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• Historical and contemporary theories and models for inclusive leisure and recreation
• Implications of historical and contemporary theories and models for practice
• Practical strategies for enhancing citizenship and belonging for persons with disabilities through personal leisure identities
• Person-centered planning and community building processes
• Engaging with community organizations
• Diverse cultural and indigenous approaches to inclusive leisure and active involvement

Course content is guided by research, empirical knowledge and best practice. The following values and principles, consistent with professional standards, inform course content.

• Examining and challenging our personal values, attitudes and beliefs influences our interactions with persons who have experienced barriers to participation.
• Respect and caring, being responsive to individual learning needs and abilities and cultural perspectives underlies practitioners' actions and interactions in supporting diverse individuals.
• Exploring historical and societal attitudes towards persons with disabilities increases critical thinking and provides context for examining current delivery models.
• Awareness of Indigenous history and the impacts of colonization enables practitioners to work respectfully and effectively with Indigenous children, youth, families, and communities who are involved with Indigenous and mainstream recreation and leisure systems.
• Communities are strengthened when individual and group diversity is embraced through leisure and recreation participation.
• Teaching and learning is a collaborative process, using strengths- based and person-centered techniques.
• Using resources within communities, issues of access and accommodation can be explored to minimize and eliminate physical and social exclusion of individuals.
• Meaningful life experiences are enhanced through interdependence, self-determination, choice, empowerment, valued social roles and lifelong learning.