Abstract
The purpose of this study was to investigate the perceived impact of physical recreation transition programming on individuals with cognitive disabilities and generate strategies for improved transition. Interviews were completed with 17 young adults who were one to three years post graduation. Interviews determined graduate's perception of their own activity levels. Focus groups were completed with 23 parents of young adult graduates, from varying regions of the United States. Amount and types of past and current recreational pursuits, promotional and inhibitory factors impacting activity participation, and strategies for improved transition programming were explored in focus groups. Coded data revealed that physical recreation transition success requires development and maintenance of a strong community that must be provided with support in the major areas of structure, exposure, education, and social environment. Transitioning can be improved through increased parent training, implementation of mentor groups, utilization of state personnel, and increased integration into higher education.
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