Southern Utah University

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Southern Utah University
Southern Utah University
Spring Semester 2026

Inclusive Recreation (Face-to-Face)

ORPT 3310-01

Course: ORPT 3310-01
Credits: 3
Term: Spring Semester 2026
Department: PEHP
CRN: 10999

Course Description

Adaptive and Inclusive Recreation will focus on understanding barriers to participating in outdoor recreation for a broad spectrum of user groups, including persons with disabilities, people of all shapes and sizes, minoritized groups, people in low socioeconomic standing, and older adults. Within the course we’ll explore current solutions to removing barriers while also looking to innovate new solutions. We’ll learn about laws associated with recreation opportunities and their role in creating equitable recreation experiences. The class will include traditional lecture, class discussions and case studies, field trips, out of class group projects, student presentations, and a service component.

Required Texts

The readings in this class will be made available throughout the semester through various websites and OER links.

Learning Outcomes

Students will…

  • Gain awareness for barriers to recreating in the outdoors for various demographics of people
  • Understand the idea of Social Justice as it relates to recreation
  • Become acquainted with various identity markers and the impact they have on recreation
  • Learn about the laws supporting people with disabilities
  • Learn about the historical impacts of gender on recreation and leisure opportunities
  • Develop awareness for how age impacts recreation
  • Much more...

Course Requirements

Grading

This course will be Ungraded. This doesn't mean that you are not going to be accountable for any work, it simply means that we won't be adding points to each assignment. You'll have the opportunity to declare and justify the grade you believe you earn in this class at mid-terms and again during finals. You should collect evidence for your grade as we work through the semester so that you're not overwhelmed at the end trying to find articles of support for the grade you propose.

Assignments

> White Paper: This assignment allows you pick a topic that you are passionate about within the subject matter and write a paper that addresses a problem relative to the topic and a solution to that problem.

> Class Articles, links, videos, etc... For each topic we discuss, students are required to provide relative material to add to the discussion we have about the topic. This could be a news article, a peer reviewed journal article, a vlog/blog, etc...

> Topic Reflections ...For each topic we cover, students will create a short reflection detailing the issue, the proposed solutions, and their personal feelings, insights, or aha ideas relative to the topic. This may be something you type, it may be an audio recording, it may be a short video. You may decide the format you prefer. You can also try several formats until you find one that suites you best. These will be due at the end of a topic as we move into the next one.

> Course Resource Binder (Digital)...As a class, we'll upload the links and resources we've collected over the semester into a well organized reference catalog for future reference.

> Disability for a day (or part of a day)... Students will select one of many options for a disability and "live" with it for a portion of a day during the semester. For some it may be using a wheelchair, for others a blindfold or ear plugs, there are many options and disabilities--you will need to consult with the instructor to determine which you will experience and how that will look for you. Students will present their experiences to the class detailing what disability they had and what they learned from it.

> Class led discussions and activities...Students will be able to direct a class discussion on a topic of their choice relative to the class subject matter, including assigning specific material to engage with beforehand to assure student preparedness for the discussion. Student may also choose to develop and/or initiate meaningful activities for class sessions that highlight their topic.

Course Outline

Course Outline per week:
1. Introduction to Inclusive Recreation: Introduce the concept of inclusive outdoor
recreation, emphasizing the importance of providing opportunities for individuals of all
abilities and from al backgrounds to participate in recreational activities. It will cover the
history, principles, and legal framework that support inclusion in recreation settings.

2. Understanding Disabilities in Recreation: An exploration of the various types of
disabilities (physical, cognitive, sensory) and how they may impact participation in
outdoor recreational activities. Students will learn about common barriers and solutions to
ensure accessibility.

3. Universal Design and Accessibility: Exloring the concept of universal design and how
to create recreational spaces and programs that are accessible to all individuals,
regardless of ability or background. Topics will include physical space modifications,
adaptive equipment, and communication considerations.

4. Legal and Ethical Considerations in Inclusive Recreation: A look at laws and
regulations such as the ADA (Americans with Disabilities Act). Students will understand
the ethical responsibilities recreation professionals have when creating inclusive
recreation programs.

5. Adaptive Recreation Programs: Covers various types of adaptive recreation programs
designed for individuals with disabilities, including sports, arts, with a focus on outdoor
recreation activities. Students will learn about best practices for adapting programs to
meet diverse needs.

6. Collaboration with Support Professionals: Students will explore how to work with
professionals from other fields such as special education teachers, therapists, and social
workers to create effective and inclusive recreation programs.

7. Communication Strategies for Inclusive Recreation: Highlight need for effective
communication to successfully facilitate inclusive recreation opportunities. Strategies for
communicating with individuals who have hearing impairments, speech difficulties, and
other communication challenges as well as diverse language backgrounds.

8. Promoting Social Inclusion and Participation: Facilitating social inclusion and
community engagement in outdoor recreational settings. Topics will include building a
welcoming environment, promoting peer interactions, and overcoming social barriers.

9. Planning Inclusive Events and Activities: Students will learn how to modify, plan, and
organize inclusive recreation events that cater to diverse groups. Topics include selecting
accessible venues, providing necessary accommodations, and ensuring meaningful
participation for all.

10. Inclusion in Outdoor Activities: This lesson will address how to adapt traditional
outdoor activities (e.g. rock climbing, rappelling, backpacking, etc...) for individuals with
disabilities. It will cover inclusive teaching techniques, modifications, and examples of
adaptive outdoor programs.

11. Mental Health and Recreation: An exploration of how outdoor recreation can support
individuals with mental health conditions. Topics will include the therapeutic benefits of
recreation, challenges faced by individuals with mental health issues, and strategies for
inclusion.

12. Technology in Inclusive Recreation: Students will learn about the role of technology in
enhancing accessibility and participation in outdoor recreation activities. This includes
assistive technology, virtual recreation, and online platforms for inclusive events.

13. Cultural Competency in Inclusive Recreation: Students will focus on the importance of
cultural awareness when working with diverse populations in inclusive recreation.
Students will explore how cultural beliefs, practices, and values impact participation and
how to create culturally responsive programs.

14. Evaluating Inclusive Recreation Programs: Teach students how to assess and
evaluate the effectiveness of inclusive recreation programs. Topics will include feedback
collection, program adjustments, and measuring success in achieving inclusivity goals.

Instructor's policies on late assignments and/or makeup work

Classroom Climate and Student Participation

This class is intended to promote and foster higher-level cognitive thinking. I invite you to be active in your learning and think, question, problem-solve, and critically assess information presented as part of this class. I will do my best to create an environment in which expressions of uncertainty, conjecture, and alternative or competing views can be freely shared, I hope the same of you. Remember, there is a big difference between debating an argument and attacking an individual. The latter will not be tolerated and I reserve the right to excuse any student from class who compromises this preferred climate.

Participation and Class Environment

This course is intended to be highly interactive through course discussions, guest lectures, and student presentations. Please be willing to present your thoughts, questions, concerns, and ideas to the class as we cover each topic. As we cover various topics, it's okay to disagree with others' opinions as long as you do so civilly. We are here to expand our understanding and perspectives and hearing alternative perspectives are always welcome. How a person presents any perspective often influences whether or not ideas are seen as informative and valued or simply presented as a means to bolster ones own beliefs and power, or to create influence on a group. We aren't looking to promote, demote, instigate, retaliate or proselytize in this class. We're instead seeking information and understanding then making space for individuals to process that information into their own meaning and application.

Attendance Policy

You're expected to be to class each session. I recognize life happens and there will be occasions in which you can't attend, but that should be rare. Your insights and experiences are valuable and we want you around to share them with us.

Course Fees

There are no additional fees. 

Land Acknowledgment

SUU wishes to acknowledge and honor the Indigenous communities of this region as original possessors, stewards, and inhabitants of this Too’veep (land), and recognize that the University is situated on the traditional homelands of the Nung’wu (Southern Paiute People).

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.