Snow), Olympics (Paralympics, Special Olympics), Orienteering, Rugby, Racquetball, Rafting (standard, white water), Ranch Trips, Repelling, Riding All-Terrain Vehicles, Road Racing, Rock Climbing, Rope Courses, Rowing, Running, Sailing, Sauna, Scuba Diving, Self-Defense, Shooting (skeet, marksmanship, game, trap), Shuffleboard, Skating (ice, roller, speed), Skiing (Alpine, cross country, Nordic), Skydiving, Slalom, Soccer, Softball, Swimming (adaptive, special, therapeutic), Tennis (court, table), Track and Field, Volleyball (sitting, standing), Walking, Waterpolo, Waterskiing, Weight Lifting (conditioning, training), Wilderness, Wrestling, and Yoga.

NOTE. There are disABLED consumer organizations that provide for their members each of the adapted or special recreational sports (cited above).

Principle 10 [functional benefits]
People with disability have the right to the functional benefits of play and recreation which provide increased skills for coping, development, functioning, living, and pleasure.

These "functional benefits" include:
a. COPING SKILLS FOR: anger and hostility, depression and withdrawal, grieving, and tension and stress reduction;
b. DEVELOPMENT FOR: preparation for return to family, pre-community settlement, pre-education, pre-independence, and pre-vocational activities;
c. FUNCTIONING: mentally, emotionally, physically, and socially in relation to treatment, care, and rehabilitation staff; family and friends; community members, employers, and teachers; Community Recreation Agency personnel and Community Based Rehabilitation personnel;
d. LIVING SKILLS: adaptation of play and recreation; independence and independent living; self-assertion and self-expression; and, daily and life-long play and recreation planning and practice; and,
e. PLEASURE FROM: acceptance, accomplishment, achievement of highest potential, creativity and expression, recognition by others, self-confidence, self-esteem and self-worth, and a sense of healthful living and well-being.

Principle 11 [benefits of therapies]
People with disability have the right to achieve the therapeutic benefits of the activity-affective therapies.

The "benefits of therapies" are provided by play and recreation therapies including:
Activity Therapy, Animal-Assisted Therapy, Aquatics Therapy, Art Therapy, Bibliotherapy, Camping, Dance Therapy, Drama/Psychodrama Therapy, Expressive Therapy, Hippotherapy, Horticulture Therapy, Humor/Laughter Therapy, Movement Therapy, Music Therapy, Outdoor Recreation, Phototherapy, Play Therapy, Puppetry, Recreation, Sports, Theater, Wiring: Poetry Therapy/Prose, Puppetry Therapy, Recreation Therapy/Therapeutic Recreation, Special Recreation, and Sports: Adapted, Correctrive, and Special.
HERE

Medical/Therapeutic Model. Various of the therapies follow the medical/therapeutic model, that is:
a. Assessment of client behavior, complaints, condition, function, status, and/or symptoms;
b. Diagnosis/determination of problem;
c. Prognosis/prediction of course/result of the problem;
d. Prescription of correction, remediation or treatment of the problem;
e. Evaluation of client progress; and,
f. Decision to continue treatment, to change treatment, or to discontinue treatment.

Professionalism. Various of the activity-affective play and recreation therapies have:
a. Standards of practice for personnel (registration, and/or clinical evaluation of practice, and/or certification by examination and renewal; continuing, in-service training;
b. Curricula (accreditation of institution providing curriculum and/or practicum);
c. Standards for program and/or service (accreditation or certification of service/s);
d. Professional organizations and membership;
e. Professional research and refereed journals; and,
f. Professional conferences, continuing in-service education.

Levels of Activity. Various of the adapted, special, and therapeutic play and recreation services personnel work to achieve progression through four level of client involvement:

I. THERAPEUTIC or prescriptive which is, or contributes to, treatment, rehabilitation, behavior change, social adjustment, and other ameliorative results.
The relationship of the specialist is INTENSIVE to the client is one-to-one and small group.

II. ADAPTED/SPECIAL which is directed to adapted, modified, remedial, special, sheltered, etc., participation;
The relationship of the specialist to the client is CONCENTRATED, oriented to one-to-one, small group and large group.

III. INTEGRATED which is provided by organized play and recreation for the general public and is directed to general recreation goals of creative, mental, physical, and social fulfillment.
The relationship of the specialist to the client is ACTIVE,
oriented to one-to-one, small group, large group, and mass participation.

IV. INDEPENDENT which is participation in recreation by the client separate from any adapted, special, or therapeutic play or recreation service; the aim of the individual is to achieve basic, typical recreation goals.
The relationship of the specialist to the client is RESIDUAL in the client's learned recreation philosophy, attitudes, skills, use of resources, and habits of recreation behavior.
The client's participation is individual, dual, small group, large group, or mass participation.

DEPENDENCE TO INDEPENDENCE.
A primary goal in adapted, special, or therapeutic play and recreation service is that the client progress through levels I, to II, to III, to IV. This serves to move the client from dependence/segregation
in treatment to independence/integration with society at large.

PRIMARY GOALS Progression from:
/ \
Levels: I-->>-II-->>-III-->>-IV
/ \
Dependence-->>>>>--Independence
/ \
Segregation-->>>>>--Integration

Principle 12 [rehabilitative benefits]
People with disability have the right to achieve the rehabilitative benefits of play and recreation services in plans for care, education, employment, rehabilitation, and treatment in all rehabilitative settings.

The "plans" used in these "rehabilitation settings" use "treatment models"
including:
ameliorative, educational, evaluative, medical/therapeutic,
psychiatric, psychotherapeutic, prescriptive, recreative,
rehabilitative, social, vocational rehabilitation,
and other treatment models.

These "plans" are used in "rehabilitative settings" including:
Activity center and service, Adult center and care,
Camp and Outdoor recreation facility and service,
Community recreation agency, Corrections: adult and youth,
Counseling, Development, Education and special education,
Employment, Group homes, Half-way homes and care,
Habilitation service, Home Care, Hospital care,
Independent living, Institutional care,
Medical care, Mental health treatment and care,
Nursing home and service, 0ccupational therapy,
Physical therapy, Psychiatric treatment and psychotherapy,
Recreation service, Rehabilitation center and service,
Residential care, Sheltered employment, Social service,
Speech and hearing therapy, Substance abuse treatment and care,
Vocational rehabilitation, Volunteer service, and Welfare.

Principle 13 [employment in recreation]
People with disability have the right to employment and to serve as volunteers in recreation service.

Principle 14 [safe play and recreation]
People with disability have the right to safe, healthful, salutary play and recreation opportunities.

PART II. ALL PEOPLE WITH DISABILITY
HAVE RESPONSIBILITY FOR PLAY AND RECREATION

Principle 15 [optimal personal benefits]
People with disability have the responsibility to direct their recreation lifestyle to achieve optimal recreation benefits including aesthetic, affective, cognitive, creative, physical, and social benefits.

Principle 16 [advocacy for recreation]
People with disability have the responsibility to advocate play and recreation for themselves and for other people with disabilities.

The subjects of play and recreation "advocacy" include:
I. Access to all play and recreation areas, buildings, facilities ....
II. Adaptation, accommodation, and modification of play and recreation ....
III. Community-based play and recreation in rehabilitation and recreation ....
IV. Employment in play and recreation service, training for jobs ....
V. Community goodwill in civil society providing funding, services ....
VI. Freedom from bias, ignorance, and prejudice that create barriers ....
VII. Lifestyle that is "a typical" play and recreation lifestyle ....
VIII. Rehabilitation and community-based rehabilitation ....
IX. Rights -- human/civil to equal opportunity in play, recreation ....
X. Technology -- information, assistive, and computer ....

Principle 17 [safe play and recreation]
People with disability have the responsibility to pursue safe, healthful, salutary play and recreation.

Principle 18 [strive for highest potential]
People with disability have the responsibility to strive to achieve their highest potential in the pursuit of happiness, self-actualization, and social fulfillment in and through play and recreation.

FOOTNOTES

(1) United Nations. United Nations Declarations, Covenants, and Principles related to people with disabilities include:
1948, "Universal Declaration of Human Rights";
1959, "Declaration of the Rights of the Child";
1971, "Declaration on the Rights of Mentally Retarded Persons";
1975, "Declaration on the Rights of Disabled Persons";
1991, "Principles for the Protection of Persons with Mental Illness and
the Improvement of Mental Health Care."

(2) See also:
"The United Nations Human Rights Declarations and Special Play and
Recreation for People Who Are Disabled, 1998," by Prof. John A. Nesbitt, Ed.D.

(3) Basis. The SRDI "International Declaration of the Special Play and Recreation Rights and Responsibilities of People with Disabilities" is based on and reflects "Global Experience" and "Research Findings."

A. GLOBAL EXPERIENCE. The "International Declaration" is based on the experience of international and national organizations since 1960 including:

ALRA------American Leisure and Recreation Association.
BSA-------Boy Scouts of America, National Committee on Scouting for the Handicapped.
DIF-------Disability International Foundation.
ESS-------Easter Seal Society-USA: national, state, and local/camps/camping.
GOODWILL--Goodwill Industries of America: natl, intl, and local-Santa Clara County
ICHPER----International Council on Health, Physical Education, and Recreation.
IFAPA-----International Federation for Adapted Physical Activity [disABLED].
Jaycees---Jaycees International: Hire Handicapped, Rehabilitation Tibetan Refugees.
NCPERID---National Consortium on Physical Education and Recreation for Disabled.
NTRS------National Therapeutic Recreation Society.
PPCD------People to People Committee on Disability.
RI--------Rehabilitation [of disabled] International.
RUSK------Rusk Institute for Physical Medicine: World Rehab Fund, Ther. Rec. Dept.
SCCRHA----Santa Clara County Recreation for Handicapped Association.
SJSU------San Jose State University.
SRDI------Special Recreation for disABLED International.
UCP-------United Cerebral Palsy of Santa Clara and San Mateo.
US-PER----U.S. National Advisory Committee on PE and Recreation for Hand. Children.
US-PCED---U.S. President's Committee Employment Disabled, Subcommittee on Recreation.
WFMH------World Federation for Mental Health.
WLRA------World Leisure and Recreation Association.
YMCA-USA--Young Men's Christian Association-USA.

B. RESEARCH FINDINGS. The "International Declaration" is based on the research and demonstration findings since 1960 including:

Asian Nations. "Survey of Access, Attitudes, Recreation, and Employment for People with Disabilities in 11 Asian Nations: Government and YMCA Agencies."
British Isles. "Annotated Directory of 175 British Isles Resources for Special Recreation."
British Isles. "Survey of Special Play and Recreation in the United Kingdom (England, Ireland, Northern Ireland, Scotland, and Wales)."
United Nations. "Analysis of United Nations Service Related to Recreation" (10 types of Technical Assistance provided by FAO, ILO, UNESCO, UNICEF, United Nations, UNRWA, and WH0).
United States. "NATIONAL INSTITUTES ON:
Camping for Handicapped Children and Youth ...
Community-Based Special Recreation for disABLED children, youth, adults...
Physical Education and Recreation for Handicapped Children and Youth ...
Play and Recreation for Deaf-Blind Children, Youth and Adults ...."
World. "International Prosthetics (Technical Aids) Information Service."
World. "International Rehabilitation Program Development."
World. "World Commission on Vocational Rehabilitation."
___

Public Domain. The "International Declaration of the Special Play and Recreation Rights and Responsibilities of People with Disabilities" is published in the Public Domain, without copyright, by Special Recreation for disABLED International.

Endorsed, Commended. The "Internatinal Declaration" has been adopted/endorsed by rehabilitation and recreation organizations. At the "United Nations Millennium 2000 Forum," the Forum's "Disabilities Thematic Issue [group]" commended the Declaration to governments, civil society, and the United Nations.

Use of Declaration. The SRDI serves as Secretariat for activities related to the "International Declaration," for example, keeping records of adoptions, articles, endorsements, papers, and publication. Any person or organization wishing to use the "International Declaration" is encouraged to do so. However, it is requested that SRDI: 1. Be contacted in advance, if possible, 2. Receive attribution, and 3. Receive copies of, or information on, its use.

Special Recreation for disABLED International
[Website Secretariat/Clearinghouse]
Prof. John A. Nesbitt, Ed.D., CTRS, Pres/CEO,
362 Koser Avenue, Iowa City, Iowa 52246-3038 USA.
TELEPHONE 319/337-7578 --- FAX Available on Request
EMAIL john-nesbitt@uiowa.edu --- WEBSITE http://www.jccniowa.org/~recdsabl
N.B.: All communications by EMAIL; All information on WEBSITE, only.

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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