Title: Individuals With Disabilities
1Individuals With Disabilities Outdoor Adventure
Programs
2Definitions
- Accessible- Something is made usable or available
through some type of adaptation for individuals
with disabilities - Universal- Creates a broadly inclusive
environment that effectively blends a variety of
design concepts, including accessible, into a
range of meaningful options for all users - Rogers, Don. To The Top, 2000
3Definitions Continued
- Individuals With Disabilities Act (IDEA)- A law
passed in 1990 that reemphasized a free and
appropriate public education for children with
disabilities - Americans With Disabilities Act (ADA)- A law that
emphasizes rights and provisions for persons with
disabilities in places of business - Carlson Evans. Whose choice is it?
Contemplating Challenge-by-Choice and Diverse
Abilities ,2001
4Definitions Continued
- Challenge-by-Choice- A philosophy with three core
values - 1. Participants should be able to set their own
goals on particular challenge elements - 2. Allows a participant to choose how much of a
particular element they will experience - 3. Participants make informed choices
- Carlson Evans. Whose choice is it?
Contemplating Challenge-by-Choice and Diverse
Abilities ,2001
5Why do people with disabilities want to
participate in outdoor adventure activities?
- For the same reasons why non-disabled individuals
do - They desire feelings of self-accomplishment
- A connection to the natural world
- Friendships
- Opportunities to improve leisure outdoor skills
and overcome natural obstacles - A chance to test their limits
- McAvoy, Leo. Benefits of Integrated Outdoor
Education and Adventure.
6Barriers to Participation in outdoor adventure
challenge activities for Individuals with
Disabilities
- Overprotecting persons with disabilities
- The term risk recreation is misperceived as a
dangerous activity - Persons with disabilities are often denied, or
discriminated against participating in activities
compared to non-disabled individuals - Many disabled individuals simply dont know the
opportunity exists - The literature suggests that many programs are
segregated - Many programs have inadequately trained staff and
lack proper assessment of participant readiness
levels, sequencing of activities and training
strategies - Ewert Robb. Risk Recreation and Persons with
Disabilities
7Benefits of Participation for Individuals with
Disabilities in an Integrated Outdoor Adventure
Experience
- Higher levels of motivation
- Increased self confidence in their abilities
- Being more respectful/ trusting of others
- Achieving a personal goal
- Appreciation for nature and the wilderness
- Holman, McAvoy, Goldberg, Klenosky. Outcomes
and personal Values Assiciated with participation
in an Inclusive Adventure Program Transferring
the Benefits to Everyday Life
8Benefits Continued
- Development of
- Initiative
- Trust
- Cooperation
- Personal growth
- Ewert Robb. Risk Recreation and Persons with
Disabilities
9Benefits Continued
- Feeling more confident about seeking employment
in the future - Perceive themselves as more competent and
versatile - Making new friends
- Experiencing adventure or excitement
- Chesten McCleary. Changing attitudes of
disabled persons through adventure programs
10Benefits of Participation for Non-disabled
Individuals in an Inclusive Outdoor Adventure
Experience
- Positive change in attitudes of the children
without disabilities towards the children with
disabilities - Increased understanding and tolerance of the
capabilities and needs of persons with
disabilities - McAvoy, Leo. Benefits of Integrated Outdoor
Education and Adventure - They were more inclined to support or promote
hiring of the disabled in their business after
the experience - Chesten McCleary. Changing attitudes of
disabled persons through adventure programs
11How do you facilitate an inclusive adventure
program?
- Step One Develop a resource base of community
resource people and written materials - Step two Address personal attitudes about
people with disabilities - Step three Obtain specific information about the
various disabilities, health and safety issues,
implications for instruction and equipment
adaptations
12Facilitation Continued
- Step four Developing necessary adaptations for
equipment, procedures, skill sequence,
environmental modifications, or program
modifications - Step five Implementing the programs
- Step six Evaluating the process to see what went
well and what needs to be changed in the future - Sugerman, Deborah. Inclusive Outdoor Education
Facilitating Groups that Include People With
Disabilities
13ResearchStudies carried out on the outcomes of
outdoor development training
Study problem Statement Subject Description Instrument Procedure Design Findings
Wagner Rowland (1992) How effective is outdoor training? Executives from gt20 organizations Questionnaire supervisory report interviews Pre post testing course. Length varied from one to five days Significant improvement in group function. No significant improvement in individual behaviors. Still significant at 15 months
Burnett (1994) What are the outcomes if outdoor development programs? 46 managers at Cranfield School of management Repertory grid Questionnaire 25 subjects on 2 ½ day course 21 controls Increase in individual self-esteem and complexity of thought about self still significant at 6 months
Hilton (1992) A team building exercise 100 managers from Bovis Questionnaire Pre post Design increase in self knowledge gt team cohesion open behavior still significant at 2 months
Mc Roberts (1994) Outdoor education and self esteem (SE) in young offenders 14 persistent young male offenders Adapted SE questionnaire Pre Post design in 31 day course 10/14 subjects significant increase in SE
Levi (1994) Outdoor education with hearing and profoundly deaf children 30 children aged 11-12 (males and females) Case history and log books Pilot study of 4 days. 2 ½ day program participant observation gt Team cohesion, buddy system, increase in SE
14Summary
- Both individuals with and without disabilities
benefit from participating in an integrated
outdoor adventure experiences - Its important that facilitators and all staff
are EDUCATED about the various disabilities and
the health risks involved so they are able to
adapt the program as needed
15References
- Carlson Evans. Whose choice is it?
Contemplating Challenge-by-Choice and Diverse
Abilities. The Journal of Experiential Education
Spring 2001, Vol. 24, No1. - Chesten McCleary. Changing attitudes of
disabled persons through outdoor adventure
programs. International journal of
Rehabilitation Research 13, 1990. - Ewert Robb. Risk Recreation and Persons with
Disabilities. Therapeutic Recreational Journal. - Farnham Mautrie. The potential benefits of
outdoor development for children with special
needs. British Journal of Special Education Vol
24, No.1 (March 1997) - Holman, McAvoy, Goldberg, Klenosky. Outcomes
and personal Values Assiciated with participation
in an Inclusive Adventure Program Transferring
the Benefits to Everyday Life. - McAvoy, Leo. Benefits of Integrated Outdoor
Education and Adventure. - Rogers, Don. To The Top. Parks and Recreation,
march, 2000, Vol.35 issue 3. - Sugerman, Deborah. Inclusive Outdoor Education
Facilitating Groups that Include People With
Disabilities. The Journal of Experiential
Education Winter 2001, Vol. 24, No.3.