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<p>The aim of our study was to investigate how much self-determination persons with intellectual disabilities living in group-homes have when it comes to recreational activities. We studied what the recreational activities looked like, if there was any self-determination concerning recreational activities and which factors influenced self-determination for persons with intellectual disabilities. We used qualitative interviews with persons with intellectual disabilities, next of kin and personnel at group-homes. The result has been analyzed from earlier research, central concepts as self-determination and recreational activities and the theory of empowerment. The most important results that emerged in our study were; that recreational activities for persons with intellectual disabilities varied substantially, that there is a large number of to recreational activities available and no one seemed directly displeased with their recreational activities. Organized recreational activities mostly took place in segregated environments. This circumstance led to discussions within the interview-groups. The interviewed persons were of the opinion that there existed self-determination concerning recreational activities, however, there were many factors influencing the degree of self-determination. These factors were; the level of intellectual disability, the personnel at group-homes, organisation and personnel-resources, economy and public communications.</p>

The aim of our study was to investigate how much self-determination persons with intellectual disabilities living in group-homes have when it comes to recreational activities. We studied what the recreational activities looked like, if there was any self-determination concerning recreational activities and which factors influenced self-determination for persons with intellectual disabilities. We used qualitative interviews with persons with intellectual disabilities, next of kin and personnel at group-homes. The result has been analyzed from earlier research, central concepts as self-determination and recreational activities and the theory of empowerment. The most important results that emerged in our study were; that recreational activities for persons with intellectual disabilities varied substantially, that there is a large number of to recreational activities available and no one seemed directly displeased with their recreational activities. Organized recreational activities mostly took place in segregated environments. This circumstance led to discussions within the interview-groups. The interviewed persons were of the opinion that there existed self-determination concerning recreational activities, however, there were many factors influencing the degree of self-determination. These factors were; the level of intellectual disability, the personnel at group-homes, organisation and personnel-resources, economy and public communications.

Made available in DSpace on 2016-06-02T19:46:16Z (GMT). No. of bitstreams: 1 3867.pdf: 870359 bytes, checksum: c532578efdc88b6f2e540da1eeac87bf (MD5) Previous issue date: 2011-02-25 / Universidade Federal de Sao Carlos / Many people with intellectual disabilities have been deprived of experiences of physical activity, leisure, culture, among others, throughout life, by no offering programs and the historical process of repression in society. The deprivation of motor experiences may generate insufficient learning and development of fundamental motor skills, essential for the satisfactory implementation of activities of daily living, from anyone. Consequently, these conditions can affect your quality of life. Therefore, this research aims to develop, implement and evaluate a program of regular physical activity in physical education classes, for adults with intellectual disabilities, checking possible changes in the ability to walk, run, sit, stand, jump and balance held by these people. This research has described an institutional reality, configuring it as a research-action, involving the participation of adult learners with intellectual disabilities and their parents or guardians, an intern at the Physical Education course, in addition to the researcher. Results were obtained from interviews with those responsible for the students, the analysis of field notes, individual sheets of evaluation of activities, lesson plans and assessment tests of motor skills. The data have to see that there was significant improvement in student performance in relation to motor skills worked in firearms. However, much of this success, the program has provided noticeable improvement of emotional and relational skills of participating students, emphasizing the spirit of cooperation that blossomed between them from the proposed activities. Thus, one can assume that rises and settles from there, self-confidence, one of the requirements for independent living. It is recommended that a new thinking about the need for greater encouragement of the development and implementation of programs for people with disabilities, think about this, supported by the appropriation of the conditions that have to do during the execution of this research and that resulted in an intense and meaningful transformation for all involved in this research. / Muitas pessoas com deficiência intelectual foram privadas de vivências de atividade física, lazer, cultura, entre outros, durante toda a vida, pelo não oferecimento de programas e pelo processo histórico de repressão da sociedade. A privação de experiências motoras pode gerar aprendizagem e desenvolvimento insuficientes das habilidades motoras fundamentais, essenciais para a realização satisfatória de atividades da vida diária, de qualquer pessoa. Conseqüentemente, estas condições podem influenciar na sua qualidade de vida. Neste sentido, esta pesquisa teve por objetivo elaborar, aplicar e avaliar um programa de atividades físicas sistematizadas, nas aulas de Educação Física, voltado às pessoas adultas com deficiência intelectual, verificando as possíveis modificações nas habilidades de andar, correr, sentar-se, levantar-se, saltar e na capacidade de equilíbrio realizadas por estas pessoas. A pesquisa teve caráter descritivo de uma realidade institucional, configurando-se como uma investigação-ação, envolvendo a participação de alunos adultos com deficiência intelectual, seus pais e ou responsáveis, uma estagiária do curso de Educação Física, além da própria pesquisadora. Os resultados foram obtidos a partir da entrevista com os responsáveis pelos alunos, da análise do diário de campo, das fichas individuais de avaliação das atividades, dos planos de aula e testes de avaliação de habilidades motoras. Os dados deram a ver que houve sensível melhora no desempenho dos alunos em relação às habilidades motoras trabalhadas no PAFS. Porém, muito mais do que este sucesso, o programa propiciou visível melhoria das condições emocionais e relacionais dos alunos participantes, salientando o espírito de cooperação que desabrochou entre eles a partir das atividades propostas. Com isso, pode-se supor, que nasce e se sedimenta a partir daí, a auto-confiança, um dos requisitos necessários à vida independente. Recomenda-se um novo pensar sobre a necessidade de maior incentivo à elaboração e aplicação de programas destinados às pessoas com deficiências, pensar este, sustentado pela apropriação das condições que se deram a ver durante a execução desta pesquisa e que redundaram em uma intensa e significativa transformação para todos os envolvidos nesta pesquisa.