The purpose of this study was to examine the various feelings in participating in leisure and needs of support for satisfactory leisure life for adolescents with physical disabilities. In this study, five students with physical disabilities in general high school and post-high school specialized voc...
The purpose of this study was to examine the various feelings in participating in leisure and needs of support for satisfactory leisure life for adolescents with physical disabilities. In this study, five students with physical disabilities in general high school and post-high school specialized vocational program participated. All the participants are the students only with physical disabilities without any other multiple disabilities. Based on the individual in-depth interviews, the data were collected and analyzed according to the qualitative analysis. The results and discussion of this study are summarized as follows.
First, the adolescents with physical disabilities perceive leisure positive and tend to want to immerse themselves in their own leisure activities, but show a passive attitude toward new leisure activities. It is necessary to improve the leisure recognition of the adolescents with physical disabilities through systematic leisure education in order to make them spend the given leisure time effectively. It is also needed to find educational ways to improve the willingness to practice leisure activities and to improve leisure utilization ability.
Second, adolescents with physical disabilities cultivate their sociality and independence and have the opportunity to explore their aptitudes and prepare for future occupations through participation in leisure activities. To encourage this more, various leisure opportunities should be provided for the disabled youth to have enough leisure experience in school or community. Also, career education should be linked to leisure activities.
Third, adolescents with physical disabilities suffer from various difficulties in participating in leisure activities due to limitations of physical movement, and it is necessary to provide human support, mobility support, and psychological rehabilitation. For the better leisure environment, the public transportation facilities and the operating system should be improved in a friendly way for the disabled so that disabled people with wheelchair don’t feel the inconvenience in using them. In order to overcome the psychological difficulties, the caregiver and the teacher should provide them careful support with psychological rehabilitation simultaneously if it’s needed.
Finally, in order to encourage adolescents with physical disabilities to participate positively in leisure activities, they hope to improve leisure facilities, revitalize leisure programs, enhance teachers' leisure instruction competence, and increase leisure opportunities with their peers. Therefore, it is required to improve the leisure facilities reflecting the convenience of the disabled. In addition, community leisure programs should be developed considering the career and interest of the adolescents with physical disabilities, and various approaching ways of leisure program information should be prepared so that students with disabilities can easily get the information they need. Teachers need to strengthen their competence in leisure instruction, and they need to encourage students to participate actively in leisure activities by providing proper leisure information for them. In addition, schools and community-based organizations should develop and operate a variety of inclusive leisure programs in which both disabled and non-disabled students to get together.
The purpose of this study was to examine the various feelings in participating in leisure and needs of support for satisfactory leisure life for adolescents with physical disabilities. In this study, five students with physical disabilities in general high school and post-high school specialized vocational program participated. All the participants are the students only with physical disabilities without any other multiple disabilities. Based on the individual in-depth interviews, the data were collected and analyzed according to the qualitative analysis. The results and discussion of this study are summarized as follows.
First, the adolescents with physical disabilities perceive leisure positive and tend to want to immerse themselves in their own leisure activities, but show a passive attitude toward new leisure activities. It is necessary to improve the leisure recognition of the adolescents with physical disabilities through systematic leisure education in order to make them spend the given leisure time effectively. It is also needed to find educational ways to improve the willingness to practice leisure activities and to improve leisure utilization ability.
Second, adolescents with physical disabilities cultivate their sociality and independence and have the opportunity to explore their aptitudes and prepare for future occupations through participation in leisure activities. To encourage this more, various leisure opportunities should be provided for the disabled youth to have enough leisure experience in school or community. Also, career education should be linked to leisure activities.
Third, adolescents with physical disabilities suffer from various difficulties in participating in leisure activities due to limitations of physical movement, and it is necessary to provide human support, mobility support, and psychological rehabilitation. For the better leisure environment, the public transportation facilities and the operating system should be improved in a friendly way for the disabled so that disabled people with wheelchair don’t feel the inconvenience in using them. In order to overcome the psychological difficulties, the caregiver and the teacher should provide them careful support with psychological rehabilitation simultaneously if it’s needed.
Finally, in order to encourage adolescents with physical disabilities to participate positively in leisure activities, they hope to improve leisure facilities, revitalize leisure programs, enhance teachers' leisure instruction competence, and increase leisure opportunities with their peers. Therefore, it is required to improve the leisure facilities reflecting the convenience of the disabled. In addition, community leisure programs should be developed considering the career and interest of the adolescents with physical disabilities, and various approaching ways of leisure program information should be prepared so that students with disabilities can easily get the information they need. Teachers need to strengthen their competence in leisure instruction, and they need to encourage students to participate actively in leisure activities by providing proper leisure information for them. In addition, schools and community-based organizations should develop and operate a variety of inclusive leisure programs in which both disabled and non-disabled students to get together.
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