Serious Leisure as a Positive Contributor to Social Inclusion for People with Intellectual Disabilities

Abstract

Historically people with intellectual disabilities have been treated deplorably, locked away in institutions, often experiencing vile and degrading conditions. In Australia it was not until the mid-1980's that humane legislation and policy changes occurred. These changes were based on principles of normalization and social role valorization (Wolfensberger, 1972), and as a result the basic human rights of people with disabilities began to be recognized. However, the provision of leisure services have been slow to respond to the new legislation because of the unfounded belief that people with intellectual disabilities lacked the necessary abilities and competencies to develop long term or serious leisure activities (Stebbins, 1982). Policy changes at government levels now placed greater emphasis on individualized leisure programs, rather than large group diversional programs, so as to encourage people with intellectual disabilities to be included in community living. This has not been as successful as originally intended for two reasons: negative attitudes toward people with disabilities, and a lack of financial support for inclusive leisure programs. This paper challenges the belief that leisure experiences are not important for people with disabilities, and suggests that it is imperative for leisure education programs to be funded that focus on the long term development of serious leisure skills and competencies. Serious leisure activities (such as amateurism, hobbies and volunteer work) are generally found to be challenging, require a great deal of commitment, are valued by the community, and contain a status system and a network of devotees, colleagues and friends. This forms the basis for self-respect and self-esteem and leads to greater acceptance and social inclusion in the community.