s parents and teachers work together to help trainable mentally retarded adolescents reach their fullest potentials, the area of leisure time activities is often overlooked. Participation in leisure time activities is not only a concern of parents but also a source of stress for teachers of exceptional adolescents. Both teachers and parents voice frustration over the lack of simple inexpensive activities that can be easily contracted between teacher and parent and that can also be readily incorporated into the circle of family activities. Moreover, this frustration is magnified when teachers and parents attempt to plan leisure time activities for trainable mentally retarded adolescents.The adolescent years of trainable mentally retarded (TMR) youths are often very trying for parents. Evidence of this was shown by the results of a questionnaire administered in 1976 by the author to parents of TMR adolescents in a Centex school district. The results revealed that for most of these adolescents (60%), watching television was the major leisure time activity. A 1974 study by Bernard Lax showed similar results. Lax found that 63% of the mentally retarded adolescents in his study spent the greater proportion of their time viewing television. The study also found that mothers tended to enjoy having the students at home immediately following graduation. However, as time progressed, they indicated that the adolescents got under foot and grew tired of watching television. Thus, sitting at home and watching television has remained the number one leisure time activity of TMR adolescents over extended time.Parents and teachers need not despair. there are leisure time activities that lend themselves to adaptation with TMR adolescents. Within the concept of leisure time activities there are inter· actions that promote skill development through participation by TMR adolescents and their parents. Teachers can help parents find suitable activities in which to participate with their adolescent children.
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