The teacher understands the central concepts, tools of inquiry, and the structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students (IDPS 2, 3, INTASC 1 & NBPT 1, 2, 4).

• Discuss the impact of exceptional conditions on the individual in relation to the need for therapeutic and/or leisure recreation.
   
• Discuss the importance of recreation and leisure in the overall education of a child and how they fit into the current trends in special education.
   
• Define under PL 105-17 (Individuals with Disabilities Education Act [IDEA], related services.
   
• Describe the related services component of the Individual Education Plan (IEP).
   
• Explain how recreation as a related service is different from physical education.
   
• Identify what should be done to implement effective recreation/leisure services for students with exceptionalities when developing the IEP.
   

• The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being (IDPS 9, 10, INTASC 10 & NBPT 5).
   
• The teacher reflects on the effectiveness of technology integrated instruction that was provided through this module.

1. Choose one of the following:

• Review the "A Guide to the Individualized Education Program" provided by the U.S. Department of Education website.  Scroll down and visit each of the links provided. Take notes to document your reading and demonstrate your understanding of the components of the following IEP components:  who is responsible for its development, and where to obtain the necessary information to address these components? Be sure to read about the related service component and how it fits into the education planning process. This site contains a generic IEP form for comparison. If you choose this option, please use your notes to write a summary which you will post in the discussion area or attach as a document and submit via e-mail per your instructor’s direction.  

2. Visit the following Internet links and review the assigned related readings. Note the components of the IEP. Module 4 addresses the related services (IEP) component so include relevant information from following sites in a reflective paper and submit to your instructor as a WORD document.

• First visit the site entitled, "CEC Home" To increase your knowledge of how related services apply to the IEP process. Review the following information from IDEA Law. Under “Teaching and Learning Center” scroll down and click on Professional Practice Topics and Info. Once in the Professional Practice Topics section index, scroll down and select IEP. In the IEP section, scroll down the left side tool bar entitled, News & Issues to visit the supplemental and related resources that are not restricted to members
    
• Next visit the "Indiana Department of Education". There are many important documents located on the Center for Exceptional Learners that you may want to review at your leisure. Scroll down and click on Office of Special Education. Also, visit the DOE of Kentucky. The Department of Education of Kentucky implemented the Individual Learning Plan in 2006-07 academic year. You can visit Individual Learning Plan and review this system through a variety of documents provided. Once you have reviewed the above documents, you are ready to compare Indiana & Kentucky IEP content. Are the IEP requirements/expectations different between the two states? Respond to this question in a discussion area setup by your instructor or as a document in an e-mail attachment submitted to your instructor. Follow the directions of your instructor.  
    
• Go to Project TRIPS (Therapeutic Recreation in Public Schools) this is a site linked to the University of Wisconsin, Lacrosse Homepage. Read and review the links and answer the accompanying questions. Choose one of the following methods (per your instructors direction) to provide evidence of your understanding of therapeutic recreation in public schools. 
   
• Each student will post responses in the online group discussions setup by your instructor or submit a reflective paper per your instructor’s direction. Your instructor will monitor the discussion groups and award you credit for your participation and responses (see module outcomes and criteria in Assessment Rubric). 

• Each student will create a journal to document his/her responses to the module questions. This journal will be one of the products used to assess the knowledge you gained through this module (see module outcomes and scoring criteria in Assessment Rubric found in the Instructional Evaluation section of this module). 
   
• The Questions [to be answered individually]: Use web-based or linked resources provided to answer the following (please indicate your sources using the most current APA's current edition style of citation): 

1. What is Project TRIPS? 
    
2. What is I.D.E.A.? [The Individuals with Disabilities Education Act (IDEA), Amendments of 1997, Public Law 105-17 ]
     
3. What is a related service?
     
4. Other than recreation, what else is included as a related service?
    
5. What does recreation include under IDEA? What is a CTRS? 
    
6. What does a CTRS do? 
     
7. What is an IEP? 
     
8. WWW Resources Related to Therapeutic Recreation in Public Schools

• Now go to Special Educators & School Administrators (also located on the side bar of the Project Homepage) and respond to the following questions. Don't forget to cite your source(s).
  

1. Therapeutic Recreation in Special Education – What is the importance of recreation and leisure in the overall education of a child?
     
2. Is Recreation as a Related Service the same as Physical Education?
     
3. How Does Recreation as a Related Service Fit into Special Education?
     
4. Who May Receive "Recreation as a Related Service"?
     
5. Where are These Related Services Received?
     
6. Who Provides Recreation as a Related Service?
     
7. Does Therapeutic Recreation Fit into the Current Trends in Special Education?
     
8. What is the Status of Implementation of Recreation as a Related Service?
     
9. Benefits Achieved through Leisure and Recreation
    
10. References  

• View the Red Cedar Center Field Trip Videos (ASF format, Windows Media Player software required). Post a one page reflection depicting the type of experiences P-12 students could participate. In addition to the insights you gained from the field trip, in the discussion area setup by your instructor or vial e-mail attachment (per instructor’s direction) submit the new information you gleamed from the field trip demonstrating related services you will now consider when preparing and IEP.
    
• Review the summary presentation on Therapeutic Recreation/Leisure. Respond to the discussion questions posed in the presentation in the discussion area or submit an e-mail attachment per your instructor’s direction. 
   

1. Journal or Web Group Discussion (Undergraduate = 100 pts. Graduate = 150 pts.) contains responses to online reading questions, terminology, and documentation of your participation with your group. Points will be given for online group discussion and participation (documented in your journal or posted in the discussion group area). See items # 1-4, 6 in the Assessment Rubric for scoring criteria.
    
2. Public Document - Letter/Brochure or Case Study IEPor your selected state compared to Indiana) plus the legal procedures involved in the IEP development. Design the document to be understandable for parents, general educators, and related service professionals. Be sure to include all the IEP components in the public document or case study IEP developed. (50 pts.) – evidence of knowledge of the IEP (Kentucky