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ATRA SoCal : 2026 Session Description
October 17–19, 2026
The Embassy Suites, Brea, California
2026 ATRA Annual Conference – Session Descriptions
October 17–19, 2026 | Brea, CA
The following is the Session Descriptions for the 2026 ATRA Annual Conference in Brea, CA. All sessions, times, and presenter information have been confirmed, though final adjustments may occur due to unforeseen circumstances onsite.
For a visual Calendar view, please visit: Schedule at a Glance
For information on our On Demand Conference offerings, please visit: ATRA SoCal On Demand
Continuing Education (CEUs):
NCTRC pre-approval is pending fr all sessions for CEUs.
Once the program is pre-approved; For questions related to specialty certification areas, please refer to the PDF version of the program for designation icons and CEU-eligible sessions.
Code of Conduct:
All attendees, speakers, exhibitors, and guests are expected to uphold the ATRA Conference Code of Conduct.
To review the Code, view it here.
Note on Non-ATRA Activities:
Please note that any events or activities not listed in the official ATRA SoCal program are independently organized and not affiliated or sponsored by ATRA. ATRA is not responsible for independently coordinated events, meetups or activities not articulated in this program. Individuals interested in non-ATRA sponsored activities should contact their respective organizations directly for details.
“A Model on the Move: How Recreation Therapy as a Related Service in Southern California Public Schools Took Root—and Took Off—Across Southern California
Session Description
This interactive and practice‑informed session explores the events, factors, and trends in public education that sparked—and continue to drive—Recreation Therapy’s rapid expansion within and beyond a single school district, generating strong momentum and opportunity. Grounded in federal IDEA requirements, California Education Code, the NCTRC Job Analysis, and a strong social lens, participants will gain insight into Recreation Therapy as a related service and how it is implemented in a large urban school district to support students in accessing their educational programs while fostering joy, engagement, and inclusion through meaningful social participation. The session highlights the role of the Recreation Therapist, service delivery models, interdisciplinary collaboration, key successes, and real challenges encountered along the way. Pictorial case studies allow participants to “peek inside” effective school‑based RT interventions, illustrating how intervention design, student age, grade, and educational factors support the recommendation for services. Designed for Recreation Therapists who find themselves stepping into school‑based practice—by design, surprise, or circumstance—or who want to stand alongside colleagues and advocate for students and the profession, the session closes with a clear call to action: as school based RT continues to take root and take off, RTs must claim the driver’s seat and collectively define what comes next, Participants will discuss and identify possible next steps through practice guidelines, relationships, research, policy or advocacy to ensure the future of school‑based Recreation Therapy remains student‑centered, sustainable, and led by the field itself.
Learning Outcomes
Participants will be able to: 1. Explain three laws, foundational frameworks or practices that guide the implementation of Recreation Therapy within the public school settings. 2. Identify one role of a Recreation Therapist within a public school setting as part of an IEP‑driven related service and one role RTs may play in supporting students through non‑IEP‑based supports. 3. Identify at least one concrete strategy participants can implement within their own role or setting to advocate for, support, or expand next‑step actions that advance school‑based Recreation Therapy practice
Practice Area: Select ALL that Apply
Schools
Other
Target Audience
Educators/Researchers
Mid-Career Professionals
Primary Presenter
![[photo]](https://secure.gravatar.com/avatar/a9821df07b0e96da4e49ceb0df4a744c.png?d=https://proposalspace.com/images/no_photo.png&r=PG&s=50 "Kathryn Hoar, Los Angeles Unified School District")
Kathryn Hoar, Los Angeles Unified School District
Biographical Information
Kathryn Hoar RTC, CTRS With over 25 years of experience, Kathryn has had the privilege of supporting students and schools, shaping and expanding a comprehensive related services program for a large public school district—growing from the sole provider for 7 years, to leading a team of 33 dedicated professionals serving more than 500 schools and 1,000 students. This journey has required a strong commitment to unwavering advocacy, expertise, critical thinking, creativity, and reflective practice to ensure alignment with laws, scope of practice, and best practices. Finding herself in an unforeseen gateway, Kathryn approached this work with humility, humor, advocacy and enthusiasm.
Co-Presenter/Panelists
![[photo]](https://secure.gravatar.com/avatar/f1eed179a59b57b442ae9dd74be2c028.png?d=https://proposalspace.com/images/no_photo.png&r=PG&s=50 "Jennifer Mayer, Los Angeles Unified School District")
Jennifer Mayer, Los Angeles Unified School District
Credentials
RTC, CTRS
Biographical Information
Jennifer Mayer, a Recreation Therapist with 15 years of school based experience has passionately supported schools, students, parents and teachers in a variety of ways. Her creativity in developing and implementing interventions has proven to ensure students from ages 3 through age 22 meet and exceed expectations. Teachers welcome her into the classroom, parents trust her insight and professionalism and her colleagues appreciate learning from her expertise.