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DEVELOPING A TWO-YEAR

COLLrEGE CURRICULUM

IN THERAPEUTIC RECREATION

Office of Recreation and Park Resources

Department of Recreation and Park Administration

University of Illinois at Urbana-Champaign

Funded by the Bureau of Education for the Handicapped

U.S. Office of Education

Department of Health, Education, and Welfare

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OMB NO. 80-R0186

APPLICATION FOR FEDERAL ASSISTANCE

I. STATE CLEARINGHOUSE IDENTIFIER

(NONCONSTRUCTION PROGRAMS}

2. APPLICANT'S APPLICATION NUMBER

PART

3 FEDERAL GRANTOR AGENCY

Office of Education (Handicapped)

ORGANIZATIONAL UNIT

Application Center

4. APPLICANT NAME

University of Illinois

Depa rtment of Recreation and Park Admin is trat

DEPARTMENT DIVISION

Office of Recreation and Park Resources
312 Armory Building

ADMINISTRATIVE OFFICE

400 Maryland Avenue, SW

STREET ADDRESS- P.O. BOX

Washington, D. ?.C.

20202

STREET ADDRESS - P.O. BOX

Champaign

Champaign

CITY

Illinois

COUNTY

61820

CITY

STATE

ZIP CODE

STATE

:ip CODE

5. DESCRIPTIVE NAME OF THE PROJECT

Developing a Two-Year College Curriculum in Therapeutic Recreation

6. FEDERAL CATALOG NUMBER

13.451

7. FEDERAL FUNDING REQUESTED

j 110,733.00

8. GRANTEE TYPE

STATE,

COUNTY,

CITY,

OTHER

(Specily)

9,

TYPE

OF APPLICATION OR REQUEST

NEW GRANT, .

X CONTINUATION

SUPPLEMENT

OTHER CHANGES

(Specify)

10.

TYPE
X

OF ASSISTANCE
GRANT,

LOAN,

OTHER (Specily)

11. POPULATION DIRECTLY BENEFITING FROM THE PROJECT

|13. LENGTH OF PROJECT

36 months (3 years)

12. CONGRESSIONAL DISTRICT

a . Champaign (21st)

14. BEGINNING DATE

August 20, 1974

Statewide

[15. DATE OF APPLICATION

October 12, 1973

16. THE APPLICANT CERTIFIES THAT TO THE BEST OF HIS KNOWLEDGE AND BELIEF THE DATA IN THIS APPLICATION ARE TRUE AND
CORRECT, AND THAT HE WILL COMPLY WITH THE ATTACHED ASSURANCES IF HE RECEIVES THE GRANT.

TYPED NAME

TITLE

Secretary,
Board

Research

TELEPHONE NUMBER

H. R. Snyder

AREA
CODE

217

Inumber

333-0037

EXTENSION

SIGNATURE OF AUTHORIZED REPRESENTATIVE

For Federal Use Only

.

TABLE OF CONTENTS

Page

I. Project Abstract iii

II. Working Document — Year One vii

Discussion of Problem . 1

Objectives 3

Description of Activities ... 5

Personnel 16

Facilities . 21

Budget (Year One) 22

Budget Explanation (Year One) .... 24

III. Accomplishments — Year One 28

IV. Continuation Proposal — Year Two . 32

Budget (Year Two) . 33

Budget Justification (Year Two) ..... 41

Summary of Listed Personnel . 45

Objectives (Year Two) 46

Timetable (Year Two) 50

V. References 52

VI. Appendices 55

L.

ii

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in 2011 with funding from

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PART I

PROJECT ABSTRACT

/

xix

ABSTRACT

The Problem

At the present time, no Illinois junior colleges have established curricula
in therapeutic recreation. Only two schools currently offer an introductory
course as a part of their general recreation curriculum. In neither case
are these courses coordinated with university programs, nor are they in any
way linked to standards being developed at the national level by the National
Therapeutic Recreation Society. This paucity of curriculum developed at the
associate degree level in Illinois is generally reflective of the development
of training programs on a national scale. Where limited programs do exist,
they fall far short of meeting the existing manpower demands. Manpower
projections, in Illinois and throughout the nation, substantiate a growing
need for personnel in therapeutic recreation. The greatest need for trained
personnel is expected to be at the associate degree level.

The Objectives

The primary purpose of this project shall be to develop and evaluate a two-
year junior college training program that will prepare entry-level personnel
for the field of therapeutic recrea tion fo r the u ltimate delivery of services
to handicapped children and youth . In the accomplishment thereof, the proj erf-
shall seek to meet the following objectives:

Year One:

(1) Identify competencies required for functioning at an entry-level
position in therapeutic recreation; (2) establish behavioral objectives
related to competencies; (3) develop therapeutic recreation courses,
including field experiences, using behavioral objectives as the basis
for course formulation; (4) determine criteria for selection of field
practicum situations and select appropriate agencies and institutions
for student field practicum experiences; (5) determine role and function
of junior college instructors and field practicum advisors to be involved
in implementation of curriculum, and develop orientation and training
programs for these personnel; (6) identify criteria for selection of
students and establish recruitment programs; (7) locate and/or develop
and pretest evaluation instruments to be used in the project; and (8)
evaluate and report progress for the planning phase of the project.

Year Two:

(1) Implement prototype program in three junior colleges with provision
of supportive services from university staff and resources to the
instructional program; (2) initiate preliminary evaluation of course
content, field practicum experiences, instructors, and new instructional
techniques; (3) continue development of the therapeutic recreation
courses to be implemented during the second year of instruction; (4)
evaluate and report progress for the initial year of curriculum imple-
mentation.

iv

Year Three:

(1) Make necessary curriculum revisions as suggested after the first
year of implementation; (2) continue the evaluation of the curriculum
and its effect upon developing identified competencies in graduates;

(3) junior colleges develop and implement ways and means to place
graduates and educate potential employers as to their work potential;

(4) prepare a document for consumption by junior colleges wishing to
initiate therapeutic recreation curricula; (5) establish method for
national distribution of the model curriculum; and (6) evaluate and
report on the project.

In addition to the above objectives, the project shall support the efforts of
the Office of Recreation and Park Resources of the Department of Recreation
and Park Administration, University of Illinois, in seeking to promote public
awareness of the recreational needs of handicapped children and youth, promote
the establishment of new programs where they do not currently exist, and
establish methods for continually updating projected manpower needs in thera-
peutic recreation.

Method and Procedure

Multi-year financial assistance is being requested to support a three-phased
project. Phase I would be a planning year in which competencies would be
identified and a prototype program would be developed in cooperation with
three selected junior colleges in various parts of the state. Phase II of
the project would focus on implementation and preliminary evaluation of the
prototype curriculum. Phase III would focus on evaluation and refinement
of the program. Close association with both institutional and community
therapeutic recreation agencies is invisioned as essential in all phases of
development.

Following evaluation of the program during the third phase, a document
containing a model curriculum developed under the grant would be published
for national distribution. This publication would provide guidelines for
establishing similar programs throughout the nation.

Staff and Facilities

Jerry D. Kelley, MA, Therapeutic Recreation Specialist in the Office of
Recreation and Park Resources (the service unit of the Department of Recrea-
tion and Park Administration) at the University of Illinois will function as
the Project Director. Mr. Kelley has a broad background in state, national,
and international therapeutic recreation consulting work and has been actively
involved in professional society functioning at all levels. Most recently
Mr. Kelley has served as President of the National Therapeutic Recreation
Society. As Project Director, he will be directly responsible for supervising
the detailed implementation of the project.

Gary M. Robb, MS, Assistant Professor in the Office of Recreation and Park
Resources will serve as the Curriculum Coordinator. Mr. Robb is well experi-
enced in curriculum development. He recently developed a therapeutic recrea-
tion curriculum option in the Department of Leisure Studies and Services at
the University of Massachusetts. He has served as Chairman of the National

. .

Therapeutic Recreation Society's Professional Development Committee and more
recently as Chairman of the Inservice Training Committee. In the latter
position, he coordinated the development of a 200 Hour Training Program Guide-
line for Therapeutic Recreation Assistants. As Project Curriculum Coordinator
he will have primary responsibility for the detailed planning and implementation
of the curriculum.

Other faculty from the Department of Recreation and Park Administration will
make specific contributions to the project, as will staff from related depart-
ments and divisions of the University, e.g., the Division of Rehabilitation-
Education Services, the Office of Instructional Resources, the Department of
Special Education and the Department of Physical Education. Junior college
departmental chairmen will work closely with university and project staff in
establishing implementation of the programs. Project staff will also include
a secretary and two quarter-time research assistants.

The instructors, one at each junior college, will be responsible for conducting
the therapeutic recreation program at their respective institutions which
would include coordination of the field practicum components.

The facilities to be utilized in the project are those of the University of
Illinois at Urbana-Champaign, the three junior colleges, and the various
institutions and agencies providing field practicum experiences for the students,

Evaluation

The quality of the delivery of therapeutic recreation services to handicapped
children and youth by graduates of the program is seen as the most important
and valid variable to be evaluated. A crucial first step in development of
evaluation procedures will be the identification of competencies which enable
the student to provide high quality services. Evaluative instruments based on
the identification of these competencies will be developed and administered m
pretest/post-test evaluations and post-test only evaluations, i.e., comparing
the therapeutic recreation graduate to other graduates, and to workers
practicing in the field in entry-level positions. Throughout curriculum
implementation, continual evaluation of specific courses and field practicum
experiences will be accomplished by various means, i.e., student observations,
instructor criterion-reference testing, expert validation, etc.

The Office of Instructional Resources, Division of Measurement and Evaluation,
has agreed to assist the project staff in designing evaluative instruments.

The completed evaluation of the curriculum in the third year of the project
will be incorporated into the recommendations set forth in the curriculum
guidelines published as a result of the project.

vi

PART II

WORKING DOCUMENT - YEAR ONE

VII

PROPOSED SPECIAL PROJECT GRANT FOR DEVELOPING
A TWO-YEAR COLLEGE CURRICULUM IN
THERAPEUTIC RECREATION

Children live in a world of play. Through play they first
explore the environment around them, use their imagination
to place themselves in various roles, and gain increasing
awareness of how to get along with others. Just as important,
however, play is the means by which they gain familiarity with
themselves — their feelings; their physical capabilities; their
intellectual capacities .

While the great majority of American children freely exercise
their birthright of play, there is a large minority who do
so with varying degrees of difficulty or not at all. (Berry-
man, 1971a, p. 1.)

Problem

Two major nationwide surveys (Public Health, 1963-65, and Social Security
Survey of Disabled Adult, 1966) place the number of disabled with chronic
activity or work-limiting conditions at 12-16 percent of the population. In
a more recent Illinois study by Paul C. Mall (1969), he states that there are
5,900,000 children in the United States under the age of 21 who are perman-
ently physically disabled. This figure represents ten percent of the total
child population (under 21 years of age) of the United States. The estimate
for the State of Illinois would be in excess of 539,000 permanently physically
disabled individuals in this younger age bracket. According to Mall, the
State of Illinois is estimated to have 15,250 newly created permanently
physically disabled individuals each year. This figure does m>c., however,
take into account the mentally ill, retarded, or otherwise disabled children
in the state. The Bureau of Education for the Handicapped in its "Program
Administrative Manual," (1971) estimated that there are more than seven
million handicapped children in all categories.

These and other studies make it abundantly clear that the State of
Illinois, and the nation as a whole, are faced with an ever- increasing
number of disabled and handicapped persons who will demand and are entitled
to recreation programs and services.

In a state-wide study by Peters (1967) of therapeutic recreation programs
in Illinois, she found less than twenty-five percent of all public recreation
agencies reported that they were involved in some way in meeting the needs
of the ill and disabled. (Thompson, 1969, found a similar situation in his
national survey of public recreation agencies.) Further, Peters indicated
less than one-third of ail hospitals reported having organized recreation
programs. Preliminary findings of a Kelley-Austin study (1972a) indicate no
significant changes from Peters' data, although the recent survey revealed
that many hospital administrators and recreation agency directors would be
willing to employ associate d«?c r ^ d therapeutic recreation leaders, were they

available. It has become clear that we do not have the trained manpower in
the field of recreation to provide those needed services. According to
Berryman (1971b), as reported in a study entitled "Development of Educational
Programs for New Careers in Recreation Services for the Disabled," "the primary
concern of over half of the [recreation] agencies was in relation to the need
for additional and/or better trained staff." A manpower study (Hawkins and
Verhoven, 1968) predicted that by 1980, in older citizen recreation alone,
there will be a national need for 14,510 therapeutic recreation personnel.
An Illinois survey conducted by the Office of Recreation and Park Resources
(Kelley and Jeanrenaud, 1971) estimated that the total personnel working in
therapeutic recreation was approximately 800. Indications are that fewer
than twenty percent of that group have professional training in therapeutic
recreation. A follow-up study (Kelley and Austin, 1972a) is in progress
to provide more accurate data.

Berryman has written of the need for post-secondary school training
to prepare therapeutic recreation leaders. In her words:

Although (nationally) there are college and university training
programs for recreational personnel, these courses appeal mainly
to individuals on the bachelor's degree level and above, who
will assume supervisory and administrative responsibilities for
recreation programs. There is no possibility that these degree
programs can meet the emerging need for trained personnel to
engage in day-to-day contacts with patients. As a consequence,
a nationwide demand is appearing for post-secondary school training
programs (at a community college or vocational training level) to
prepare personnel to fill the growing number of para-professional
jobs. (Berryman, 1971c, p. 2.)

A national survey by Martins (1971) revealed that there are only two
Illinois universities providing professional degree programs in therapeutic
recreation. A recent Office of Recreation and Park Resources survey (Kelley
and Austin, 1972b) found that while 21 junior colleges reported having course
work in recreation, only two junior colleges indicated having an introductory
course in therapeutic recreation. In neither case were these courses co-
ordinated with four-year professional programs provided by the universities,
nor were they in any way coordinated or linked to standards being developed
at the national level by the National Therapeutic Recreation Society.

Recognizing this grox^ing gap between human need and the capacity of
institutions of higher education to provide the coordination, training
resources, and manpower to meet these needs, the Department of Recreation
and Park Administration, through its Office of Recreation and Park Resources,
is initiating development of a special three-year project to establish and
evaluate a prototype curriculum in therapeutic recreation. This model
curriculum will be coordinated with standards being developed at the
national level by the National Therapeutic Recreation Society as well as
being coordinated with the four-year university programs. It is intended
that the design of this prototype curriculum will not only serve as a model
for Illinois, but will be broad enough to be applicable throughout the nation.
The primary purpose will be to develop and evaluate a two-year junior college

training program that will prepare entry- level* personnel for the field of
therapeutic recreation for the ultimate delivery of services to handicapped
children and youth .

Funding for this project is made possible by Public Law 91-230, passed
in April of 1970. This law provides federal funds for the preparation of
various specialists, including recreation, to work with the handicapped.
Multi-year financial assistance is being requested to support a three-phased
project. Phase I would be a planning year, in which the program would be
developed in cooperation with three selected junior colleges in various parts
of the State of Illinois. Close association with both institutional and
community therapeutic recreation agencies is seen as essential in all facets
of the program, including curriculum development and implementation.

Phase II of the project will focus on implementation.

Phase III will focus on evaluation and refinement of the program.

A document containing a model curriculum developed under the grant
would be published for national distribution so that it would serve as a
guideline to establishing similar programs.

Objectives

Primary Purpose

The primary purpose is to develop and evaluate a two-year college training
program that will prepare entry-level personnel for the field of therapeutic
recreation for the ultimate delivery of services to handicapped children and
youth.

Objectives (Year One )

1. Identify competencies required for functioning at an entry-
level position in therapeutic recreation for handicapped
children and youth, as the basis for developing a model
curriculum.

2. Establish behavioral objectives, related to competencies, by
which courses related to therapeutic recreation will be chosen
and around which therapeutic recreation course content will be
developed.

3. Develop therapeutic recreation courses, including field
experiences, using behavioral objectives as the basis for
course formulation. (This process is to include the pro-
duction of video-tape and other audio/visual presentations
to be used in teaching.)

* Entry-level is to be equated with the NTRS registration classification of
"recreation leader" or sometimes referred to as "therapeutic recreation
technician."

4. Determine criteria for selection of field practician situations
and select appropriate agencies and institutions for student
field practician experiences.*

5. Determine role and function of junior college instructors and
field practicum advisors to be involved in implementation of
curriculum, and develop orientation and training programs for
these personnel.

6. Identify criteria for selection of students and establish
recruitment programs, with concern for the recruitment of
minority group persons and handicapped individuals.

7. Locate and/or develop and pretest evaluation instruments to
be used in the project.

8. Evaluate and report progress for the planning phase of the
project.

Objectives (Year Two )

1. Implement prototype program in three junior colleges with
provision of supportive services from university staff and
resources to the instructional program.

2. Preliminary evaluation of:

a. course content

b. field practicum

c. instruction

d. new instructional techniques.

3. Continue development of the therapeutic recreation courses to
be implemented during the second year of instruction. (This
objective is to include further video-tape productions.)

4. Evaluate and report progress for the initial year of curriculum
implementation.

Objectives (Year Three)

1. Hake necessary curriculum revisions as suggested after the
first year of implementation.

2. Continue the evaluation of the curriculum and its effect upon
developing identified competencies in graduates.

* "Field practicum" is intended to mean practical work experiences provided
in concurrence with academic work. It would be similar to an internship in
that the student would be provided a structured work experience under the
supervision of a qualified professional. It is anticipated that students
will spend 15-20 hours per week in field practicum experiences.

3. Junior colleges develop and implement ways and means to place
graduates and educate the potential employers as to the work
potential of graduates.

4. Prepare a document for consumption by junior colleges wishing
to initiate therapeutic recreation curricula.

5. Establish a method for national distribution of the model
curriculum.

6. Evaluate and report on the project.

Description of Activities

A project curriculum development model has been formulated in order to
guide the project staff in its task (see curriculum development model chart
on the following page). Topical headings in the "description of activities"
section correspond to the activities to be undertaken during the planning
year in order to meet the objectives related to the model.

Identification of Competencies

Initial emphasis will be placed upon the identification of competencies
required in role functioning at the entry-level position in therapeutic
recreation. Variables to be considered are: knowledge and attitudes about
the handicapped; knowledge and skills in recreation activities; and compe-
tencies in observation, treatment, behavioral management, and program
evaluation.

Sources to be drawn upon in the identification of competencies are:

1. Professional documents such as "Guidelines for Professional
Preparation Programs in Physical Education and Recreation for
the Handicapped (resulting from a project conducted by the
American Association for Health, Physical Education and Recre-
ation in cooperation with the National Recreation and Park
Association, funded by the Bureau of Education for the Handi-
capped), and "Development of Education Programs for New Careers
in Recreation Services for the Disabled" (resulting from a
project conducted by Doris Berryman of New York University
which was funded by the U. S. Office of Education, Bureau of
Research) .

2. Guideline standards currently being developed by several special
committees of the National Therapeutic Recreation Society.

3. National leaders in recreation for handicapped children and
youth will be selected as consultants to lend their expertise
and knowledge regarding competencies.

4. Knowledge of therapeutic recreation staff of the University of
Illinois which will include instructional as well as field
services personnel.

PROJECT CURRICULUM DEVELOPMENT MODEL*

Identify Competencies

a. Survey of professionals.

b. Project staff and consultants.

State Specific Objectives for Instruction

a. State in terms of observable acts or behaviors.

b. Categorize in constant groupings.

c. Consider constraints or limitations.

Select Appropriate Learning Experiences Based on Stated Objectives

a. General education courses.

b. Therapeutic recreation courses and field experiences.

Develop Courses in Therapeutic Recreation and Evaluation Tools

a. Classroom.

b. In the field.

Implementation of Curriculum

a. Pretest students.

b. Implement program with conviction,

Evaluation of Objectives

a. Conformance.

b. Discrepancy.

Analysis and Revision

a. Maintain or revise objectives.

b. Maintain or revise methods of reaching or measuring objectives,

c. "Recycle" revisions.

* This model is based upon various models outlined in Behavioral Objectives
in Curriculum Development, Kapfer, M.D. (ed.).

5. Consultation regarding competencies with therapeutic recreation
professionals within the State of Illinois.

6. Finally, a selected group of university students who have com-
pleted field experiences will be called upon to provide input
into the determination of competencies as well as contributing
to curriculum development.

Curriculum Development

The output of the above groups consulted in the identification of
competencies will be compiled into conceptual areas. Competencies will be
operationally defined so that a modular structure may be developed upon which
the model curriculum will be established. All stages of curriculum develop-
ment will involve junior college staff and university staff with consideration
given to coordinating between these resources so that a "ladder effect" such
as that developed in the New York State Department of Mental Hygiene (Berryman,
1971c) will be included in planning.

a It is anticipated that a major portion of the curriculum will be based
upon a philosophy of a "college without walls," meaning that the clinical
training and other experiences away from the college will be essential com-
ponents of each student's program. A related goal will be to develop "com-
munity therapeutic recreation education centers" based at hospitals, clinics,
state schools, and public recreation agencies. Preliminary discussions have
been held with the State of Illinois, Department of Mental Health which is
anticipated to be the primary agency for field practicum programs. They have
indicated their desire to cooperate in this aspect of the project.

Whereas the Office of Recreation and Park Resources at the University
of Illinois currently maintains close relationships with many of the major
institutions through existing practicum programs and field services, each
of the junior colleges engaged in the project will be expected to cultivate
similar relationships with those institutions and agencies which will serve
as educational centers (field practicum stations) for their students. Con-
sultation and assistance by the principal investigator, curriculum coordinator,
and the university staff will assist the junior colleges in establishing and
developing these relationships. The centers will be viewed not only as places
where students may gain field practicum experiences, but as clinical and field
extensions of the junior colleges, i.e., facilities where existing workers in
the field attached to the educational centers may upgrade their skills through
junior college course work as well as through joint in-service training programs
and other involvement. Staff from these centers will receive short courses
and other educational support as a means of upgrading their skills in prepara-
tion for their participation in the project.

It is also anticipated that new courses in therapeutic recreation will
result from the aforementioned determination of competencies. The expertise
of the University of Illinois staff in therapeutic recreation, special educa-
tion, and adaptive physical education and project staff will be utilized in
the development of these new courses. Additionally, course content of other
junior colleges and universities will be investigated in an effort to find the
best means to reach the identified competencies. Also, other related courses
offered in the three junior colleges participating in the project will be inves-
tigated for their possible inclusions in the therapeutic recreation curriculum.

One aspect in the development of course content will involve the utiliza-
tion of video-tape and other audio/visual presentations. It is estimated
that six, 30-40 minute video tapes will be developed during the planning
year of the grant. Materials concerning each video-tape presentation will
be incorporated into course syllabi.

The development of video-tape productions will be tied closely to cur-
riculum development so that presentations will be a meaningful part of the
various therapeutic recreation courses. Therefore, it. is estimated that it
will be practical to produce six presentations during the planning year, with
titles and content decided upon once course objectives and outlines are
established. During the second year of the project, eight to twelve more
presentations will be produced. Again, these presentations will be integrated
into the overall teaching objectives set for curriculum planning. Budget item
number IV provides further information regarding the practical implementation
of video-tape programs.

Through the use of the medium of video tape, students will have the oppor-
tunity to hear and see discussions by noted authorities as well as demonstra-
tions of various techniques and programs. Video-tape presentations similar in
format have been successfully used by Dr. Frank Costin of the Psychology
Department of the University of Illinois. The Television Program Division of
the Office of Instructional Resources (which worked with Dr. Costin) would be
available to assist with the project.

Throughout the curriculum development process, the junior college staff
and local field advisors, i.e., supervisors, in the therapeutic recreation
education centers will be working closely with the curriculum coordinator
and his staff to assure overall coordination of the various aspects of cur-
riculum planning. Regular meetings will be held to guarantee specific inputs
by all concerned. Such close associations between community and education
specialists is seen as essential to curriculum development and implementation.

In developing the final curriculum, care will be taken to insure students
the opportunity for normal college life (e.g., student government, athletics,
and recreational activities; .

Student Selection and Recruitment

Admissions requirements of the three individual junior colleges will be
identified and published in recruitment materials prepared as part of the
project. Plans, at this time, call for 15-20 full-time students to be admitted
into the program at each college during the first year of implementation, with
a like number admitted during the second year. If space is not available for
all students applying, student selection criteria of each college will be
employed with the additional criteria that special considerations be given to
those applicants who have displayed previous involvement within the field of
therapeutic recreation.

Knowledge of student skills, gained through pretest and interviews, will
serve as one guide to determining instructional methods and materials. Pro-
cedures will also be developed so that students may proficiency courses and/or
field experiences if this is feasible within existing college structures.

An intent of this grant carries a responsibility to provide for recruit-
ment of qualified minority group persons, as well as handicapped persons.
This intent is based upon the following factors: (1) Associate degree programs
in junior colleges are seen as an appropriate entry- level for many minority
group members who may not be able to gain admission into four-year college
programs, or who may prefer the advantages of a two-year program. (2) Thera-
peutic recreation services are needed most in inner-city and rural areas.
High incidence of illness and disability in the inner-city areas calls for
minority group representation in manpower training programs. Rural areas have
traditionally been lacking in organized programs for ill and disabled children
and youth. Student representation from these areas is vital to the establish-
ment of needed programs and services. (3) Associate degree programs would
provide new training and employment opportunities for handicapped persons.
This objective and the concomitant activities to achieve the objective are in
consonance with recommendations growing out of a special project, Developing
Opportunities for the Handicapped in Recreation, Parks and Leisure^ .Services,
reported in a recent publication, "Guidelines for Action" (published by NRPA
with funds provided by RSA Grant Number 800-T-70). (4) The recruitment of
qualified minority group students into the program meets the spirit of a
resolution passed by the Society of Park and Recreation Educators (SPRE) to
bring more minority group individuals into all facets of the recreation
professions.

The project staff will work with the junior colleges to formulate a
recruitment program to encourage students from minority groups to enroll in
the therapeutic recreation curriculum. It is anticipated that inner-city
physical education programs developed by the Department of Physical Education
at the University of Illinois will aid project staff in establishing effective
recruitment programs for minority groups.

Employment of Instructors

Three instructors, one at each junior college, will be employed. These
instructors will be responsible for direct implementation of the curriculum
during the second and third years of the grant. They will be members of the
faculties of the colleges, and, therefore, both the criteria for selection
and actual selection of individuals to be employed will be mutually agreed
upon by the colleges and the project director. I t is anticipated that the
selection process will be completed prior to April 1, 1974.

The grant will cover the total salaries of the instructors during the
first year of implementation (i.e., the second grant year). During the final
grant year, the colleges will incumber one-half of the instructor's salary with
the intent that they would incorporate the positions into their college
budgets when the grant expires. This, of course, is based on the assumption
that the project will meet its primary objectives.

The actual starting date for the instructors will be May 1, 1974
(approximately four months prior to curriculum implementation). This starting
date will provide sufficient time for orientation and in-service training of
the instructors, and for instructor involvement in curriculum development.

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■
-

.-

I

■

-

The starting date and instructor activities are recommended on the basis
of: 1) projections made by the principal investigator as a result of investi-
gations in the preparation of the grant proposal; and 2) recommendations made
following the implementation of a similar junior college program to train
registered nurses (Allen, 1971).

Virginia Allen, who directed the Newton Junior College (Massachusetts)
project to develop and implement an associate of arts curriculum in nursing, has
recommended that :

Faculty be employed during the planning year to participate in
curriculum development and to plan specific clinical portions.
Six months prior to admission of the students is recommended.*

and

Plans to be specific regarding faculty orientation to the college and
the nursing program, and that provisions be made for continuing in-
service education according to the needs of individual faculty members.
Faculty new to the associate degree nursing program may be able to
accept the philosophy intellectually, but have difficulty in its
application. It is only through support and encouragement from the
department that faculty members can assume more flexible and creative
roles. (Allen, pp. 166-67.)

Therefore, activities of the instructor during the first four months of
employment would include the following areas :

A. Orientation of Instructors

1. Become familiar with the philosophy and objectives of the
project as contained in the proposal.

2. Become familiar with project staff.

3. Become familiar with university staff and the Office of
Recreation and Park Resources, teaching and research faculty
in the Department of Recreation and Park Administration, and
selected faculty in the Departments of Special Education and
Physical Education.

4. Become familiar with the resources of the university, including
the library and the Office of Instructional Resources.

5. Become familiar with their department in the junior college and
with the staff and resources of the college in general.

6. Become familiar with their responsibilities as junior college
instructors.

7. Understand the policies of their junior college department.

*Budget considerations require that faculty training be limited to four months.

10

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8. Become familiar with the community in which the junior college is
located and to gain an understanding of the local health,
education, and recreation agencies.

B. Orientation of Other Junior College Faculty

Each instructor, in conjunction with the head of his department, will
meet with appropriate college faculty from other departments to share
the project philosophy, objectives, and progress in curriculum develop-
ment.

C. In-Service Education of Instructors

1. An instructor can only objectively know if he teaches and achieves
what he aims to achieve if he has prior knowledge of what he in-
tends to achieve, and lists actual observable behavior that he
will accept as evidence of achievement. Therefore, assistance
will be provided instructors in setting behavioral objectives and
measuring outcomes.

2. Instructors will set behavioral objectives they personally would
like to achieve in order to become better teachers. The principle
investigator and the curriculum coordinator will assist instructors
in this process and suggest appropriate resources for learning.
The Departments of Special Education and Physical Education of the
University of Illinois have agreed to assist the project staff and
the Office of Recreation and Park Resources in individual instructor
training.

D. Participation of Instructors in Curriculum Development

1. Instructors will work with the curriculum coordinator in estab-
lishing ways by which behavioral objectives may be reached in-
cluding the development of courses in therapeutic recreation.

2. Instructors will work with their department heads, in concert
with project staff,, in identifying specific educational centers
(i.e., hospitals, recreation agencies, etc.) with whom his in-
stitution will be associated. Additionally, the instructors
will work out contractual agreements with these educational
centers.

Training Pr ogra m

In addition to the planned program of professional development for the
instructors, short courses will be provided for local field practicum advisors.
3oth university faculty and consultants will be expected to lend their expertise
to these training sessions. The first training session for advisors in the
therapeutic recreation education center programs will be held in late August
or early September, 1974. This training session will be held on the University
of Illinois campus (Urbana-Champaign) for all field practicum advisors. The
session will be planned and conducted by the project staff and the junior college
department heads and instructors. Following this initial major session, junior
college instructors will conduct regularly scheduled workshops and seminars with
the field practicum advisors -in their local areas.

11

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Evaluation Development

A half-time (i.e., 20 hours weekly for six months) research assistant
working under the direct supervision of the curriculum coordinator will be
employed under the grant to work specifically in the area of evaluation. The
Office of Instructional Resources, Division of Measurement and Evaluation, has
agreed to work closely with the project in the development of methods and
techniques to evaluate the affects of the curriculum in producing professional
competencies. The Division of Measurement and Evaluation has offered to house
the research assistant so that he may have access to excellent resources located
within the office.

Evaluation and Progress Report

It will be the responsibility of the project director to evaluate the
progress made on the objectives set forth for "Year One" and to make a complete
report to the Bureau of Education for the Handicapped, U. S. Office of Education.

Coordinated Efforts with ORPR

Manpower Demands

The Office of Recreation and Park Resources, therapeutic recreation
specialist, has the responsibility to refine methods of assessing needs in
manpower development within the state of Illinois. As reported earlier, some
work has already been done in this area. However, these efforts will be
expanded in order to provide realistic guidelines in developing Instructional
programs that will keep pace with manpower requirements.

Public Awareness and Promotion of New Programs

In the spirit of present activities of the Office of Recreation and Park
Resources, staff will use every opportunity and resource available to foster
public awareness of the recreation needs of ill and disabled children and youth.
Closely tied to public awareness is the establishment of new programs for
handicapped children. It will be the responsibility of ORPR and the project
staff in cooperation with the junior colleges and field personnel to make
specific plans to foster public awareness and encourage the establishment of
new programs and services.

Timetable for Planning Year*

On or by:

September 1, 1973 — Project staff ( curriculum coordinator and
graduate assistants) will be employed and meetings held to
organize specifics of the project.

October 31, 1973 — General agreements between project staff and
junior colleges will be written and signed.

*Timetable for planning year represents slight modification from original pro-
jections because of budgetary changes and employment date of curriculum co-
ordinator.

12

November 1, 1973 — Competencies of associate degree graduates in
therapeutic recreation will have been identified and considered
in terms of limitation or constraints (preliminaries toward this
work to begin in the summer of 1973).

December 1, 1973 — Consultants and advisory groups will have held
formal meetings.

December 1, 1973 — Position of junior college instructors will have
been advertised through state and national professional organizations.

December 1, 1973 — Plans for video-tape presentations number 1 and 2
will have been prepared (i.e., "Philosophy of Therapeutic Recreation"
and "Introduction to National Organizations Concerned with Handicapped
Children and Youth").

January 1, 1974 — Specific behavioral objectives will have been written
for review by consultant group.

February 1, 1974 — Behavioral objectives will have been categorized.
Determinations will have been made as to possible non-therapeutic
recreation courses in which objectives could be accomplished and
tentative therapeutic recreation courses listed.

February 1, 1974 — Rasic broad evaluation instruments presented to
consultants for review.

February 15, 1974 — Recruitment brochure printed and distributed to
junior colleges.

March 1, 1974 — The production of video-tape presentations 1 and 2
completed.

March 15, 1974 — List of titles for remaining video-tape productions
prepared with tentative content outlined.

April 1, 1974— Decisions on individuals selected as junior college
instructors will have been accomplished.

April 15, 1974 — Listing of curriculum in the form of course titles,
general course content, and hours of credit.

May 1, 1974 — Starting date for instructors. Instructors' orientation
program begins.

May 15, 1974 — Basic broad evaluation instruments finalized.

Hay 15, 197 4 — Beginning of instructors' in-service training program and
instructor involvement in curriculum development.

May 15, 1974 — Plans prepared for video-tape presentation 3 and 4.

13

June 1, 1974 — Production of video-tape presentations 3 and 4 completed.

July 1, 1974 — Contractual agreements between junior colleges and
education centers (i.e., hospitals, recreation agencies, etc.)
written and signed.

July 1, 1974 — Plans prepared for video-tape presentation 5 and 6.

July 15, 1974 — Submission of therapeutic recreation course material to
consultants for final revisions.

July 15, 1974 — Production of video-tape presentations 5 and 6 completed.

August 1, 19 74 — Students to enter the program have been selected and
counseled regarding the program.

August 1, 1974 — Timetable for second year submitted to consultants.

August 1, 1974 — Plans for field supervisors meeting finalized.

August 15, 1974 — Field supervisors meeting at the university held by
mid- August.

August 15, 1974 — Final planning year meeting of consultants (held in
conjunction with field supervisors' meeting).

September 1974- — Implement program.

Year Two

Implementation of Curriculum

Within the second year of the grant, actual implementation of the curricu-
lum will be initiated. The first students admitted into the curriculum will
begin academic preparation in the fall of 1974.

The thrust of the project will be toward providing the best possible
methods of instruction utilizing the full resources of the junior colleges,
therapeutic tecioatiou education centers, and suppottive seivices of the
project staff and the university. Instructional materials and techniques
developed during the planning year will be field tested and evaluated for
possible revision. Work will continue during this period on the second
year curriculum.

At the termination of year two of the grant, the project director will
evaluate and report the progress made on implementation of the curriculum.

14

Year Three

Focus on Evaluation

During the third and final year of the project, implementation of the
curriculum will continue. Primary emphasis, however, will be placed upon a
major evaluation of the curriculum and its effect upon developing identified
competencies in the students. A document for consumption by junior colleges
wishing to initiate therapeutic recreation curricula will be prepared and a
method established for national distribution of the model curriculum.

The project director, at the end of the third year, will submit a complete
evaluation and progress report to the Bureau of Education for the Handicapped,
including specific recommendations for further research and development of cur- '
ricula in therapeutic recreation.

Evaluation

Ultimately, any educational enterprise is judged by the standards its
graduates are perceived to have attained This judgment determines the
extent to which potential students enter the program and whether resources
are expanded to maintain the enterprise. In the broad sense, the quality of
the delivery of therapeutic recreation services to handicapped children and
youth by graduates of the two-year colleges is seen as the most valid and im-
portant variable to be evaluated. However, a long-range evaluation program
would be required to measure the quality of services provided by graduates.
In recognition of the limitations imposed by this three-year project, the
following steps will be pursued in determination of the effectiveness of the
curriculum.

Various techniques will be utilized to arrive at valid measure of terminal
behavior acquired during training. It is anticipated that these measures will
be concerned with behavioral objectives derived from identified competencies
in: (1) knowledge about disabilities! (2) attitudes towards disabilities;
(3) knowledge and skills in recreational activities; (4) knowledge and skills
in leadership techniques program planning; (5) knowledge and skills in estab-
lishing therapeutic relationships with clients. The accomplishment of measur-
ing behavioral objectives in the above competency categories is seen as a
major evaluation component. Tests will be developed to measure competencies
for each didactic and/or experiential component of the curriculum.

General Assessment

A more general assessment of the students' achievement will be admin-
istered in pretest, post-test, and post-test only evaluations comparing
graduates of the program with "general recreation" graduates of two-year
programs and workers practicing in the field of therapeutic recreation in
entry-level positions. Among the test to be employed are tests to assess
attitudes towards the disabled, therapeutic recreation knowledge and skill,
and general educational achievement. Standardized tests are available for
measuring general attitudes (R. Efron and H. Efron, 1967), (J. Cohen and
E. L. Struening, 1962), and (J. Siller, D. Varn, L. Ferguson, and B. Holland,

15

1963). A standardized educational achievement test will be employed. No
standardized tests are available for measuring recreational knowledge, but
such tests will be developed following preliminary work done by Berryman (1971)
and Stein (1972).

With respect to meeting broad educational objectives related to identified
competencies, measurement of teaching effectiveness in particular educational
situations (i.e., courses and field practicums) is an additional means of
evaluation which will be employed. Answers are required to the following
questions: (1) What are the students' reactions to particular courses? and (2)
What were the staff reactions to particular courses?

Student Reaction

The most appropriate instrument for tapping students' reactions would
appear to be Illinois Course Evaluation Questionnaire (Spencer and Aleamoni,
1969). This instrument has a sound technical base, it can be machine scored,
administered by the instructor, has diagnostic as well as classificational
qualities, construct validity and very high reliability. This instrument
will be used to compare therapeutic recreation courses with other college
courses to assess student reactions to methods of instruction, course content,
interest in the courses, instructor evaluation, and general attitudes toward
the course.

Staff Reaction

Student evaluations of instructors has been found to correlate highly
(r = 0.7+) with peer evaluations of those instructors (Stallings and Spencer,
1967) . Because of the finding of such a high correlation and the fact that such
observations would be very time consuming since many observations would have
to be made in order to make a reliable evaluation, it is felt that this tech-
nique will be restricted to evaluations of video-tape presentations. In
addition, student reactions to video-tape productions will also be sought.

Other means of course evaluation, including practician experiences, are
planned for development under a grant recently submitted to the Bureau pf Educa-
tion for the Handicapped by Dr. Joseph J. Bannon, Acting Head, Department of
Recreation and Park Administration, University of Illinois. Although the
grant deals exclusively with graduate education, it is anticipated that evalu-
ative techniques developed under the grant may be modified for utilization
in evaluation of junior college programs.

In regard to evaluation of outcomes sought during the planning year, the
panel of consultants and university staff will be utilized to analyze the
quality and quantity of outcomes.

Personnel

Jerry P. Kelley, M.A. , Project Director and Principal Investigator

Therapeutic Recreation Specialist, Office of Recreation and Park Resources,
Department of Recreation and Park Administration, University of Illinois.

16

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Mr. Kelley will, as project director and principal investigator, be directly
responsible for supervising the detailed implementation of the project. His
experience in consultation, instruction, administration, and leadership in
therapeutic recreation well qualifies him for his role in the project. (44%)

Gary M. Robb, M.S., Project Curr iculum Coordinator

Assistant Professor, Office of Recreation and Park Resources, Department
of Recreation and Park Administration, University of .Illinois. Mr. Robb will
devote 100 percent of his time toward the accomplishing of the objectives of
the project. He will have direct responsibility for curriculum development.
He has an M.S. degree in therapeutic recreation from the University of Utah.
Most recently, Mr. Robb has developed the therapeutic recreation option in the
Department of Leisure Studies and Services at the University of Massachusetts.
He has been Director of Camp Allen for Handicapped Children in Bedford, New
Hampshire, and previously was Director of Therapeutic Recreation at the
Children's Psychiatric Center in Salt Lake City, Utah. Mr. Robb is past chair-
man of the National Therapeutic Recreation Society's Inservice Training, Pro-
fessional Development, and Employment of the Handicapped Committees. As chair-
man of the Inservice Training Committee, he coordinated the development of a
200 hour Inservice Training Guideline for Therapeutic Recreation Assistants.
He is an editorial consultant to the National Therapeutic Recreation Journal
and has recently been elected to the Board of Directors of the National
Therapeutic Recreation Society. He is registered as a Master Therapeutic
Recreation Specialist. (100%)

Marilyn Ragle, Secretary

Qualifications to meet the quality standards established by the Office
of Recreation and Park Resources, University of Illinois. Full time to be
devoted to work with the project (i.e., typing correspondence, reports, cur-
riculum, course and practicum materials, etc., telephone answering, secretarial
services for short courses, workshops, and related duties). (100%)

Graduate Assistant

A graduate student with skills in the area of educational evaluation. To
work closely with the Measurement and Research Division of the Office of
Instructional Resources under the supervision of the curriculum coordinator
In planning for and implementing evaluation techniques and instruments. Addi-
tionally, this person will assist the curriculum coordinator in stating be-
havioral objectives and in conducting training of junior college instructors
in principles of stating and measuring behavioral objectives. (50% for six
months )

Kathy Halberg and Jill Moody, Graduate Assistants

Graduate students in therapeutic recreation in the Department of Recreation
and Park Administration to serve as general assistants to project staff with
primary duties in the areas of: (1) arrangements for consultant and advisory
committee meetings, instructor orientation and the field supervisor workshop;
(2) working in the production of Instructional materials, primarily with video-
tape presentations; and (3) assist in development of recruitment brochure.
(25% — i.e., 'quarter-time appointments")

17

Joseph J. Bannon, Ph.D., Acting Head, Department of Recreation and Park
Administration

Dr. Bannon has administered a number of federal and state grants during
his five years as Chief of the Office of Recreation and Park Resources. The
most recent was the Roving Leader Project funded by the Office of Education,
Division of Manpower Development and Training. (5%)

George A. Lowrey, Ph.D.

Coordinator of curriculum and instruction, Department of Recreation and
Park Administration, University of Illinois. Dr. Lowrey will be extremely
valuable in providing expertise in the areas of curriculum and course develop-
ment. He has served in his present position for the past five years. (5%)

Scout Gunn, Ph.D., Coordinator of the Therapeutic Recreation Curriculum

Assistant Professor, Department of Recreation and Park Administration,
University of Illinois. Dr. Gunn possesses skills and interest in special
education as well as therapeutic recreation and will provide expertise to
curriculum and course development. She will also be involved in planning for
recruitment of students from minority groups. (10%)

Rainer Martens, Ph.D.

Director of the Motor Performance and Play Research Laboratory, Children's
Research Center (a unit of the Department of Recreation and Park Administration)
will serve as consultant in testing and evaluation of the project as well as
serving as "lecturer" in video-tape presentations. Dr. Martens has extension
experience in research and teaching. (2%)

Robert Szyman, Supervisor of Recreation and Athletics

Instructor, Division of Rehabilitation-Education Services, University of
Illinois. Mr. Szyman will lend his skills in the areas of college instruction
to course development. He will also serve as a "lecturer" in video-tape
presentations. (2%)

Timothy J. Nugent, M.S.

Director of the Division of Rehabilitation-Education Services, University
of Illinois. Professor Nugent, internationally known worker for the physically
disabled, will serve on the professional advisory committee, as well as serve
as a "lecturer" for video-tape presentations. (1%)

Jack Razor, P.E.D.

Assistant Head of Department of Physical Education for Men, University of
Illinois. Dr. Razor is to serve as the central contact person between the
Department of Physical Education and the project staff. (2%)

18

Max Spriggs, Ed.D.

Chairman in the Department of Special Education, University of Illinois .
Dr. Spriggs is to serve as the central contact person between the Department
of Special Education and the project staff. (2%)

Other Personnel

Other staff of the Department of Recreation and Park Administration will
participate in various aspects of the project. Mr. David Miller, supervisor
of field practicum for the department, will lend assistance in development of
the field practicum manual. Also, consultants of the Office of Recreation
and Park Resources will be available to the project. Other instructors and
researchers will be available to consult with project staff and serve as
resource persons to video-tape presentations, and instructors in short courses
offered to junior college instructors and local supervisors.

Various additional staff from the three junior colleges will be actively
working with the project staff during the planning year.

19

Roles and Functions of Advisory Committees and Consultants
Consultants

The following national leaders in therapeutic recreation will be asked to
serve as consultants. They are;

Dr. Doris Berryman, New York University

Dr. Fred Humphrey, Temple University

Dr. John Nesbitt, University of Iowa

Mr. David Park, National Therapeutic Recreation Society

Dr. Julian Stein, AAHPER

Mr. Joe Williams, Northwestern Connecticut Community College

Dr. David Austin, North Texas State University

The consultant group will be used as a national sounding board in develop-
ing the curriculum including the development of: (1) a list of the competencies
to be gained by students in the program; (2) course objectives and content; (3)
video-tape presentations; (4) evaluation tools; and (5) national distribution
of model curriculum.

It is anticipated that the consultants will meet as a group a minimum of
two times during the planning year and at least three times during the follow-
ing two years. Other suggestions from consultants will be gained through the
mailing of documents and telephone conversations.

Advisory Committees

The professional advisory committee will be composed of therapeutic
recreation professionals from the State of Illinois. These professionals will
primarily be from various agencies which provide therapeutic recreation services
to handicapped children. Junior college and university faculty will also be
represented. It is anticipated that it will be composed of from 10 to 15
professionals and educators.

The committee will be utilized to review projected competencies to be
possessed by graduates of the program and to suggest ways and means by which
to train students, particularly in field practicum situations.

It is anticipated that this committee will meet a minimum of two times
during the planning year, with additional meetings as appropriate during the
final two grant years.

The general advisory committee will be composed of two therapeutic recre-
ation professionals, departmental chairmen from the junior colleges, repre-
sentatives from the recreation curricula at Southern Illinois University and
the University of Illinois, and representatives from the state departments of
mental health, public health, vocational rehabilitation, and public instruction
(to include special education and physical education) .

The task of the general advisory committee will be to supply general guide-
lines to the overall development and organization of the project with particular
concern for a career ladder for recreation personnel. It is anticipated that thit
committee will meet at least annually to make suggestions concerning the project.

20

Facilities

Prime facilities to be utilized in the project are those of: (1) the
University of Illinois at Urbana-Champaign, (2) the three junior colleges,
and (3) various institutions and agencies.

The University of Illinois

The Office of Recreation and Park Resources will supply office space and
equipment for the curriculum coordinator, secretary, and two research assistants.
Temporary office space will also be provided junior college instructors during
orientation period. The Office of Instructional Resources will provide office
space for one research assistant. Conference rooms and classrooms will be
available to the project for meeting, workshops, and short courses. The Univer-
sity of Illinois Library (third largest university library in America) will be
available for use by project staff.

Junior Colleges

The junior colleges will provide office space and equipment for the
instructors in therapeutic recreation. Classrooms and labs xjill be made
available for student instruction and short courses for local supervisors.

Institutions and Agencies

Several outstanding agencies located in proximity to the junior colleges
are being contacted and evaluated as possible sites for student field practi-
cum. These include the Rehabilitation Institute of Chicago, the Illinois
State Psychiatric Institute (Chicago), the Chicago Park District, the Adler
Zone Center (Champaign), the Cunningham Children's Home (Urbana), the Champaign
Park District (Champaign), and others.

21

Budget
(Year One)
I. Total Salaries

A. Curriculum Coordinator (Gary Robb) $15,500.00

B. Graduate Assistant (Kathy Halberg) 1,800.00

C. Graduate Assistant (Jill Moody) ..... ... 1,800.00

D. Graduate Assistant (open) i^vL 1,800.00

E. Secretary (Marilyn Ragle) . ... 6,800.00

F. Parkland College Instructor (4 months). . 4,168.00

G. Triton College Instructor (4 months). .... . 4,168.00

*H. College Instructor (4 months) 4,168.00

Total $40,204.00

II. Employee Benefits and Services

A. University of Illinois Employees $3,013.00

B. Community College Employees ....... 1,689.00

Total $4,702.00

III. Travel

A. Project Consultants Travel ...... $2,004.00

B. Curriculum Coordinator )

Principle Investigator}. . 2,550.00

Graduate Assistants )

C. Field Practicum Advisors, . 400.00

D. General and Professional Advisory Committee 200.00

E. National Congress Expenses (Curriculum Coordinator) . . . 250.00

Total $5,404.00
IV. Total Contracted Services

A. Lectures ....... $ 300.00

B. Video-Tape Productions. . 6,110.00

Total $6,410.00
V. Total Communications (telephone, stamps) ..... $ 500.00

*Because of change in employment date of the curriculum coordinator, the third
college has not been selected. Three colleges have been contacted and final
selection will be made by October 31, 1973.

22

VI. Office Supplies ............... $ 386.00

VII. Reproduction and Duplication $2,000.00

VIII. Total Miscellaneous Project Expenses ..... $ 300.00

IX. Total Instructional Supplies ..... $ 200.00

X. Total Library Materials

A. Printed Materials $ 500.00

B. Adio- Visual Materials ...... 750.00

Total $1,250.00

Total Direct Cost $61,356.00

Total Indirect Cost (@ 8%) $ 4,910.00

Total Cost $66,266.00

23

Budget Explanation
(Year One)

I. Total Salaries

This item totals $40,204.00, which includes the salaries of the curri-
culum coordinator, three junior college instructors (four months), a
secretary, and three research assistants (i.e., graduate assistants).

Professional Staff ($28,004)

This item covers the salary ($15,500) of the curriculum coordinator and
four months salary for the three junior college instructors ($12,504). All
project staff will be provided office space by the Office of Recreation and
Park Resources.

Secretary ($6,800)

A full-time secretary (clerk-stenographer III, $6,800) will be responsi-
ble to the project director-principle investigator and curriculum coordi-
nator for the purpose of typing reports, letters, agenda, and other materials
related to the project such as curriculum outlines, course syllabi, and
field practicum policies and procedures.

Graduate Assistants ($5,400)

Three quarter-time graduate assistants will be employed to assist in
project development. One assistant will have a background in services to
the therapeutic recreation field. The other will be grounded in education
with skills in curriculum development. The third will have skills in
curriculum evaluation. He will be provided office space in the Measurement
and Research Division of the Office of Instructional Resources so that he
may have access to the office's resource personnel.

II. Employee Benefits and Services ($4, 702)

These benefits will be for the curriculum coordinator, secretary, and
instructors. Benefits are figured at the current accepted rate (13.51%) of
salary and include workman's compensation, retirement, and health insurance
benefits. Benefits for the two research assistants are figured at 1.9% of
salary.

III. Travel

Consultants' Travel and Per Diem ($2,004) . During the planning year,
it is anticipated that the six consultants will make two trips to Champaign.
The trip would be two days in length. Thus, at $25 per diem, the per diem
cost would be $600 (i.e., 24 days @ $25 per day). The travel costs for the
six consultants are listed below:

24

Round trip air fare* between Champaign and:

Washington, D. C. $110

Washington, D. C. 110

New York City 128

Harrisburg, Pa. 140

Hartford, Conn. 154

Iowa City 60

*Tourist class.

The total cost of consultant travel for two trips to Champaign would be
$1,404. Thus, the total travel and per diem expenditures would be $2,004.
This figure constitutes the total expenditures for consultants since no
"consultant's fee" will be provided.

Travel of Curriculum Coordinator, Principle Investigator and Graduate
Assistants ($2,550) . Extensive travel is anticipated during the planning
phase. This travel will help to insure a close working relationship be-
tween project staff and junior college faculty and potential field practicum
advisors. It is anticipated that project staff will travel an average of
1,500 miles per month and make an average of three overnight trips per
month .

Field Practicum Advisors' (i.e., Supervisors) Meeting ($400) . This
item is to cover travel and per diem costs for field practicum advisors
who will be advising junior college field practicum students. The two-day
meeting will be held in Champaign in August of 1974 and will involve 15-20
persons. The meeting will provide orientation to the total project and
discussion of the advisors' roles and functions in student training. It
is estimated that the travel and per diem expenditures for each participant
will be $40 for the two days. The total cost is estimated at $400 (since
approximately one-third of the advisors will be from the greater Champaign
area, they are not figured in the cost). It is felt that reimbursement to
the practicum advisors is critical since they will not be paid for services
provided in student training.

General and Professional Advisory Committees ($200) . Two meetings of
the professional advisory committee and one meeting of the general advisory
committee are planned during the planning year. These committee members
will be asked to travel at their own expense (or that of their agency) to
these meetings. However, it is requested that $200 be budgeted for the
expenses of those committee members who would not otherwise be able to
participate at the meetings.

National Congress Travel Expenses for Curriculum Coordinator ($250) .

IV. Total Contractual Services ($6,410)

Please see individual items which follow.

25

Lecturers ($300)

This item provides an honorarium or expense reimbursement for lecturers
who are utilized to provide lectures or demonstrations in the video-tape
programs to be developed during the planning year. It is not anticipated
that all video-tape lectures will have to be provided an honorarium since
many will be on staff in the Department of Recreation and Park Administration
at the University. The budget funds in this item would be used to provide
a small honorarium (e.g., $50-$100) to lecturers outside of the department.
This expense appears justifiable since many hours of preparation are required
prior to video-taping.

Video-Tape Productions ($6,110)

This item is to provide for the development of audio-visual materials
to be used for instructional purposes. The primary use of the funds will
be applied toward production of six video-tape productions during the plan-
ning year (8 to 12 more presentations will be completed during the second
grant year). These presentations will involve demonstrations of leader-
ship techniques and treatment methods employed with handicapped children
and youth. In addition, some lecture and panel discussion formats will be
taped. Also, video-tape previously produced for psychology courses at the
University of Illinois may be modified for integration into video-tape pro-
grams used in the project. National and international figures in recreation,
physical education, rehabilitation, psychology, and special education will
be brought into classrooms through the video-tape presentations. Theoretical
ideas and practical demonstrations will be made available from experts whom,
otherwise, students would be exposed to via readings, if at all. Although
the presentations will be initially utilized only by the three junior colleges
testing and prototype program, the tapes may later be integrated into many
course offerings throughout the nation.

Costs are projected from information supplied by the director of Televi-
sion Programs, Office of Instructional Resources, University of Illinois.
Examples of costs include: (1) purchase of video-tape (i.e., "raw stock")
at $200 per hour of tape; (2) purchase of studio time (i.e., studio, person-
nel, and equipment) at $75 per hour; (3) studio set-up time at $40 to $50
per hour; (4) editing cost at $40 per hour (for machine and man time, pro-
jecting 3 to 4 hours of editing for each hour of taped production); and
(5) costs of productions made in the field which in the past have averaged
from $700 to $1,000 for each production.

The exact content of productions will be decided once courses have been
developed so that the presentations will meet course objectives. Therefore,
no titles have been selected. Tentative titles might include: Philosophy
of Therapeutic Recreation," "State and National Organizations and Agencies,"
"Behavior Modification in Recreation," "Activities for the Physically
Disabled," and "Evaluation in Therapeutic Recreation."

v * T otal Communication ($500)

This item provides for the use of telephone, stamps, etc., to be used
for the project.

.26

.rl

VI. Office Supplies and Materials ($386)

Project paper goods (typing paper, carbon paper, etc.) and other goods
to be used by the project director, principle investigator, curriculum
coordinator, instructors and research assistants.

VII. Reproduction and Duplication ($2,000)

This item will provide for duplication of curriculum and course documents,
evaluation materials, resource materials, and brochures. This item will be
significant during the first year when such items as field practicum
manuals and evaluation forms are to be developed.

VIII. Total Miscellaneous Project Expenses ($300)

This item will be to cover: (1) costs involved in providing the training
session for field practicum advisors ($50), and (2) computer services and
testing materials used for evaluation ($200), as well as any unforeseen
costs to the project.

IX. Total Instructional Supplies ($200)

This budget category is included to cover those items which may be
necessary to begin a new instructional program.

X. Total Library Materials ($1,250)

Please see items 64 and 65.

Printed Materials ($500)

This item reflects $200 to be spent by the principle investigator and
curriculum coordinator to provide a central library for use in curriculum
and course development and evaluation, as well as $100 each to the three
colleges so that a minimum amount of therapeutic recreation materials may
be available at each campus.

Audio-Visual Materials ($750)

This item will provide a basic film library to be housed in the Office
of Recreation and Park Resources and used by the junior colleges. Use of
the library might be expanded to other institutions of higher education,
short courses, workshops, or agency in-service training programs, as the
project progresses.

Total Direct Cost $61, 356 . 00
Total Indirect Cost 4,910.00

Total Costs $66,266.00

27

PART III

ACCOMPLISHMENTS TO DATE
YEAR ONE

28

ACCOMPLISHMENTS—YEAR ONE

The project staff, including the project director and principle investi-
gator, curriculum coordinator, graduate assistants and secretary were
assembled as of September 1, 1973. The project staff participated in
orientation meetings related to the project. New staff to the University
of Illinois also participated in University wide as well as Department
orientation programs. The staff has been active in pursuing the
development of the project for the planning year. Specific accomplishments
for the initial month and one-half are reported as follows:

A. Two junior colleges have made commitment to the project and will
initiate a therapeutic recreation curriculum in September, 1974.
Triton College, located in River Grove, Illinois, and Parkland
College which is located in Champaign, Illinois, are two of the
three colleges to be involved. Both colleges have been visited
and extensive preliminary work completed. Pertinent information
regarding academic structure, physical facilities, curricula
offerings, library and instructional resources, accessibility,
admission procedures, and curriculum development policies have
been collected. Numerous faculty and staff at the two colleges
have been contacted and advised of the project and their input
has been received.

B. Three additional junior colleges have been contacted and currently
the respective programs as well as local field practicum
opportunities are being analyzed. A decision on the third college

to participate in the project, based on the outcome of that analysis,
will be made by October 31, 1973.

C. The junior college board within the state of Illinois has been
contacted and advised of project developments. Information has been
received regarding submission deadline for curriculum and course
proposals.

D. Contact has been made with faculty, staff, and various departments
within the University of Illinois, and arrangements solidified for
project involvement. These include the Department of Special
Education, Department of Physical Education, Rehabilitation Education
Center, and the Children's Research Center. The Office of Instructional
Resources has been and will continue to be utilized as materials are
developed through the project.

E. Work has begun on the development of an instructional resource library.
Included will be extensive bibliography lists, audio/visual material
availability, and copies of current periodical publications relevant

to curriculum development in therapeutic recreation.

2^

F. Time has been devoted to updating and revising of the grant proposal.
The revised document (enclosed) is serving as a working document

for the project staff, junior colleges, and advisory committees.
The addition of background information regarding the curriculum
coordinator, slight modifications in planning year timetable,
and budget addition changes have been included. Budget reallocations
were precipitated as a result of restoration of $7,431.00 to the
first year budget. Slight modification in the planning year timetable
were accommodated because of the later than originally anticipated
employemnt date of the curriculum coordinator.

G. Potential field practicum sites have been identified in the Triton
College and Parkland College local areas. A number of sites have
been visited by project staff, and preliminary assessment has been
made of existing programs, physical facility potential, staff
supervisory qualifications, and treatment philosophy. Sites thus
far identified as probable practicum placements for Parkland College
students are Cunningham Children's Home, Adolph-Meyer Zone Center,
Champaign Park District, Colonel Wolfe School, and the Adler Zone
Center. Triton College students are likely to be placed at the
Rehabilitation Institute of Chicago, Children's Memorial Hospital,
John Madden Zone Center and the Illinois Children's Hospital School.

H. The Illinois State Department of Mental Health has been contacted
and has provided valuable input as to selection of field practicum
sites.

I. Work on the identification of competencies required of two-year
therapeutic recreation graduates has begun. Related literature
in the field relative to identification of competencies has been
researched and studied, i.e. , Guidelines for Professional Preparation
Programs for Personnel Involved in Physical Education and Recreation
for the Handicapped (AAHPER-BEH, 1973) and Development of Educational
Programs for New Careers in Recreation Services for the Disabled
(HEW, Office of Education, Bureau of Research, 1971). At the National
Recreation and Park Association Congress held in Washington, D.C.,
September 29 - October 5, 1973, efforts were made to contact persons
involved in junior college development as well as other activities
that would relate to this project. The curriculum coordinator served
as chairman of a panel presentation dealing with the development of
new training programs in therapeutic recreation. As a result of this
and follow-up efforts, detailed information has been requested on
related activities underway in New York, Pennsylvania, California
and Calgary, Canada.

Identification of competencies will be determined primarily by (1) utilizing
a modified Delphi technique, experts in the field of therapeutic recreation
(practitioners and educators), are being interviewed and asked to specify
competencies needed by an individual functioning in the therapeutic
recreation field after graduation from the two-year curriculum. Three
interviews with each expert are being conducted. Interview number one

30

consists of a free response design, interview number two allows the expert
to priority rank the sum of competencies identified by all experts, and
the third interview provides the opportunity for the expert to make
changes in his previous priority ranking; (2) interviewing people currently
working in therapeutic recreation at the technician level (the level at
which graduates from the two-year curriculum will qualify) . They will be
asked to identify the competencies that, in their opinion, are needed to
function effectively in their position, i.e., theoretical foundations,
activity knowledge, communication skills, diagnostic abilities, organization
and leadership skills, etc.; (3) synthesizing and utilizing pertinent
information received from other projects mentioned above, to augment the
identification of competencies for the two-year graduate of a therapeutic
recreation curriculum.

The above account covers the activity of the project staff for the initial
month and one-half of year one funding. Projection of activities for the
remainder of the planning year (through August, 1974) may be found in
detail in the enclosed revised document. Briefly, the more salient
objectives of the planning year (1973-74) includes: (1) the development
of six video-tape productions for classroom use, (2) employment of junior
college instructors, (3) recruitment of students into the three junior
college curriculum, (4) development of therapeutic recreation courses and
curriculum structures, (5) inservice training of junior college instructors,
(6) meetings of consultant advisory, and field practicum groups, and (7)
development of evaluative instruments.

31

PART IV

CONTINUATION PROPOSAL
YEAR TWO

32

OM8 NO. 80-R0186

PART II
PROJECT APPROVAL INFORMATION

ITEM 1.

Does this assistance request require State, local, Name of Governing Body
regional, or other priority rating? Priority Rating

□ Yes [XjNo

ITEM 2.

Does this assistance request require State, or local Name of Agency or
advisory, educational or health clearances? Board

Q]Yes IXHNo (Attach Documentation)

ITEM 3.

Does this assistance request require clearinghouse (Attach Comments)

review in accordance with OMB Circular A-95?

□ Yes QNo

ITEM 4

Does this assistance request require State, local. Name of Approving Agency

regional, or other planning approval? Date

□ Yes [£]No

ITEM 5 Check one:

Is the proposed project covered by an approved compre- ^] State

hensive plan? ^jLocal

"^2 Regional
IjYes [XJNo Location of Plan

ITEM 6

Will the assistance requested serve a Federal Name of Federal Installation

installation? Federal Population benefiting from Proiect

QYes ^]No

ITEM 7

Will the assistance requested be on Federal land or Name of Federal Installation

installation? Location of Federal Land

□ Y ° s ngNo

Percent of Project

ITEM 8

Will the assistance requested have an impact or effect See instructions for additional information to be

on the environment? provided.

QYes ENo ^^

STEM 9 Number of:

Will the assistance requested cause the displacement Individuals

of individuals, families, businesses, or farms? Families

Businesses

□ Yes [XJNo Farms

ITEM 10

Is there other related assistance on this project previous. See instructions for additional information to be

sending, or anticipated? provided.

□ Yes IX] No

HEW-608T

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PART V

ASSURANCES

Applicant hereby assures and certifies that he v/ill comply with the regulations, policies, guidelines, and requirements in-
ling OMB Circulars Nos. A-87, A-95, and A-102, as they relate to the application, acceptance and use of Federal funds for
Federally assisted project. Also the Applicant assures and certifies with respect to the grant that:

t possesses legal authority to apply for the grant; that a
esolution, motion or similar action has been duly
idopted or passed as an official act of the applicant's
;overning body, authorizing the filing of the application,
ncluding all understandings and assurances contained
herein, and directing and authorizing the person identi-
led as the official representative of the applicant to act
n connection with the application and to provide such
idditional information as may be required.

t will comply with Title VI of the Civil Rights Act of
.964 (P.L. 88-352) and in accordance with Title Vi of
hat Act, no person in the United States shall, on the
rjound of race, color, or national origin, be excluded
rom participation in, be denied the benefits of, or be
>therwise subjected to discrimination under any pro-
pram or activity for which the applicant receives Federal
inancial assistance and will immediately take any mea-
ures necessary to effectuate this agreement.

t will comply with Title VI of the Civil Rights Act of
964 (42 USC 2000d) prohibiting employment discrimi-
lation where (1) the primary purpose of a grant is to
irovide employment or (2) discriminatory employment
iractices will result in unequal treatment of persons who
re or should be benefiting from the grant-aided activity.

t will comply with requirements of the provisions of
ihe Uniform Relocation Assistance and Real Property

Acquisitions Act of 1970 (P.L. 91-646) which provides
for fair and equitable treatment of persons displaced as a
result of Federal and federally assisted programs.

5. It will comply with the provisions of the Hatch Act
which limit the political activity of employees.

6. It will comply with the minimum wage and maximum
hours provisions of the Federal Fair Labor Standards
Act, as they apply to hospital and educational institu-
tion employees of State and local governments.

7. It will establish safeguards to prohibit employees from
using their positions for a purpose that is or gives the
appearance of being motivated by a desire for private
gain for themselves or others, particularly those with
whom they have family, business, or other ties.

8. It will give the grantor agency or the Comptroller Gen-
eral through any authorized representative the access to
and the right to examine all records, books, papers, or
documents related to the grant.

9. It will comply with all requirements imposed by the
Federal grantor agency concerning special requirements
of law, program requirements, and other administrative
requirements approved in accordance with Office of
Management and Budget Circular No. A-102.

608T

3 7

DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE
OFFICE OF EDUCATION

EDUCATION FOR THE HANDICAPPED

APPLICATION FOR FEDERAL ASSISTANCE (Nonconstruction Programs)
SUPPLEMENTARY QUESTIONNAIRE

FORM APPROVED
O.M.B. NO. 51-R0971

INSTRUCTIONS 1. APPLICANT NAME (from Item 4 on the Application)

II programs in the Education for the Handicapped may in- University of Illinois

>lve Demonstration/Service activities and/or Training or In- Department of Recreation and Park Administ ratio

rvice Training activities. Any applicant whose project calls department division

ir such activities must fill out the relevant portions of the Office of Recreation and Park Resources

bles below. Data presented should be for the year of fund- I 312 Armory Building

g requested and should be used as one base measure to de- street address- p.o. box

rmine accomplishment for Demonstration/Service and/or

raining or Inservice Training activities (see "Part IV, 3. \ Champaign Champaign

oproach, b " in the Instructions for the Application).

Table 1 , Demonstration/Service Activities, count the mul-
landicapped in the body of the table only once by primary
mdicapping condition. Note that these counts of multi-
tndicapped are also to be given in a separate row below the
total."

Illinois

STATE

61820

ZIP CODE

j 2. DESCRIPTIVE NAME OF THE PROJECT (from Item 5 on the
Application)

Table 2, Training/Inservice Training Activities, each per-
n or trainee is to be counted only once by primary "area
' concentration."

Developing a Two-Year College Curriculum
in Therapeutic Recreation

TABLE

1 - DEMONSTRATION/SERVICE ACTIVITIES

NUMBER OF HANDICAPPED CHILDREN TO BE SERVED BY AGE

TYPE OF HANDICAP

AGES 0-2

AGES J-S

AGES 6-9

AGES 10-12

AGES 1 3-18

AGES 19
AND OVER

UNABLE MENTALLY RETARDED

JCABLE MENTALLY RETARDED

CIFIC LEARNING DISABILITIES

iF-BLIND

.F/HARD OF HEARING

JALLY HANDICAPPED

1

.IOUSLY EMOTIONALLY DISTURBED

ECH IMPAIRED

IeR HEALTH IMPAIRED

PPLED

TOTAL

THE ABOVE TOTAL, GIVE THE NUMBER OF
STIHANDICAPPED

\al NUMBER OF CHILDREN TO RECEIVE
'GNOSTIC AND EVALUATIVE SERVICES
luding those from the above total)

See reverse for Table 2.

38

TABLE 2 - TRAINING/INSERVICE TRAINING ACTIVITIES

HANDICAPPED AREA OF

NUMBER OF PER-
SONS TO RECEIVE
INSERVICE TRAINING

NUMBER OF STUDENTS TO RECEIVE PRESERVICE
TRAINING BY DEGREE SOUGHT

PRIMARY CONCENTRATION

B.A.

M.A.

POST-MASTERS

MULTIHANDICAPPED

ADMINISTRATION

EARLY CHILDHOOD

TRAINABLE MENTALLY RETARDED

EDUCABLE MENTALLY RETARDED

SPECIFIC LEARNING DISABILITIES

DEAF/HARD-OF-HEARING

VISUALLY HANDICAPPED

__™ J

SPEECH IMPAIRED

s

CRIPPLED AND OTHER HEALTH IMPAIRED

TOTAL

ASSURANCE OF COMPLIANCE WITH THE DEPARTMENT OF
HEALTH, EDUCATION, AND WELFARE REGULATION UNDER

TITLE VI OF THE CIVIL RIGHTS ACT OF 1964

The Board of Trustees of the
University of Illinois

(Name of Applicant)

(hereinafter called the "Applicant")

HEREBY AGREES' THAT it will comply with title VI of the Civil Rights Act of 1964
(P.L. 88-352) and all requirements imposed by or pursuant to the Regulation of the Department
of Health, Education, and Welfare (45 CFR Part 80) issued pursuant to that title, to the end thae,
in accordance with title VI of that Act and the Regulation, no person in the United States shall,
on the ground of race, color, or national origin, be excluded from participation in, be denied the
benefits of, or be otherwise subjected to discrimination under any program or activity for which
the Applicant receives Federal financial assistance from the Department; and HEREBY GIVES
ASSURANCE THAT it will immediately take any measures necessary to effectuate this agree-
ment.

If any real property or structure thereon is provided or improved with the aid of Federal financial
assistance extended to the Applicant by the Department, this assurance shall obligate the
Applicant, or in the case of any transfer of such property, any transferee, for the period during
which the real property or structure is used for a purpose for which the Federal financial assist-
ance is extended or for another purpose involving the provision of similar services or benefits.
If any personal property is so provided, this assurance shall obligate the Applicant for the
period during which it retains ownership or possession of the property. In all other cases, this
assurance shall obligate the Applicant for the period during which the Federal financial assist-
ance is extended to it by the Department.

THIS ASSURANCE is given in consideration of and for the purpose of obtaining any and all
Federal grants, loans, contracts, property, discounts or other Federal financial assistance
extended after the date hereof to the Applicant by the Department, including installment pay-
ments after such date on account of applications for Federal financial assistance which were
approved before such date. The Applicant recognizes and agrees that such Federal financial
assistance will be extended in reliance on the representations and agreements made in this
assurance, and that the United States shall have the right to seek judicial enforcement of this
assurance. This assurance is binding on the Applicant, its successors, transferees, and assign-
ees, and the person or persons whose signatures appear below are authorized to sign this assur-
ance on behalf of the Applicant.

The Board of Trustees of the
n ate( j October 12, 1973 University of Illinois

(Applicant)

Urbana, Illinois 61801

(Pre

lent, Chairman of Board, or comparable
authorized official)

R. W. Brady, Comptroller

(Applicant's mailing address)

HEW-441
It 2-64)

39

FORM APPROVED
OMB NO. 6B-R1 143

IDENTIFICATION NUMBER (II known)

DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE

^Contract

□ New

PROTECTION OF HUMAN SUBJECTS

~__\Grant

i Renewal

CERTIFICATION

| Fe! lowshi p

[A j Continuation

STATEMENT OF POLICY: Safeguarding the rights and welfore of human subjects involved in activities supported by grants
or contracts from the DHEW is the responsibility of the institution which receives or is accountable to the DHEW for
the funds awarded for the support of the activity. In order to provide for the adequate discharge of this institutional
responsibility, it is the policy of the Department that no grant or contract for an activity involving human subjects
shall be made unless the application for such support has been reviewed and approved by an appropriate institutional
committee. (Reference: "Institutional Guide to DHEW Policy on the Protection of Human Subjects.")

ITLE OF PROPOSAL

Developing a Two-Year College Curriculum in Therapeutic Recreation

'ROJECT DIRECTOR/PROGRAM DIRECTOR/FELLOW

Jerry D. Kelley
'OsmoN title Assistant Professor

!3. INSTITUTIONAL COMPONENT OR DEPARTMENT
Department of Recreation and Park Administratior
Office of Recreation and Park Resources

:HECK ONE OF THE FOLLOWING STATEMENTS AS APPLICABLE:

Gl9 A. This application does not propose any activities that would involve human beings
who might be considered subjects, human material, or personal data from primary
or secondary sources.

. I B. This is to CERTIFY that this application which does propose activities involving
human subjects has been reviewed and approved by our institutional committee on
the date of in accordance with the DHEW policy and the

institutional assurance on file with the DHEW. (The review date should be recent;
certification is invalid if review date would precede award date by more than one
year.)

1 I C. This is to CERTIFY that this application which proposes to involve human subjects

is pending review on the date of in accordance with the DHEW

policy and the institutional assurance on file with the DHEW. If the committee
does not review and approve the proposal by or on the date certified, the agency
office requesting this certification will be notified immediately by telephone,
telegraph, or mail. (Review date should precede requested or planned date of
award by at least one month whenever possible.)

I 1 D. This application proposes to involve human subjects. This institution does not

now have an active assurance on file with the DHEW. I understand that information
on the assurance procedure will be received should the application become eligible
for an award.

SIGNATURE OF INSTITUTIONAL OFFICIAL AUTHORIZED TO SIGN PROPOSALS

DATE

/'

J^~\

-T

H. R. Snyder, 'Secretary, Research Board

12 October 1973

TITLE

TELEPHONE NO. (Code, No., Extension)

A/C 217, 333-0037

NAME AND ADDRESS OF INSTITUTION (Street, City, State, ZIP code)

The Board of Trustees of the University of Illinois

NOTE TO AGENCY: This form should NO I be included with application forms that have provision for human
subject certification. It may be used to request certification, or correction of certification.

W 596 (Formerly NIH 1611)
2

ENCLOSE THIS FORM WITH THE PROPOSAL OR RETURN IT TO THE AGENCY REQUESTING ITS COMPLETION

40

BUDGET JUSTIFICATION
(Year Two)

a. Personnel ($70,688)

This item includes the salaries of the curriculum coordinator,
three junior college instructors, a secretary, and two graduate
research assistants.

Professional Staff ($56,180)

This item is to cover the salaries of the curriculum coordinator
($16,430) and three junior college instructors @ $13,250 each.
These figures are based on a 6% increase over 1973-74 salaries.

Secretary (Clerk-Stenographer III) ($7,208)

A full-time secretary will continue to be employed by the project.
This figure is based on a 6% increase over 1973-74 salary.

Graduate Research Assistants ($7,300)

Two half-time graduate assistants will be employed in project
development. One assistant will have a background in services
to the therapeutic recreation field. The other will have skills
in curriculum evaluation. He will be provided office space in the
Measurement and Research Division of the Office of Instructional
Resources.

b. Fringe Benefits ($8,593)

These benefits will be for the curriculum coordinator, secretary,
and junior college instructors at the current accepted rate (13.51%)
of salary. Also included are graduate assistants at .4% of salary.

University of Illinois Employees ($3,223)
Junior College Employees ($5,370)

c. Travel ($4,900)

This item is for travel anticipated, for the project director,
curriculum coordinator and graduate assistants. Extensive travel
will be required during the curriculum implementation year for
monitoring, supervisory, and preliminary evaluation purposes. It
is anticipated that project staff will travel an average of 1,500
miles per month and make an average of three overnight trips per
month. This item also provides for educational opportunities for
project staff in keeping with purposes of the project.

Mileage $150.00 per month (@ 10c per mile) $1,800.00
Per Diem three trips per month for three

persons (at $25 per day) 2,700.00

Partial reimbursement for attendance of

curriculum coordinator at the National

Recreation and Park Congress in Denver,

Colorado, the Illinois State Conference,

the Midwest Symposium on Therapeutic

Recreation, and the American Association

on Health, Physical Education and

Recreation Conference 400.00

Total $4,900.00

d. N/A

e. Supplies ($14,100)

This item covers all tangible expendible personal properties to be
utilized during the year.

Video-taping and Audio/Visual Materials

It is anticipated that an additional 8 to 12 video-tape productions
will be developed. These presentations will involve demonstrations
of leadership techniques and treatment methods employed with handi-
capped children and youth. In addition, some lecture and panel
discussion formats will be taped. Also, video-tape previously
produced for psychology courses at the University of Illinois may
be modified for integration into video-tape programs used in the
project. National and international figures in recreation, physical
education, rehabilitation, psychology, and special education will be
brought into classrooms through the video-tape presentations.
Theoretical ideas and practical demonstrations will be made available
from experts whom, otherwise, students would be exposed to via
readings, if at all. Although the presentations will be initially
utilized only by the three junior colleges testing and prototype
program, the tapes may later be integrated into many course offerings
throughout the nation.

Costs are projected from information supplied by the director of
Television Programs, Office of Instructional Resources, University
of Illinois. Examples of costs include: (1) purchase of video-tape
(i.e., "raw stock") at $200 per hour of tape; (2) purchase of studio
time (i.e., studio, personnel, and equipment) at $75 per hour;
(3) studio set-up time at $40 to $50 per hour; (4) editing cost at
$40 per hour (for machine and man time, projecting 3 to 4 hours of
editing for each hour of taped production) ; and (5) costs of
productions made in the field which in the past have averaged from
$700 to $1,000 for each production. ($8,000) A film library will
continue to be developed and housed in the Office of Recreation and
Park Resources. This library will be at the disposal of the junior
colleges and will be made available to junior colleges nationally
($1,000).

42

Total Communications

This item provides for use of telephone, stamps, etc. to be used
for the project. ($500.00)

Office Supplies and Materials

Project paper goods (typing paper, carbon paper, xeroxing costs)
and other goods used for the project. ($500.00)

Reproduction and Duplication

This item will provide for the production of course outlines,
field practicum manuals, evaluation materials, resource materials,
etc. ($1,500.00)

Total Instructional Supplies

This category is included to cover those items which may be necessary
to implement the instructional program including cost of materials
purchased to provide a central library. A limited amount of money
may be made available to specific additions to junior college
libraries. ($800.00)

Publications

This category is included to provide for the publication of a
quarterly newsletter to be distributed nationally ($300.00). Also
included is the cost of production and mailing of proceedings
publications from the project seminars to be held at the Midwest
Symposium on Therapeutic Recreation in the spring of 1975 ($1,500.00).

f. N/A

g. N/A

Other ($4,250)

Consultants travel and per diem

This item is to cover expenses for four nationally prominent therapeutic
recreation educator-consultants to visit project sites for a three day
period in conjunction with the preliminary evaluation of field practicum
experience and curriculum implementation. At $25.00 per day the per
diem cost would be $300.00 (i.e., 12 days @ $25.00 per day). The four
consultants will be recognized experts experienced in curriculum
evaluation ($900).

Midwest Symposium on Therapeutic Recreation

It is anticipated that a select group of junior and senior college
educators as well as a group of top practioners will be invited to
participate in a miniconference related to the project at the
Biannual Midwest Symposium on Therapeutic Recreation. A mini-
conference will represent a major part of the Symposium and topics
might include (1) articulation of junior and senior college therapeutic

43

recreation curricula; (2) relevance of preservice training -
education to practioner role functions; (3) actualization of
delivery systems to handicapped children — creative approaches
to programming and (4) innovative instructional techniques in
preparation of personnel to work with handicapped children.
Ten to fifteen selected professionals will lead discussions and
present papers at the three day miniconference. It is estimated
that per diem and travel costs per person will approximate
$150.00, i.e.

Per Diem three days for 15 persons at $25 per day $1,125
Travel 875

$2,000

Lecturers

This item provides an honorarium or expense reimbursement for
lecturers who are utilized in producing video-tape programs , and
short courses for supervisors and junior college instructors.
($500.00)

Field Practicum Advisors' (i.e., Supervisors) Meeting

This item is to cover travel and per diem costs for field
practicum advisors who have advised junior college field practicum
students. The two-day meeting will be held in Champaign in June
of 1925 and will involve 15-20 persons. This will be an evaluation
meeting involving advisors' of students that have completed field
work placements during the initial year of curriculum implementation.
It is estimated that the travel and per diem expenditures for each
participant will be $40 for the two days. The total cost is
estimated at $350 (since approximately one-third of the advisors
will be from the greater Champaign area, they are not figured in
the cost) . It is felt that reimbursement to the practicum advisors
is critical since they will not be paid for services provided in
student training. ($350.00)

Total Miscellaneous Project Expenses

This item includes the expenses for short courses for local field
advisors as well as for computer services and testing materials
used for evaluation. ($500.00)

Total Direct Costs $102,531

Total Indirect Costs 8,202

Total $110,733

44

Summary of Listed Personnel *
Name

Bannon, Joseph J.
Kelley, Jerry D.
Robb, Gary M.
Pezoldt, Charles W.
Gunn, Scout L.
Martens, Reiner
Szyman, Robert J.
Miller, David N.
Razor, Jack E.
Nugent, Timothy J.
Spriggs, G. Max
Jr. College Coordinator
Jr. College Coordinator
Jr. College Coordinator
Jr. College Insttuctor
Jr. College Instructor
Jr. College Instructor
Ragle, Marilyn J.
Research Assistant
Research Assistant

S. S. No.

% of Time

Fed. Funds

Local Funds

132-22-0051

5%

$ 1,247.00

564-50-0499

45%

8,100.00

528-56-4267

100%

$16,430.00

346-26-6855

5%

1,042.00

263-70-5451

10%

1,500.00

515-34-3524

2%

400.00

329-38-6627

2%

300.00

560-60-2518

5%

609.00

314-38-5780

2%

340.00

393-16-9404

1%

223.00

478-22-2096

2%
10%
10%
10%

500.00

100%

13,250.00

100%

13,250.00

100%

13,250.00

100%

7,208.00

50%

3,650.00

50%

3,650.00

TOTAL

$70,688.00

$14,261.00

*In addition to those identified above, other University of Illinois and junior
college faculty will be making various contributions.

4 5

*«■. L II I

OBJECTIVES
(Year Two)

1. Implement prototype program in three junior colleges with provision
of supportive services from university staff and resources to the
instructional program.

2. Preliminary evaluation of:

a. course content

b . field practicum

c. instruction

d. new instructional techniques

3. Continue development of the therapeutic recreation courses to be
implemented during the second year of instruction. (This objective
is to include further video-tape productions.)

4. Develop information and curriculum distribution systems to be made
available to junior colleges nationally.

5. Evaluate and report progress for the initial year of curriculum im-
plementation.

DESCRIPTION OF ACTIVITIES

Implementation of Prototype Program

The therapeutic recreation curriculum will have been established within
the three junior colleges designated during the planning year 1973-74. Input
into this program by advisory groups consisting of junior college representa-
tives, special educators, physical educators and therapeutic recreation
practitioners and educators will have been received and collated. Junior
college instructors, project staff and field practicum advisors will be pre-
pared to implement the total therapeutic recreation curriculum at the be-
ginning of year two of the project.

The project staff and other faculty at the University of Illinois re-
presenting the disciplines of special education, physical education and
therapeutic recreation will remain highly supportive and involved in cur-
riculum implementation efforts. Project staff will specifically be engaged
in supportive and monitoring activities including:

a. Field visits on a weekly or bi-weekly basis to junior colleges to offer
assistance in the utilization of classroom instructional materials.

46

coordination of intra and inter disciplinary curriculum implementation
and to be available for guest instruction and utilization as resource
personnel.

b. Field visits to established practicum sites for the purpose of providing
assistance to agencies in clarification of roles, implementation of
practicum programs, and provision of additional expertise in the develop-
ment of student practicum activities, and supervision when needed.

c. Field visits to potential practicum sites for the purpose of establishing
a variety of new practicum opportunities for students in the therapeutic
recreation curriculum. The establishment of numerous quality practicum
affiliations will not only provide experience alternatives for students,
but will foster greater intrastate awareness of the new curriculum, and
in turn will enhance job placement opportunities for graduates. A major
goal of project staff will be the identification of position placement
potential at these as well as other agencies and to foster the creation
of new positions that graduates of the program might fill.

d. Project staff will periodically meet individually and collectively with
junior college instructors in a supportive role for the purpose of
identifying difficulties, successes, and sharing experiences and ideas
for positive curriculum implementation.

Preliminary Evaluation of Prototype Program

Evaluation of the program will be ongoing beginning with the initiation
of the curriculum. Detailed evaluation of the overall curriculum will be
determined during the third year of the project and beyond. However, many
efforts will be instituted immediately, to help insure the viability of course
content, field practicum experiences, instructional methods and the develop-
ment of new instructional techniques.

Course content will constantly be scrutinized in regards to relevancy for
the students involved in the curriculum; updated and revised as new materials
in the field become available, i.e., new texts, periodicals, research find-
ings, and refined to insure adequate coverage of materials required in
relationship to the identified competency levels needed by graduates.

Field practicum experiences will be assessed and reassessed as students
become engaged in the various programs. Project staff will work closely with
junior college instructors and field practicum advisors in the assurance that
students will gain experiences needed to satisfy identified competency levels.
In this regard, advisory groups will be asked to participate in the assessment
of these experiences. A national consulting team consisting of four experts
in the therapeutic recreation field will visit practicum sites, observe pro-
grams, and provide recommendations for continuation, change and/or improvement.

47

Instruction evaluation will be continuous and ongoing. It is anticipated
that this will be achieved through the utilization of direct classroom obser-
vation, video-taping, instructor's self evaluation, and student evaluation
via the Illinois Course Evaluation Questionnaire (refer to page 16 for further
description). It is also anticipated that project staff will meet with
instructors individually and collectively for the purpose of evaluating
instruction methods. Periodic seminars or short courses will be conducted
and will include sessions on innovative instructional techniques and materials.
It is anticipated that recognized junior college teachers in the areas of
therapeutic recreation, special education and physical education will be
invited to lead seminar and short course sessions.

The Office of Instructional Resources, Division of Measurement and Evalua-
tion will be involved in all evaluation activities and a research assistant
housed in the Division of Measurement and Evaluation will continue to develop
instruments for total curriculum evaluation.

Continued Development of Therapeutic Recreation Courses

It is anticipated that therapeutic recreation curriculum development for
students preparing for their second year of study will be accomplished in the
first quarter of second year funding in order to meet junior college new
course submission deadlines. New courses will be developed to integrate
sequentially into the student's plan of study in correlation with first-year
course work and field practicum experiences . New courses will be developed
under the assumption that a level of competency (to be identified) has been
attained through first-year instruction, and behavioral objectives will be
stated for preparing students in meeting the previously determined competency
level needed upon graduation. Eight to twelve additional video-tape produc-
tions will be developed during the second year. These productions will be
coordinated directly with the development of new courses. (See page 8 for
further description.)

Continued efforts will be maintained to keep abreast of new course develop-
ments within other departments or divisions of each junior college. Project
staff will seek out and identify new and/or innovative instruction programs,
techniques, and materials that would positively augment the overall therapeutic
recreation curriculum.

Development of Information and Curriculum Distribution Systems

A good deal of the project staff's efforts during year two will focus on
disseminating information relating to the project on a national scale.
Specifically, it is the intent to make instructional materials and information
available to junior colleges throughout the nation. It is anticipated that this
system of information and material dissemination will be accomplished in the
following ways:

48

I

n

a. Extensive efforts will be made to identify junior colleges nationwide
that have or will have two-year programs in recreation leadership, course
work in therapeutic recreation, and course work in related fields wherein
information and materials generated from the project would be of some
value. The National Junior College Board and the National Recreation and
Park Association (Society of Park and Recreation Educators) will be of
valuable assistance in these identification efforts. Work on this ob-
jective will begin in year one of the project.

b. A quarterly newsletter will be published and disseminated to the junior
colleges identified and to other interested groups and individuals, i.e.,
agencies and individuals identified as providing field practicum experiences
to junior college students majoring and/or interested in therapeutic recrea-
tion. The newsletter will be the vehicle for providing information on the
current status, new developments, identified experiences, resource material
availability, procurement procedures, i.e., video tapes, bibliographies,
curriculum content, field practicum requirements and manual, and other
activities related to the project.

c. A session will be conducted at the National Recreation and Park Association
Annual Congress to be held in Denver, Colorado in October 1974. This
session will consist of presentations specifically outlining the junior
college program as developed. It is anticipated that this session will
serve primarily as a resource and information procuring opportunity for
junior college faculty and administrators wishing to initiate similar
programs .

d. The Bi-Annual Midwest Symposium on Therapeutic Recreation will be held in
the spring of 1975. A miniconf erence will be conducted at the symposium
related to project objectives and development. Sessions might include (1)
articulation of therapeutic recreation curriculums at two and four year
colleges; (2) relevance of education to job functioning; (3) creative
delivery systems in recreation and physical education for handicapped
children and (4) innovative instructional programs and techniques in
preparation of personnel to work with handicapped children. It is antici-
pated, that educators from junior and senior colleges as well as top
practitioners in the field will be invited to present papers and lead
discussions. All pertinent activities including proposed seminars, and
conferences, generated by the project will be communicated in advance

via the quarterly newsletter or by special mailing. Following the symposium,
a document concerning the symposium and specifically the miniconf erence
proceedings will be published and disseminated to selected junior and senior
colleges throughout the nation.

Evaluation and Report of Year One

The project director will submit an extensive report and evaluation of all
activities and accomplishments of the planning year of the project. This re-
port will be completed early in the second funding year.

49

TIMETABLE FOR YEAR TWO

On or by:

September 1, 19 74 - Evaluation of planning year completed.

September 1, 1974 - Junior college instructors will have established
office space in the respective colleges and will be prepared to begin
curriculum instruction.

September 15, 19 74 - Plans prepared for video-tape presentations 7 and 8

September 15, 19 74 - Plans made for presentation at National Recreation
and Park Congress.

September 15, 19 74 - Publication and distribution of newsletter //l
completed.

October 1, 19 74 - Production of video-tape presentations 7 and 8 completed.

November 1, 19 74 - Presentation at the National Recreation and Park
Conference completed.

November 15, 1974 - Plans prepared for video-tape presentations 9 and 10.

December 1, 1974 - Production of video-tape presentation 9 and 10 completed.

December 15, 1974 - Publication and distribution of newsletter #2 completed.

Ja nuary 1, 1975 - Preliminary evaluation of the curriculum will have taken
place through field observation and testing.

January 15, 1975 - Plans prepared for video-tape presentations 11 and 12.

February 1, 19 75 - Production of video-tape presentations 11 and 12 completed.

Fe bruary 1, 19 75 - New therapeutic recreation courses will have been developed
and proposals submitted to the Junior College Board.

February 15, 1975 - Recruitment of students to be admitted during the second
year will have been initiated.

March 15, 1975 - Publication and distribution of newsletter #3 completed.

April 1, 19 75 - Advertisement of miniconference at the Midwest Symposium on
Therapeutic K.ecreation completed.

50

May 1, 1975 - Plans prepared for video-tape presentations 13 and 14.

May 1, 1975 - Midwest Symposium Sessions completed.

May 1, 1975 - Consultants will have evaluated field practicum programs
and completed recommendations to the project staff.

May 15, 1975 - Production of video-tape presentations 13 and 14 completed.

June 1, 1975 - Overall evaluation of first-year curriculum initiated.

July 1, 19 75 - Evaluative sessions and seminars with junior college
instructors, and field practicum advisors will have been completed.

July 1, 1975 - Publication and distribution of newsletter #4 completed.

July 15, 1975 - Plans prepared for video-tape presentations 15 and 16.

August 1, 1975 - Production of video-tape presentations 15 and 16 completed.

August 15, 1975 - Plans finalized for implementation of second year of
curriculum.

August 15, 1975 - Proceedings from miniconference of the Midwest Symposium
on Therapeutic Recreation published and distributed to participants and
junior colleges nationally.

51

PAR'J V

RRFERENCKS

References

Allen, Vo. 0. Community College Nursing Education , New York: John Wiley
and Sons, Inc., 1971.

Berryman, D. L. Serving Disabled Children: Guidelines for Recreation Agencies ,
New York. University, School of Education, 1971a.

>.

Development of Educational Programs for New Careers in

Recreation Services for the Disabled, New York University, School of
Education, (Final report, U. S. Office of Education, Project No. 7-0654),
1971b.

, . Enhancement of Recreation Service to Disabled Children , New

York University, School of Education, 1971c.

Hawkins, D. E. and Verhoven, P. J. Supply-Demand Study of Professional and
Associate Professional Recreation and Park Positions , U. S, Department
of Health, Education and Welfare, 1968.

Kapfer, M. B. (ed.) Behavioral Objectives in Curriculum Development ,

Educational Technology Publications, Englewood Cliffs, New Jersey, 1971.

Kelley, J. D. , Jeanrenaud, C. ''Therapeutic Recreation Professional Advancement
Survey , " Directory '71 of Rec r eation Therapist in the State of Ill inois ,
University of Illinois, 1971.

Kelley, J. D. , Austin, D. "Therapeutic Recreation Workers in the State of
Illinois—A 1972 Manpower Study" (in process), 1972a.

. "Recreation Programs in Illinois Junior Colleges,"

Illinois Parks and Recreation , March/April, 1972b, pp. 22-23.

Mall, P. C. Fea sibility Study for the Phy sically Handicapped, 1970^71,

State of Illinois, Board of Vocational Education and Rehabilitation,
Division of Vocational and Technical Education.

Martin, F. W. "Survey of College and University Coursework in Therapeutic

Recreation Service," Therapeutic Recreation Journal , 5 (3): 123-129, 1971.

Peters, M. Recreation for the 111 and Disabled in Illinois , Park and
Recreation Field Service, University of Illinois, 1967.

Spencer, R. E. and Aleamoni, L. M. The Illinois Course Evaluation Quest ionnaire;
A Description of Its Development and A Report o_f__Some of Its Results,
Research Report #292, Measurement and Research Division, Office of
Instructional Resources, University of Illinois, 1967,

Stallings, W. M. and Spencer, R. E. Rating of Instru ctors in Accounting 101
from Video-Tap e Clips, Research Report #265, Measurement and Research
Division, Office of Instructional Resources, University of Illinois,
1967.

53

Thompson, II. "The Status of Recreation for the Handicapped as Related to
Community and Voluntary Agencies," Therapeutic Recreation Journal ,
3 (2) :20-23, 1969,

Siller, J. Vam, L. Ferguson, and Holland B. Structure of Attitudes Toward
the Physically Disabled , New York University, School of Education,
November, 1967.

Efron, R. and Herman Y. Measurement of "Attitudes Toward the Retarded and
an Application with Educators," American Journal of Mental Deficiency .
Vol. 72, No. 1, July, 1967.

Cohen, Jacob and Struening, E. L. "Opinions about Mental Illness in the
Personnel of Two Large Mental Hospitals," Journal of Abnormal and
Social Psychology , Vol. 64, No. 5, 1962.

54

PART VI

APPENDICES

55

APPENDICES

A. Curricula Vita for Project Director and Principle
Investigator, Jerry D. Kelley. .

B. Curricula Vita for Curriculum Coordinator, Gary M. Robb.

C. Resume for Other Project Personnel.

D. Job Description for Curriculum Coordinator

E. Job Description for Junior College Instructor

56

APPENDIX A

Name : Jerry D. Kelley

Birth Date : April 27, 1938

Height : 5' 8" Weight : 160 lbs.

Wife : Jean G. Kelley

Children : Robert F. Kelley
Laura L. Kelley
John E. Kelley

Education :

Long Beach City College (1956-1957)
George Williams College (1957-1961)
Roosevelt University (1965-1969)
University of Illinois (1971-present)

Other Education :

University of Copenhagen, Denmark (1963)
Pennsylvania State University (1963)
University of Maine (1967)

Work Experience:

Liberal Arts

B.S. Social Group Work

M.A. Sociology

Work towards Ph.D.

Language Study
Education Course
N.T.L. Human Relations
Laboratory

1970 Assistant Professor and Therapeutic Recreation Specialist,

Office of Recreation and Park Resources, Department of Recrea-
tion and Park Administration, University of Illinois, Urbana-
Champaign

1968-70 Mental Health Consultant and Therapeutic Recreation Specialist,
Youth Mental Health Project, Stone-Brandel Center, Chicago, 111,

1965-68 Coordinator of Community Mental Health Programs, Activity
Therapy Department, Illinois State Psychiatric Institute,
Chicago, Illinois.

1963-65 Program Director, Los Altos Branch Y.M.C.A. , Long Beach
California.

1962-63 Therapeutic Recreation Consultant, Institute for Testing and
Observation, Danish National Association for Infantile
Paralysis, Hellerup, Denmark.

1957-62 Social Group Worker and Recreational Therapist, Psychiatric

and Psychosomatic Institute for Research and Training, Michael
Reese Medical Center, Chicago, Illinois.

3 7

1957-60 Part-time Group Worker, Chicago Hearing Society, Chicago,
Illinois.

Publications :

The Establishment of the Institute for Testing and Observation , prepared
for the 1963 World Congress for Rehabilitation of the Disabled, published
by the Danish National Association for Infantile Paralysis, Hellerup,
Denmark, 1963

"The Changing Role of Recreation," Illinois Park and Recreation Society
Journal , 1967

Selected Papers From the 1971 Midwest Symposium on Therapeutic Recreation ,
Edited a joint publication of the University of Illinois and the Illinois
State Department of Mental Health, 1971

"New Careers for the Handicapped in Parks and Recreation" Illinois Parks
and Recreation Society Journal , 1971

"A Psychoanalytically Oriented Case Conference for Occupational Therapy
Students," The American Journal of Occupational Therapy , (co-authored with
Dr. William Offenkrantz and other Activity Therapy Supervisors) , 1966

"Recreation Programs in Illinois Junior Colleges," Illinois Park and
Recreation Society Journal , 1972

Professional Organization :

National Therapeutic Recreation Society
National Recreation and Park Association
Illinois Therapeutic Recreation Society
Illinois Park and Recreation Society
Illinois Sociological Association

Professional Functions :

President-Elect, National Therapeutic Recreation Society (1971-72)

Chairman, National Congress and Institue Program Committee, National
Recreation and Park Association (1971)

Treasurer, Illinois Park and Recreation Society (1970-71)

Board Member, National Therapeutic Recreation Society (1970-71)

Chairman, 1971 Midwest Symposium on Therapeutic Recreation, (1971)

Member of Program Committee (National Conference) National Therapeutic
Recreation Society (1969)

58

Chairman, 1969 Midwest Regional Workshop for Therapeutic Recreation,
National Therapeutic Recreation Society (1969)

Member of Curriculum Study Committee, Illinois Park and Recreation
Society (1969)

Chairman, Task Force on Recreation for Special Populations, Illinois
Park and Recreation Society (1967-68)

Member of Task Force on Human Relations, National Therapeutic Recrea-
tion Society (1968)

Member, Constitution Committee, National Therapeutic Recreation
Society (1968)

Board Member at Large, Illinois Park and Recreation Society (1968)

Member of Executive Committee, National Council of the National
Park and Recreation Association (1968-71)

Charter Board Member, Illinois Therapeutic Recreation Society (1971)

59

APPENDIX B

Name : Gary M. Robb

Birth Date : May 13, 1944

Height : 5' 9" Weight: 160 lbs.

Wife : Vickie

Children : Lisa and Ryyan

Education :

College of Eastern Utah (1962-1964) Associate of Science

University of Utah (1964-1967) Bachelor of Science

Major: Therapeutic Recreation

Minor: Sociology/Psychology
University of Utah (1967-1968) Master of Science

Major: Recreation Administration

Minor: Sociology(Deviant Behavior)
University of Utah-University of Massachusetts-Advance Graduate Studies

Honors :

Academic Scholarship - College of Eastern Utah
Baseball Scholarship - University of Utah

Work Experience :

1973 Assistant Professor, Department of Recreation and Park
Administration, Office of Recreation and Park Resources
and Cooperative Extension Division (College of Agriculture) ,
University of Illinois, Champaign, Illinois.

1970-73 Instructor, Department of Leisure Studies and Services,
University of Massachusetts, Amherst, Massachusetts.

1972-73 Director, Camp Allen, Inc. for Handicapped Children,
Bedford, New Hampshire.

1971 Assistant Director, Camp Allen, Inc. for Handicapped
Childred, Bedford, New Hampshire.

1968-70 Chief, Therapeutic Recreation, Children's Psychiatric Center
Primary Children's Hospital, Salt Lake City, Utah.

1969-70 Director, Hilltop Camp, Children's Psychiatric Center,
Salt Lake City, Utah.

1967-68 Recreational Therapist, Children's Psychiatric Center
Salt Lake City, Utah.

1965-67 Director, Murray Boys' Club, Murray, Utah.

60

1965 Director, Liberty Park Playground, Salt Lake City, Utah.

1964-65 Assistant to the Professional, Carbon Golf Club,
Price, Utah.

Publications :

"A New Dimension in Treatment: Therapeutic Recreation for the
Emotionally Disturbed Child," Therapeutic Recreation Journal ,
Vol. IV, No. 1 (1970) .

"A Correlation Between Socialization and Self Concept in a Summer
Camp Program," Therapeutic Recreation Journal , Vol. V, No. 1 (1971).

"Therapeutic Recreation: An Emerging Force in Recreation," Journal of
the Massachusetts Recreation and Park Society , Vol. 1, No. 2 (1971) .

"A Status Investigation of State Therapeutic Recreation Branches,"
Therapeutic Recreation Annual , Vol. VIII (1972) .

"Camping for the Physically Handicapped: A Rationale and Approach,"
Rehabilitation Literature , Vol. 34, No. 5 (May, 1973).

"An Open Letter to the American Corrective Therapy Journal: Guest
Editorial," American Corrective Therapy Journal , Vol. 27, No. 2
(March- April, 1973).

"Employment of the Handicapped in Recreation," Journal of the
Massachusetts Recreation and Park Society , Vol. Ill, No. 1 (1973).

"Integrating Preservice Education and Professional Functioning:
A Crisis." Readers Forum of the Therapeutic Recreation Journal ,
Vol. VII, No. 2 (1973) .

Introductory Issue , Newsletter of the Committee on Employment of
the Handicapped in Recreation and Leisure, Massachusetts Governor's
Committee on Employment of the Handicapped, Vol. 1, No. 1 (1973).

Professional Organizations :

National Recreation and Park Association

National Therapeutic Recreation Society

Society of Park and Recreation Educators

American Corrective Therapy Society

American Camping Association

New England Camping Association

New England Therapeutic Recreation Society

New Hampshire Camp Directors' Association

Massachusetts Recreation and Park Society

Massachusetts Therapeutic Recreation Interest Section

Illinois Therapeutic Recreation Society

Illinois Park and Recreation Society

61

Professional Functions :

National Therapeutic Recreation Society

Chairman, Professional Development Committee (1971)

Chairman, Inservice Training Committee (1972)

Member, Institute Program Committee (Anaheim, California, 1972)

Chairman, Employment of the Handicapped Committee (1973)

Member, Task Force on Corrections (1973)

Editorial Consultant, Therapeutic Recreation Journal (1972-73)

Board of Directors (Elected, 1973-1976)

National Recreation and Park Association

Member, Task Force IV, Evaluation Committee (1973)

Member, National Council (1973-75)

Member, Joint Committee: National Council-Board of Trustees (1972-73)

Member, Fiscal Resource Position Paper Committee (1971-73)

Other

Advisory Board, Camp Kostopoulous , United Cerebral Palsy (1969-70)
Utah Representative to States Advisory Council, NTRS (1969-70)
Massachusetts Representative to States Advisory Council, NTRS (1971-73)
Chairman, Massachusetts Therapeutic Recreation Interest Section (1971-72)
Member, Executive Board, Massachusetts Recreation and Park Society

(1971-72)
Massachusetts Representative, New England Therapeutic Recreation

Society (1971-73)
Consultant, American Nursing Home Association (1972-73)
Consultant, Western Massachusetts Activity Directors' Association

(1973)
Chairman, Committee on Employment of the Handicapped in Parks and

Recreation, Massachusetts Governor's Committee (1973)
Member, Massachusetts Governor's Committee on Employment of the

Handicapped (1973)
Editor, Newsletter of the Committee on Recreation and Leisure,

Massachusetts Governor's Committee on Employment of the

Handicapped (1973)

62

APPENDIX C

Other Personnel

Joseph J. Bannon. Associate Professor and Acting Head of the Department
of Recreation and Park Administration. Dr. Bannon teaches classes and
at the same time has directed a number of research projects funded by
local, state and federal agencies. He is state and nationally known
for his publications and professional leadership.

Charles W. Pezoldt. Assistant Professor and Coordinator of Curriculum and
Instruction, Department of Recreation and Park Administration, Ph.D.
University of Illinois. Twelve years as Park and Recreation Director
in Des Plaines, Illinois; has been at the University of Illinois since
1968. Dr. Pezoldt will assist project staff in curriculum planning and
in exploring the coordination of the two-year curriculum with University
programs .

Scout L. Gunn. Dr. Gunn was Coordinator of Special Therapies, North East

Georgia Community Mental Health Center and Athens General Hospital before
coming to the University of Illinois this year. Here she is an Assistant
Professor and Coordinator of the Therapeutic Recreation Option in our
department.

Reiner Martens. Director of the Motor Performance and Play Research Laboratory,
Children's Research Center. Ph.D. University of Illinois; has published
extensively in referred journals. Dr. Martens has many years teaching and
coaching experience, and he will lend his expertise in research and teach-
ing to project curriculum development and evaluation.

Robert J. Szyman. Supervisor of Recreation and Athletics, Division of
Rehabilitation-Education Services; M.S., Chicago State University; is
nearing completion of Ph.D. work in the Department of Recreation and Park
Administration, University of Illinois. Mr. Szyman served as an USOE
Intern in 1971 and as Assistant Supervisor of Recreation and Athletics
in 1972. He has also taught an EMH class at the secondary level.

David N. Miller. Lecturer, Coordinator of Field Work Programs, M.S., San
Fransicso State College, has worked as a Supervisor at the Recreation
Center for the Handicapped in San Fransicso, and previously served as
Community Recreation Specialist in the Office of Recreation and Park
Resources, University of Illinois

Jack E. Razor. Assistant Head of Department and Associate Professor, De-
partment of Physical Education for Men; P.E.D., Indiana University;
Dr. Razor will serve as the central contact with the Department of
Physical Education in assisting with the project.

3

Timothy J. Nugent. Director, Division of Rehabilitation-Education Center;
founder (1948) of the Rehabilitation-Education program which was the
first comprehensive program of higher education for the severely
permanently disabled; special research interest and experience in
facilities, education and recreation for the disabled, and physiology
of disabilities; Mr. Nugent to serve as an advisor to the project and
lend his expertise to course development in regard to the study of
recreation for the physically disabled.

G. Max Spriggs. Chairman, Department of Special Education, University of

Illinois, Ed.D., University of Minnesota; has had over 20 years experience
in the field of Special Education throughout the country. Dr. Spriggs
will serve as the primary contact with the Department of Special Education
in assisting with the project.

64

APPENDIX D

Job Description
Curriculum Coordinator

Job Title : Curriculum Coordinator

Purpose : To coordinate the detailed implementation of the curriculum in
accordance with the objectives outlined in the grant proposal.

Duties and Responsibilities : The Curriculum Coordinator will have the
responsibility to fulfill the prescribed objectives related to
curriculum development by constructing defined methods and procedures
and directing their implementation. He will be directly responsible
to the Principal Investigator in carrying out the duties of the
position.

He must incorporate the resources of the University, education cen-
ters (i.e. , field practicum stations) and the junior colleges to
bring about the effective development and implementation of student
training in therapeutic recreation. Additionally, he must be able
to solicit and foster the support of appropriate professional leaders
toward the accomplishment of the project objectives.

Specific Duties : The Curriculum Coordinator will have the responsibility for:

a) The Collection and organization of materials concerning competen-
cies required of entry-level therapeutic recreation in service to
handicapped children and youth.

b) The incorporation of inputs from project resources into a model
curriculum based on competencies needed to serve handicapped
children in an entry-level position.

c) In conjunction with principal investigation, the development of
training sessions for junior college instructors and field prac-
ticum advisors.

d) The development of course outlines teaching resources and field
practicum materials to be used in student instruction and the
eventual implementation of instructional programs.

e) To assist in the development of curriculum evaluation instruments.

f) The preparation of materials to be included in a document for con-
sumption by junior colleges.

g) Other functions as assigned by the Principal Investigator.

Spec i al Skills or Qualifications :

A. Professional skills in planning, organization, leadership training,
and supervision of therapeutic recreation services.

B. Interest and skill in the area of therapeutic recreation education.

C. Ability to draw together many resources and to organize information
drawn from those resources.

D. Ability to organize and communicate information effectively.

E. Involvement in professional therapeutic recreation associations and
societies.

F. Eligibility as a "Master Therapeutic Recreation Specialist" under
the registration plan of the National Therapeutic Recreation Society.

Minimum Education and Experience Required :

A. U.S. in therapeutic recreation with course work in education.

B. Two years of college teaching experience, which includes experi-
ence in curriculum and course development.

C. Five years of work experience in providing therapeutic recreation
services, including experience as a leader and administrator.

65

APPENDIX E

Job Description
Junior College Instructor

Job Title: Instructor

Purpose : To assist in curriculum development and institute the implementation
of therapeutic recreation curriculum in the junior college.

Duties and Responsibilities : The instructor will have the responsibility for
implementation and coordination of the therapeutic recreation curriculum
at his institution.

He must be able to work closely with junior college colleagues and with
project staff in meeting the objectives outlined in the grant proposal.
Interest and skills in functioning as a liaison with community health 3
education, and recreation agencies will be imperative to meeting his
responsibilities .

Specific Duties : The instructor will have the responsibility for:

a) Teaching courses within the therapeutic recreation curriculum,
'b) The coordination and supervision of student field practicums.

c) The advisement of all students enrolled in the therapeutic
recreation curriculum.

d) The modification, further development and refinement of course
offerings, in concert with project staff and consultants to the
project.

e) Assisting project staff in carrying out evaluation procedures.

f) Development and implementation of local workshops for advisors
of field practicum students.

g) Attending short courses and workshops provided by project staff,
h) Keeping junior college colleagues and project staff assessed of

developments and progress toward objectives.
i) The recruitment of students, especially qualified handicapped

persons and those from minority groups, into the therapeutic

recreation curriculum,
j) Other functions as agreed upon by the junior college departmental

chairman and the project director.

Special ^kills an d Qualifications :

A. Professional skills in the leadership, planning, and organization
of therapeutic recreation services.

B. Interest and skill in teaching in the area of recreation for the
handicapped.

C. Ability to draw upon community resources.

D. Ability to organize and communicate effectively.

E. Involvement in professional therapeutic recreation associations
and societies.

F. Eligibility as a "Master Therapeutic Recreation Specialist" under
the registration plan of the National Therapeutic Recreation Society.

Minimum Education and Exper ience Required:

A. Master Degree in therapeutic recreation, recreation or closely
related field.

B. Experience in college teaching and/or organization and implementation
of in-service training within a recreation related agency.

C. Three years of work experience in providing therapeutic recreation
services for the handicapped.

66