Individuals With Disabilities

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Individuals With Disabilities Outdoor Adventure
Programs

• Nicole Mees

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Definitions

• 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

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Definitions 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

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Definitions 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

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Why 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.

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Barriers 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

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Benefits 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

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Benefits Continued

• Development of
• Initiative
• Trust
• Cooperation
• Personal growth
• Ewert Robb. Risk Recreation and Persons with
  Disabilities

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Benefits 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

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Benefits 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

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How 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

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Facilitation 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

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ResearchStudies 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
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Summary

• 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

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References

• 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.