What We Do
Being a member of the community implies relationships and activities that occur outside the family unit. The relationships and activities may occur with or without support. The design will vary by student, the disability, family dynamics, the level of support needed, and transportation. Most social relationships occur within the context of recreation/leisure, so the following mapping tool uses that context to identify community participation and relationships.
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Guiding Questions
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List the Specific Activities, Matching
Environments, and Support Persons for each Activity Listed
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1.
What specific
activities does the student participate in, at home, with family?
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2.
What specific
activities does the student participate in, in the community, with family?
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3.
What young adult/adult
sports, clubs or organizations does the student belong to and currently
participate in?
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4.
Is a support system
needed to participate in the areas listed in Question #3? If so, who provides
the support?
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5.
Does the student have
any age-appropriate friends? In school? Outside of school?
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6.
Does the student
participate in any types of organized church activities, with or without
family?
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7.
Does the student
participate in summer camps?
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8.
Is the student able to
conduct him/herself appropriately in social situations? If not, why not?
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9.
Does the student
participate in the IEP planning process to address “Independent Living” and
social needs?
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10. Does the student need on-going support from adult service providers
related to social and/or recreation/leisure?
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Recreation and Leisure Flowchart 1
Recreation and Leisure Flowchart 2
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