1. Individuals With Disabilities & Outdoor Adventure Programs
Nicole Mees

2. 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

3. 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

4. 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

5. 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.

6. 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 don’t 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

7. 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

8. Benefits Continued Development of: Initiative Trust Cooperation
Personal growth
Ewert & Robb. Risk Recreation and Persons with Disabilities

9. 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

10. 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

11. 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

12. 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

13. Research Studies 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 >20 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 & > 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 (males and females)
Case history and log books
Pilot study of 4 days. 2 ½ day program participant observation
> Team cohesion, buddy system, increase in SE

14. Summary
Both individuals with and without disabilities benefit from participating in an integrated outdoor adventure experiences
It’s 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

15. 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.