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Robb, Gary M., Ed.The Bradford Papers. Volume I, Proceedings from the1980 Institute on Innovations in Camping and OutdoorEducation With Persons Who Are Disabled.Indiana Univ., Bloomington. Dept. of Recreation andPark Administration.American Camping Association, Martinsville, Ind.;Office of Special Education (ED), Washington, D.C.8094p.; For related document, see RC 013 691. Preparedat the Outdoor Education, Recreation and CampingCenter located at Bradford Woods, Martinsville,Indiana.Indiana University/Bradford Woods, 5040 State Road 67N., Martinsville, IN 46151 ($5.00 each; set of vol. 1and vol. 2 $10.00).Collected Works - Conference Proceedings (021)

MF01 Plus Postage. PC Not Available from EDRS.Adolescents; Adults; *Camping; Children; CurriculumDevelopment; *Disabilities; *Experiential Learning;Mental Retardation; Models; *Outdoor Activities;*Outdoor Education; Rehabilitation*Canoeing; Handicapped Unbound Program AZ;Kayaking

ABSTRACTPresented in written form are nine workshops given at

the 1980 Institute on Innovations in Camping and Outdoor EducationWith Persons Who Are Disabled held at Bradford Woods, Indiana. Topicsof presentations include: an overview of efforts in outdoor educationfor the disabled; a description of the Sunrise Model, a curriculumfor outdoor education and outdoor therapy; Vinland National Center'spromotion of health sports for the disabled; canoeing and kayakingfor the physically disabled; results of an evaluative research studypertaining to 2-week vs. 6-week camping for handicapped boys;experiences of accessibility when temporarily "handicapped";development of model camps responsive to individual needs of specialchildren; special education-in the out-of-doors; and a description ofthe Handicapped Unbound Program for the severely and profoundlymentally retarded adults in Coolidge, Arizona. An evalution of theconference concludes the proceedings. (ERB)

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*******************************************************ns supplied by EDRS are the best that can be made

from the original document.*******************************************************

THE Foal,Lst.

Proceedings from the 1980Institute on Innovationsin Camping and-OutdoorEducation with PersonsWho are Disabled

Volume I byGary M. Robb

Indiana Universit\'

"PERMISSION TO REPRODUCE THISMATERIAL IN MICROFICHE ONLYHAS BEEN GRANTED BY

Qui\ weikA)--

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATIONCENTER IERICI

/his document has been reproduced asreceived from the person ur Organizationoriginating it

Li Minot changes have been made to improvereproduction quality..

Points or view or opinions stated in this docu"lent do nut necessarily represent official NIEposition or policy

THE

Proceedings from the 1980Institute on Innovationsin Campiyg and OutdoorEducation with PersonsWho are DisabledEdited FiN

GarY M. R!,11bl)irector of Bradford WoodsDepartment of Recreation and Park Administration .Assistant Professor

School ot Health. Phstcal Education and RecreationIndiana UniversitcBloiniungton. Indiana

Sponsored 1-n,Unicersitys

Outdoor Education, Recreamm and Camping CenterNlartinscille, IndianaDepartment uf Recreation and Park Administr.ition, School of HPER

Bloomington, Indiana

(Ai-Sponsored byProject TORCHA U.S. Department of EducationOffice- of Special Education Projectfunded to Camp Allen. Inc,. Bedford. N.H.

and in cooperation withThe AniertLin Limping Associaticin andProject DOCTR, 'Indiana Unicersity

Endorsed 1-c the National Therapeutic Recreation Society

a branch of the National Recreation and Park Association

Contents Page

Innovations hir the Future: Where Have We Come From andWhere Arc: We Going?Reynold E. Carlson

The Sunrise Model For Outdoor Education and Outcroor Therapy 9Thomas E. Smith

Positive Health: Health Sports and Disabilities 20Joan M: Saari

Canoeing and Kayaking with Individuals with Physical DisabilitiesGary ThompsonJerry Hitzhusen

'11

An Evaluative Research Study of Two-Weeks Vs. Six-WeeksCamping Experiences for Handicapped BoysDavid R. Austin

37

A Walking Accessibility TourNorma Stumbo

Developing Model Camps Responsive to the Individual Needs ofSpecial ChildrenThomas M. Shea

48

Special Education Out-of-Doors 67Mark D. Havens

Report of The Handicapped Unbound Program for Severely andProfoundly Mentally Retarded AdultsArizona Training ProgramIn CoolidgeMalcolm Gray

70

Evaluation of the 1980 Institute on Innovations in Camping andOutdoor Education with Persons Who Are DisabledBeth GoenDebbie ReishRita RoushMonica WozniakBernie Schrader

76

Fore word

OAdoor education and camping programs with persons who are disabW'are rapidly becoming recognized as programs with much educational,rehabilitation and interpersonal growth Value. While such programs are notnuw, techniques, concepts and opportunities have greatly improved overthe past few years. In recent years both government and the private sectorhave demonstrated interest and provided support for the advancement ofoutdoor-oriented programs with disabled persons. The U.S. Department ofEducation, Office of Special Education has recently provided training andresearch funds_ to:Camp Allen, Inc. (New Hampshire), and the Universityof Kentucky anci.Tortland State University (Oregon), .to name a few.Private foundatiOns anci associations such as the James .Whitcomb RileyMemorial Association (Indiana), the Mott Foundation (Michigan) and theHarrington, Hvams, Permanent Charity and HYden Trusts (Massachusetts)have demonstrated enthusiasm and commitment to the advancement ofcamping and outdoor education.

The first annual Institute on Innovations in Camping and OutdoorEducation With Persons Who Are Disabled was held at IndianaUniversity's Outdoor EducatiOn, Recreation and Camping Center locatedat Bradford Woods, Martinsville, Indiana in May of 1980. The purpose ofthe institute was to highlight new and innovative developments in the fieldand to provide introductory training oPportunities for personnel workingin outdoor settings.

The Bradford Papers publication is an attempt to capsulate in written formsome of the exciting and action-oriented presentations conducted at theInstitute. The reader should be aware that some presentations were .noteasily translated into Written form, but were none the less informative andstimulating..We. hope that The Bradford Papers will stimulate readers toinclude many new ideas and concepts in their work, and also provide animpetus for furthet training and future involvement at the annual Instituteon Innovations in Camping and Outdoor Education With Persons WhoAre pisabled, at Bradford Woods.

Gary M.'RobbEditor

INNOVATIONS FOR THE FUTURE:

WHERE HAVE WE COME FROM AND WHERE ARE WE GOING?

REYNOLD E. CARLSONPROFESSOR EMERITUS OF RECREATIONINDIANA UNIVERSITY, BLOOMINGTON, INDIANA

The Institute on Innovations inCamping and Outdoor Education WithThe Handicapped brought together-for the first time, as far as I knowpeople with competence and expertiseto move programs for special populations into a new level of accomp-lishment. It is high time that thistopic receives the consideration itdeserves.

Individuals with disabilitieshave needs similar to those of allpeople. Opportunities for outdoorexperiences have often been denied,to them. By concerted effort and'better understanding, new worlds ofenriched living may be opened topeople with special needs.

Where shall we begin a discussionof the backgrounds of camping andoutdoor education? To primitivepeoples camping was a way of life.They lived outdoors, dependent uponthe natural environment for food,shelter, and the amenities of life.Even their religious beliefs wererooted in the world of nature.

Outdoor education is based onthe concept of learning throughdirect experience in the outdoors--not only seeing and hearing andsmelling and tasting, but also usingthe resources of the environmentboth for survival and for the satis-factions and pleasures beyond meresurvival. Camping and outdooreducation in this context are asold as the human race.

When we look at organizedcamping and outdoor education inlight of their contributions to

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the enhancement of living,to social improvement, and tothe very survival of our peoplein an industrialized world, werealize that we are involved inan educational and social move-ment of considerable significance

In its broadest definition,outdoor education includes manykinds of programs, and there aredifferences of opinion as to how

broad the definition should-be.Some would include the learningof skills that must be carriedon outdoors. There are alsomany programs that are not desig-nated by the term outdoor educationbut_nevertheless involve exper-iences that are outdoor-orresource-related. The followingwill focus on some of the prog-rams that have been and stillare generally labeled as outdooreducation.

In the late 1800's andearly 1900's, serious concernabout America's natural resourcesbegan to grow. The westwardmovement of the pioneers hadended and the filling in of thecontinent had begun. The buffalohad disappeared as a wild animal;forests were being leveled; soil

erosion and water pollution wereserious. Men like Gifford'Pinchot,Theodore Roosevelt, and HughBennett rallied public actiontoward conservation. Federaland state agencies directedtoward forestry, wildlife, soil

and park conservation wereestablished. Many people wereconvinced that public education

was essential to the success ofconservation ventures; and publicagencies and voluntary organizationsbegan conservation education programs.A Conservation Education AsSociationwas organized and began efforts toinclude in high school and collegecurricula, and to some extent inthe elementary schools, instructionin the management and wise use ofresources. Some of this instructiontook place outdoors and publications,field schools, and field trips wereimportant parts of the program. Manyof our college and university fieldschools date their origins to theseearly beginings. Agassiz is oftenquoted for his statement, 'studynature, not books." In 1873 he con-ducted the Anderson School of NaturalHistory under the auspices of HarvardUniversity.

Efforts to provide gardeninginstruction and experiences for schoolchildren began early in the twentiethcentury. Brooklyn and Boston wereamong the first to establish exten-sive programs that included tractgardens and home gardens. Althoughthe programs were concerned chieflywith vegetable and flower growing,there were in many cases auxiliaryprograms of getting acquainted withthe natural environment. The cityof Cleveland has developed one ofthe most extensive school programs.Bloomington, Indiana schools, incooperation with Indiana University'sbotany department, has a vital gardenprogram for children. Like the groupsconcerned with conservation, thoseconcerned with school gardens formeda national society--the SchoolGarden Association.

The Nature Study movement inpublic schools is usually associatedwith Cornell University and Dr.Liberty Hyde Bailey, professor ofbotany, under whose auspices JuniorNatu a sts Clubs were organizedin the s ools in 1896. Leaflets

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were published monthly forthese clubs. These leafletslater became known as the RuralSchool Leaflets and were widelydistributed not only in NewYork State but throughout thecountry. Corpell also began atraining program for teachersthat expanded throughout thenation. Many of these programswere outdoor related'and involvedfield trips, studie'of farmproblems, and gardening.

Dr. William G. Vinal(Cap'n Bill) was active in theNature Study movement. Throughhis relationship with the NationalRecreation Association, he coinedthe term nature recreation. Dr.Vinal was a stimulating teacher.He did little lecturing butpreferred to encourage his studentsto use their senses, examine,analyze, and speculate--a Socraticmethod that was frustrating atfirst to students who were usedto having information spoon-fedto them.

The promoters of the NatureStudy movement always contendedthat success depended upon thequality of teaching. Teachers-who could help children learnthrough direct environmentalexperiences seemed to be mostsuccessful. The term ecologywas seldom used but a great dealof attention was given to inter-relationships in the naturalworld, described with such termsas "the balance of nature" andthe "web of life." Althoughthe term nature study has, inrecent years, been somewhatscorned, any careful examinationof this movement would show thacfrom it sprang the origins ofmany of today's successful pro-grams in outdoor teaching andinterpretation.

Interpretive programs for thepublic began in the early 1900's inour parks. The first of our nationalparks, Yellowstone, had been estab-lished in 1872. As the number ofparks increased and the num,bers ofvisitors clamored for entertainment,hotels and resorts began to offercampfire programs including storiesabout bears and other park wildlife.Many of the stories were humor.ousand fancilful, but gradually interestin serious knowledge about tne parksbegan to grow. Several universitiesused the parks for field studies, andin a few instances they gatheredmuseum materials. In 1920 Dr. HaroldBryant and Dr. Loye Miller inaugurateda summer naturalist program in YosemiteNational Park. Its success led to theestablishment of the Information andEducation S9rvice of te NationalPark Service. A fiela_training pro-gram for naturalists was set up, andtii naturalist service was expanded.Some of the programr, were directedat children. Later, the U. S. ForestService, the Fish and Wildlife Service,and other agencier, set up programs.State and municipal parks became inter-ested and interpretive programs todayare widespread and have expandedinto historical and archeologicalareas.

The first national workshop ofinterpretive naturalists was held atBradford Woods in 1955. Yearlyworkshops led to the formation of theAssociatio of Interpretive Naturalistsin 1960. This organization has hadtremendous growth in recent years asinterpretive programs have expandedinto a variety of'settings.

Another area related to outdooreducation is the Children's Museum.In the early 1900's children's museumsbegan in New York and New England.They are now spread across the UnitedStates. Some of the programs wereoutgrowths of adult museums, althoughmost of them were operated and

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financed by private associations.In recent years, public agencies,particularly municipal parkdepartments, have financed andoperated children's museums.

Although the museums arecentered in a building, manyhave extensive tracts of landfor outdoor purposes., such asfield trips. Schools makefrequent use of children'smuseums and in some commun-ities such as Cincinnati, thechildren's museums have becomethe major thrust of schooloutdoor education.

Nature centers are anotherversion of outdoor education.They generally have modestfacilities in outdoor areas thatserve as iwtroductions to andstarting points for outdoorexperiences. Public parks,forests, wildlife areas, and,in some cases, private lands,are sites for such centers.They serve as useful resourcesfor outdoor experiences orientedtoward natural science.

School camping and outdooreducation, though distinct, areclosely related. The schoolrelated outdoor education programin the Unites States usuallythought of as origin ting withthe W. K. Kellogg F undationCamps in Michigan-, lthough anumber of private s hools hadbeen conducting camp programsmuch earlier. It was 1940 whenthe Kellogg Foundation turnedits Clear Lake camp over tothree Michigan school districts.The camps became a focal pointfor the development of residentoutdoor education. San Diego,California, and Tyler, Texassoon followed.

Memorable contributions toschool camping were made by Dr.Lloyd B. Sharp, who had been con-.ducting some experimental campsfinanced by the old Life Magazine,for New York children. In 1944 hebegan a program offield experienceswifh teachers' colleges of New Yorkand New Jersey and a six weeks'summer course for teachers, calledNational Camp, which granted creditthrough New York University. Dr'.

Sharp was probably the first to usethe term "outdoor education" as hebegan to explain his work. To developan understanding of his program, hebrought representatives of the NationalEducation Association and the U. S.

Office of Education to NationalCamp for workshops, issued public-:ations, and participated in educa-tional conferences. The most succinctand most frequently quoted statementby which Dr. Sharp defined his workwas: "That which can be4t be tea/citedinaide the ctaza/coom 4hodtd be teannedthene; and that which can bezt betea/cited thnough di/cect expvcienceoutzide the ctaaa/coom, in contactwith native mateniats and titieAituation4, Ahoutd thene be tea/med."

Another person who significantlyinfluenced outdoor education was Dr.Julian Smith, who was involved in theearly developments of the Clear Lakeprogram. He later served with theMichigan Department of Education inthe promotion of outdoor education.In 1955 he became director ot thetutdoor Education Project of theAmerican Association for Health,Physical Education, and Recreation.The term "education for the out-of-doors" became the watchword for thisprogram, which included outdoor-related sports and physical fitnessas part of outdoor education. As

director of the program and as aprofessor at Michigan State University,Dr. Smith'conducted many state andnation#1 training workshops devotedlargely to outdoor skills. His work

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encouraged many colleges anduniversities to institute courses,particularly in departments ofphysical education.

Outdoor education, at firstwas concerned primarily withunderstanding and appreciatingoutdoor resources, and using theenvii.onment for outdoor-relatedsports was a secondary interest.Though fishing, hiking, and outdoorcamping skills were included inthe program, the major thrust was'that of using the outdoors toimprove understanding of schoolclassroom subjects and to introducestudents to the natural sciencesthrough direct experiences.

In the 1950's, when residentoutdoor education had a rapiddevelopment the term residentoutdoor education began to replaceschool camRing. Michigan andCalifornia had the greatestexpansion of resident outdooreducation, but school districtsfrom coast to coast began toestablish programs. The growthof resident programs has slowedsomewhat in recent years, probablybecause of financial stringenciesfaced by many school districts.Some school districts have acquiredoutdoor education areas withoutresident facilities that areused on a day basis.

Tne place of Bradford Woodsin outdoor education and camping

.deserves. mention. It was devel-ed with four particular groupsin mind. lhe Will giving theproperty to Indiana Universityasked that special considerationbe given to handicapped children.The second group was schoolcKildren, for whom resident outdooreducation was to be emphasized.Tne third was organization camps;and camps for Boy Scouts, GirlScoUts, and Campfire Girls wereestablished. Fourth were

university students, for whom BradfordWoods was to provide opportunitiesto attain knowledge, skills, andleadership abilities in outdoor educa-tion.

The achievements of privateassociations and youth-servingagencies helped to develop and broadenoutdoor education, which now includesa wide spectrum of programs and tech-niques.

Let us-turn now to the backgroundsof organized camping for children. Itis impossible to say'which was the firstorganized camp, but we do know that theGunnery School had a summer outdoorcamp program as early as 1861 and thata number of camps were established inthe 1880's and 1890's in New England.It is interesting to note that theyrepresented sOme of the same types ofgroups that operate camps today. Therewere agency camps, private camps, andspecial interest camps. A physician,Dr. Rothrock, established a camp for"weak" boys, calling it a physicalculture camp. As far as we know, thefirst camp established by a publicagency was in Los Angeles in 1910.

Organized camping grew rapidlyfrom 1910 to 1940, accompanying thegrowth of the voluntary agencies, allof which incorporated camping into theirprograms. In 1910 a Camp Director'sAssociation was organized. The Nation-al Association of Girls' Camp Directorsfollowed in 1916. With the foundingof the American Camping Association in1935, these groups mergea; and member-

.,

ship was broadened to include allpeople interested in organized camping.The ACA has dedicated itself to theimproveMent of camping through suchmeans as instituting a standards pro-gram, developing leadership education,guiding legislation, and carrying ona public interpretation program. Ithas supported and encouraged schooloutdoor education in camp settings,

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and many residential schoolprograms take place in thefacilities of organized camps.

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There are extreme variationsin camp operations. We do notknow exactly how many camps andcampers there are in America,but a rough estimate is thatthere are about eight thousandcamps serving close to eightmillion children each summer.

Many people, particularlythose in the field of organizedcamping, are convinced thatcamping has a special contribu-tion to make to youth. If onewere given unlimited funds andasked to construct an educationalsetting for the development ofhealthful attituaes towards lifeand the abiiity to get alongwith others while learning about-the environment and achievingskills related to it, one wouldcome pretty close to the structureand program of a good camp or a-small-group wilderness experience.The camp is a community separ-ated trom the distractions ofcity life. lt involves livingand functioning in a group ofsix or eight, with opportunitiesfor group decision-making. Therelationship with the adultcounselor or leader can be oneof the most favorable possible.The counselor is not the boss,but an experienced friend and aparticipant with the camper.The total purpose ot the goodcamp is to provide significantand enioyable experiences thathelp campers develop. If thecamper does not enjoy the exper-ience, the camp has failed. Theopportunity for individualattention to help children withproblems is one ot the superla-tive aspects of camp. It is tobe emphasized, however, that the

quality of leadership is supremelyimPortant if the camp is to fulfillits objectives.

One might ask, "Can't theseobjectives be achieved in other settingssuch as good schools and clubs?" Yes,in part; but the Unique feature of campis that the experience takes placeoutdoors, and much ot the Program isrelated to the outdoor setting.

The basic assumption be'ing made incamping and outdoor education is thatlearning takes-place in large partthrough direct experiences. Such learn-ing is-usually more interesting, isretained longer, and makes a deeperimpression on the learner.

Organized camping and sOme of theother Programs mentioned had theirorigins in the United States and havespread from this country to other partsof the world. line might well ask whythese programs developed when and wherethey did. Why in the United States?Why at the turn qf the century? A

possible explanation is that this wasthe period in which America changedfrom a society which was primarily ruralto one that was primarily urban. Cityliving led many parents to feel thattheir children were suffering from thelack of experiences with the naturalenvironment that had at one time beenthe common heritage of Americans. Therealso lingered a nostalgic sense of theromance of the past, of the westwardmovement and the Indian. Some of theearly camps endeavored to recaptureaspects of Indian life in their pro-grams. Others found motifs in thelegends of the-pioneers, the overlanders,the cowboys, and the early settlers.The shrinking of forests, wildlife,and wilderness stimulated outdoor pro-grams, increasidg the interest notonly in seeing and enjoying resourcesbut also in protecting them.

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Camp programs especiallydesigned for the handicapped havebeen conducted for many years.Camp leaders have agonized overwhether the handicapped shouldbe accomodated in traditionalcamps or whether special campsin which the Program would revolvearound their particular needsshould be provided. Many publicagencieskhave tried to find betterways of serving segments of thepopulation that can not fit intoregularly scheduled activities.On a visit to Tutson I went tosee a s'lcial nature trail forthe blind. I was very muchinterested to learn that farmore non-blind than blind usedthe trail. Maybe this tells ussomething about constructingsuch trails.

This has been a briefoverview of some of the develoP-ments in camping and outdooreducation. Many additionalprograms could-have been mentioned,I have not aiscussed such develop-ments as stress programs andacclimatization.

So let us now turn from thepast to the future and present.We are on much shakier groun4when we attempt to talk aboutthe future. Wishful thinkingsometimes colors our planningfor days to come. Nevertheless,in-order to plan at ail we musttry to analyze what is happeningtoday and to forsee how it willaffect the future. We are partic-ularly concerned with the waysin which what is done in campingand outdoor education may affectfuture-generations.

Energy shortages, pressureson natural resources, population

growth, financial stringencies,We are losing more than a

mchanging lite s.tyles, and our illion acres of agricultural

understanding of pasic human needs land each yeat to housing, roads,

all may affect our planning for the industries, and airports. We

years ahead. A better understanding can ill afford to lose this land.

of what can be done for special One encouraging note is that

populations may affect wnat we do for there seems to be some movement

atner groups. from the suburbs back to citycondominiums and apartments.

There is no reason to believe that Pressures on natural wildlifeawithin twenty years the major oil reas continues to be tremendous,

rPsources of thP planet will have heen but there is evidence of some

seriously depleted. In spite of the concern for expanding these areas

possibilities of new energy sources and for educational programs that

such as oil shaies, coal, solar power, ultimately will have a desireable

wind,-tides, and nuclear energy, we effect. The Environmental Quality

cannot expect that low-cost-mobility Index for 1980, published by

will be available. We who have built the National Wildlife Federation,

a society predicated on_the automobile indicates a continual decline in

and low-cost fuel will have to adjust soil, living space, wildlife,

to-great changes in how we live and minerals, and water, while air

how we use our leisure,quality shows a slight improvementand forests seem to be holding

Of all forms of leisure, outdoor their own. It is discouraging,

recreation has had the most rapid however, to see that despite

growth in recent years in terms of education and legal restrictionsthere is declineHn most resources.numbers of participants and money

spent. Water-related recreation,wilderness use, travel, vacations, How will the changing life

and winter sports are a few of the styles and restricted resources

Most obvious varieties of outdoor affect camping and outdoor education?

recreation that have seen unprecedented First, there will of necessity be

growth: A large part of this outdoor less travel. Maybe we shall

explosion has been based on the use of develop a greater appreciation

the internal combusion engine. As a of what is near at hand rather

minor illustration, let us look at the than far away. We shall need to

outboard motor. Thirty years ago the encourage non-consumptive uses

average horsepower of an outboard motor of the outdoors, substituting

was 6.9 horsepower. Today it exceeds bicycles for motorcycles, canoesfor motor boats, and cameras for

100 horsepower. There are "now 35million.boaters, and this number is guns. We shall need to emphasize

exp.ected to double by the year nop. understandings and appreciation

Much the same kind of growth is occuring of the environment. The changing.:in family camping, fishing, winter sports, order of things may increase th

hiking and knapsacking, swimming, and need for organized camps, school

cycling. Unfortunately, this increase outdoor resident programs, and

in outdoor use has not been accomp- near-to-home outdoor education

lished by sufficient education and areas. Day camps--easy to reach

preparation for wise use nor even for and requiring little in the way

the satisfaction and safety of the of facilities--may need to be

users. expanded. Acclimatization

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14;

programs can be made adventurous whilestill close to,home. Stress programs,may well -be contrived without resort-ing to distant rugged areas. Profession-als dealing with programs for specialpopulations may come up with ideasapplicable not only to special popu-

' lations but to all users of the outdoors,ideas for living and learning exper-iences that do not require travel,extensive equipment, or overly greatphysical activity.

Aany great outdoor satisfactionsrelate to vigorous physical activities,,but Maybe we have not given enoughattention to the development of thoseperceptions ana understandings that not

-only make living more satisfying butalso help to save the physical worldin which we live.

111191.11,t

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THE "SUNRISE MODEL" FOR OUTDOOR EDUCATION

AND OUTDOOR THERAPY

THOMAS E. SMITH, PH. D.BEHAVIOR EDUCATION CENTERNORTHWEST SUBURBAN SPECIAL ED. CTR.WHEELING, ILLINOIS

In recent years, as specialeducation programs evolved to bettermeet the needs of special students,there has been an increasing explor-ation of alternative curriculummodels and innovative approaches tostimulate both cognitive and social-emotional growth for all children.In parallel, psychologists and coun-selors working with handicappedpopulations have questioned the valueof more traditional therapeuticapproiches and have begun to searchout methods for increased therapeuticimpact. One of the most promising

j program alternatives, which can beof both educational and therapeuticvalue, is that of the outdoor exper-ience. _The curricalum area of"outdoor education" has a long historyand more recently, psychologists andcounselors have begun to discuss theconcept of "oufdoor therapy."

It is difficult to sub-categorizethe many types of outdoor experiencethat are available, since the "outdoorclassroom" provides opportunity -forsuch a wide range of holistic growthand learning activity. Still, itappears that most of what is now goingon in the field of outdoor education,most of-what makes up the activitiesand programs in the outdoor classroom,can be divided into four differentcategorizations.

NATURE EDINATIQN. The most traditionalpattern of outdoor education, and thecurriculum that has been most devel--,oped is that of "nature studies" orhature education. This is science inthe outdoors, covering topics that_range from conservation, ecolagy,

ornothology, climatology, and' ,

astronomy, to wildlife, geology,forestry, and biology. In recentyears there has been meaningfulemphasis on the "hands on" orexperiential education approach,providing the opportunity forstudents to learn by touching,seeing, experiencing, andiinter-acting with the environment. Stillthe -basic trust af this wholedimension of outdoor Oucation isto enhance the students cognitiveknowledge of the natural environ-ment.

AWARENESS 4DUCATION1 In the broadspectrum of the total educationalcurriculum, especially for studentswith social and emotional diffi-culties and/or developmentaldeficits, there has been an everincreasing application of thetheory and practice which can beconsidered as "awareness education."This term refers to those curriculawhich attempt to enhance thesensorial skills and awarenesses,the emotional apperceptions, andthe psycholecalogical/psychocosmo-logical sets of the child. Thebasic goal that is present is toguide the child toward a keenerunderstanding of self, others, theenvironment, the self-other inter-dependency, and the self-environmentinterdependency. Many of thestrategies and tactics for thisdimension of school curriculum arefrom the "human potential movement,"and there are definite overlapswith school counselors work towards"value clarification" and personalgrowth counseling.

In the field of outdoor education,this valuable and exciting orientationis best exemplified by the works ofSteve VanMatre. His books, Acaima-tization, Acaimatizin4, and SunzhipEatth, provide theoreticaTEverviewand full range of activities foroutdoor interactions. In the case of

, "awareness education," it is theenhancement of the heart and soul ofthe children which is the goal. Theactivities range from "blindfold/blindawareness walk in the woods," tomagnifying glass exploration and inter-action with the contents of a "squarefoot of earth," and to "swamp walks"that involve full body wades into themuck and beauty of the swamp. Thestudents basic concepts of "self"and of "environment" and of the inter-action between self and the enmiron-ment are the focus. One is remindedof the lines from Walt Whitman, inSong of the Open Road: "Now I seethe secret of making the best persons,it is to grow in the open air, andto eat and sleep with the earth."

ADVENTURE LDUCAJION, Over the pasttwenty years; the more standard camp-ing and outdoo... recreational activitiessuch as swimming, boating, hiking, andbiking, have been supplemented by anumber of even more adventuresome andchallanging activities. Various pro-grams'and programming concepts haveborrowed from the theory and practiceof the National Outdoor LeadershipSchool, Outward Bound, and a varietyof other "risk recreation" programs.The activities involved under theheading of "adventure education" havesometimes been called "stress/chall-enge activities," and includes back-packing, crosscountry skiing, rockclimbing and.ra;-elling, solo survivaltreks, winter camping., rafting andcalioeing the white waters, spelunking

in wild caves, and foraging forwild foods. By design and pro-gramming, these adventures arefor building self4,-,confidences,group cohesiveness, and increasingrespect for self, others, andenvironment.

In addition, basecamps andspecial outdoor education centershave constructed elaborate 'teamcourse" and "ropes course" sequencesthat require group co-operation,resolution of interpersonalconflict, and personal risktakingand basic committment. Theintensity of these experiences,therapeutically, is very great,as they require the students 'todeal with stress, trust levels,fears, personal limitations, anda range of powerful emotions.Sometimes, these special manmadeobstacles and tasks serve aspreparation for adventure trips,but they are also powerful exper-iences in and of themselves. Manypsychologists claim that there isno quicker nor powerful procedure4.or bringing a group to speciallevels of interaction for growth.

EXPKSSIVE EDUCATION, While theactivities considered as "artsand crafts" have long been a partof summer camp and day-campexperiences, there have been manymodifications and elaborations ofthe curriculum dimension involvingthe students creative expressionand practical arts skills. Oneof the important variations andcurriculum expanding overviews isthat of Foxfire, which has empha-sized such near-lost skills asmaple syruping, log furnituremaking, canning, and quilting.The potentials for skill development,

coupled with involvement with cultureand history, when a curriculum ofoutdoor education includes theseactivities is very great.

There is an overlap to educa-tional curriculum areas of speechand journalism, music, drama, dance,home economics, and industrial arts,when students are guided toward taskssuch as making jelly, digging theirown clay and making pots, makingtheir own log furniture or down vests,and learning clog dances or ritualsfrom the native American Indians. It

disordered population, it wouldseem that there is equal applic-ability to other populations ofspecial children, and to mainstreameducation as well. It should alsobe noted that the name chosen forthe model was but partly becausethe Camp is at Sunrise Lake; theauthor has very special appreci-ation for the energies and wisdomof the Sun, and often adapts sunexercises from the American Indiansinto his own teachings and facili-tations for "outdoor therapy."

is possible to develop a full unit The ("Sunni6e Modet") attemptsof special curriculum, such as to overview, and thereby organize,"Frontier Living," and then procede a curriculum for outdoor educationinto tasks such as candlemaking, and outdoor therapy. A first focuschurning butter, quilting, sleeping is on the various dimensions ofunder the stars on pineneedles, and outdoor education and outdoorforaging for wild edibles. This is therapy. A full range curriculum"alternative education" at its best. would provide experiences that areThis is a prime example of the concept of the more traditional "natureand practice of "experiential education."education," that are exemplifiCationsExpressive educatio-n,involves the of the newer "awareness education,"student into self arid group creat- that include risk and recreationalivities and practical tasks for daily activities from "adventure educ-living, and is thus both educational ation," and that involve someand therapeutic in thrust. For stu- special explorations in the areadents who have had difficulty with of "expressive education." Somestandard educational environment, activities for the outdoor educationthe outdoor classroom may be the most program might be experientialappropriate place to learn 'some history, overlaps to two or more of thesesome practical living skills, and some dimensions of outdoor education.'life."

"THE SUNRISE MODEL."

The ("Sanitise Model") for outdooreducation and outdoor therapy is anattempt to overview the outdoor curri-culum and program that is evolving ata special dayschool serving abouttwo-hundred-and-fifty children, ages5-20, who have severe "behaviordisorders." The program is offeredby a large special education co-op-erative, which also operates a special scavenger hunt, suggest that mostoutdoor education facility, "Sunrise activities can be modified to beLake Camp." While the evolving model ,quite appropriate for the age/abilityhas experimental roots with the behavior group. Teenagers collect things

A second of focas in the("Sunnioe Model") isjthat ofage/ability level. Obviously,some of the activities appropriatefor teenagers are not appropriatefor younger students. Or, evenif the basic activity can be ofvalue for all ages, there need bedifferential instructions and avariation of expectancy. Experiencewith the "Surmise Modes" inactivities such as an outdoor

that are "fuzzy," or "dying" or"evidence that man has been present."Young children search for more concretethings such as "a nut," or "somethingblack."

It is also important to note thatsome of the activities that involvemore physical capabilities, such asthe teams course, can also be simpli-fied to lower age levels. Balanceefforts, such as the two-line bridge,need not be fifty feet in length,thirty feet above ground. For smallchildren, it probably involves the samerisk, the same struggle, the samecommittment, to wobble over a two-linebridge that is ten feet long and onlytwo feet off the ground. Likewise,when dealin'g with populations of,special students', such as the retardedor the physically handicapped, thereshould be an attempt to design thesame task for inclusion of all. Yes,it may_ take a special rig to have thephysically disabled child climb to atree branch, but they should certainlyhave that opportunity.

There is a third dimension of the"Sunnite Moda" that gives attentionto the location of the activity.Outdoor education and outdoor therapyprograms do not have to be restrictedto the special nature center of a day-camp. Much can be offered in theclassroom, in the schoolyard and schoolneighborhood, or at area parks, zoos,lakefronts, or alleys. In an overviewto outdoor activities, it is importantto note whether or not a special envir-onment is required. Sometimes, therecan be meaningful pre-camp and post-camp activities in the classroom ornear the school which bring longitud-inal relevance to the special exper-iences of the outdoor field trip.Also, there can be parallel exper-iences in other settings. An examplewould be to visit the drainage ditchesand dirty creeks near the industrial

park as follow-up to time atthe camp with clear, clean,trickling stream, and discussionsabout water pollution and waterconservation.

The "Sunnite Modee offersclassification of location ofactivities into four groupings:

1. the special outdooreducation center, naturecenter, or camp setting

2. alternative environmentsaway from the school, such asforest preserves, cities,museums, or open fields

3. the "nearschool" enviro-ment, to include the schoolyard,and surrounding area that canbe walkable

4. the classroom, oradjunctive part of the schoolsuch as art room, gym, orlearning center

The basic purpose of the"Sunnite Moda" is to guidecurriculum development by pro-viding a conceptual overview.With the model at hand, organizationof a special outdoor program thatencompasses the broad aspects ofthe field can take focus. Theapplication of the model to a fullschool year curriculum plan canbe exampled with forms and curric-ulum overview notes from theprogram at the "Behavior EducationCenter." The next part of thispaper will provide that overview.

. There is a secondary purposeof the "Sunnite Moda," which isto provide an overview to class-ification of the many availableactivities for the outdoor classroom.It is possible to develop a system

for classification of the activitiesfor outdoor education and outdoortherapy that would be valuable toother outdoor educators, or might evenlend itself to computerization. Thefinal part of this paper will givecommentary on this classificationsystem.

THE SUNRISEMODEL AZ OVERVIEWTO ATEN-MONTH,PROGRAM FOR_ OUTOOREDUCATION/OUTDOOR THERAPI_FOR CHILDRENWITH SEVERE BEHAVIOR_ DISORDERS

educational and developmentally,for children ages six or seven,or children who have seriouspsychotic conditions.

What has evolved as anoverview to the program is givento the special teachers and theschool's behavior therapists atthe start of each school year.It is recognized that there must-be modifications and elaborations,creatively trying to make theoutdoor program significant for

The Behavior Education Center is all groups. Thus, the curriculuma special education day school, serving is provided as a suggestive over-over two-hundred fifty children who have view, and the educational anda primary special education classification treatment staff of the programof "behavior disorder." The students are supposed to adapt the ideas

for their particular group.Junior High and High Schoolgroups are usually scheduled tohave one full day at the specialoutdoor day-camp every otherweek, thus visiting Camp SunriseLake about twenty times in theschool year. The younger and moredifficult to program groupsaverage one very special day eachmonth at Camp Sunrise Lake. Mosttypically, four groups of studentsvisit Camp Sunrise Lake on theirday for "outdoor education/outdoortherapy."

range in age from 5-20 and many havesecondary special educational problemssuch as "learning disability" or "mentalhandicap." A few have handicaps thatinvolve physical limitations or sensorydysfunctions, and some are consideredas seriously disturbed "psychotic" or"autistic" children. Most of the pop-ulation are the more classic studentswith a "behavior disorder," involvingsymptoms such as aggressive anti-authority outbursts and poor attentionor poor attitude, or as passive, with-drawal, shy, and often scapegoatedbehavior. The most predominantsymptom in all the children is prob-ably very poor self-concept.

The BEC has an outdoor education/outdoor therapy program that serves allthe children. Some of the groups, atjunior high and high school level, havea more elaborate curriculum in general,and a greater time committment to theoutdoor program. However, even thestudents of multiple disorder, and thevery young primary students, have theoutdoor experience as part of theircurriculum and psychoeducational pro-gram. One of the significant challangesin the development of the total outdooreducation program for the BEC is thatof trying to organize and experienceactivities that are relevant, both

MDNTHLY THEMES, The st.dri of theoutdoor education program is toidentify special "monthly themes"for the ten-month school year.Typically, these themes are quitegeneral, enabling the teachersand therapists to develop specialcurriculum at school and in relatedcurriculum areas. Special filmsand filmstrips, available speakers,and area resources, are suggestedfor the classroom teachers to tapinto as desired. Examples ofthemes for a month are "TheEarth," "Winter," "Man's Impact,"or the "American Indians." Toelaborate, briefly, the themeof "Winter" would suggest a

time for activities such as crosscountryskiing, or ice sculptures, or gamessuch as "winter and the birds." Themonth that the theme was "AmericanIndians" would invclve making ofpersona:V,shields, telling of'teachingstories', discussions of the Indianscosmological Overview to life, bakingof "Squaw Corn," and circle chants inthe Tipi at the camp.

At the start of each month,classroom teachers, adjunctive educa-tional staff, and therapists areprovided with a simple memo of overviewto the theme and suggested resources.It is beyond the scope of this paperto present the total evolving curric-ulum, but an example of the "monthlytheme sheet" is attached. It shouldbe noted that one of the valuablethings that is ongoing in the BECprogram is the evolution and develop-ment of such sheets.

BEHAVIOR EDUCATION CENTER

OUTDOOR EDUCATION/GUTDOOR THERAPY

MONTH: OCTOBER

DATES FOR SUNRISE: 8 & 23

(SEE ATTACHED SUGGESTIONSAND SCHEDULE)

THEME: "American Indians." Focuson our heritage from theIndians, with emphasison their views for balancewith the environment.

SUGGESTIONS FOR CLASSROOM:

-Have children choose theirIndian names-Create new "listening" and"relaxing" format by circles'symbolic of group and circleof harmony

- Craft projects such as "Godseyes,"or "Shields."

- Simple to complex coloring bookreproductions in L. Center.-A time to explore ways of beingquiet and walking quiet.

- Indians of North America(dittos) McGraw/Hill Spirits.

STORIESA aooKsA GAMES:

In the learning center,"Wigwam Stories," BlackfootLodge Tales," "Seven Arrows,"and, "Eight Little Indians."AlsO, many other books and',materials about Indians.- Have Tom to your room fortelling a couple of storiessuch as "Jumping Mouse," orthe Story of Sundrop.Have Hayes work up dancesand other music overlaps.-Check the Sunrise Manual for _ideas on games outside.

3

FILMS AND FILMSTRIPS:

- Legends of the Indians.- The Plains Indians.-The People of the Southwest.-Slides and Teaching Materialson "The Ghostdance Tragedy."

- Record of American IndianDances.

- Mid-month Channel 11 is

redoing special on moviemyths and misonomers aboutthe Indians.

NEARSCHOOL ACTIVLTIES;

- Awareness walks, emphasizingIndians knowledge of woods.

-With sticks about threefeet long, and butcherpaper, make a tipi, andhave the children designthe cover.

- Make a medicine wheel forgroup meetings in the backyard.

- For movements, have the,students do some "sunexercises."

SPECIAL TRIPS:

- Field Museum..of course,wonderful exhibits on theIndians.

- Check with American IndianCenter in Chicago, they know ofIndian Art exhibits, and specialspeakers.

- River Trails Nature Center hasa "menden" lodge built up.Visit the Forest Preserve andtravel in woods like Indians.

THE SPECIAL TRIPS TO SUNRISEAAKE CAMP

The "monthly theme" and suggestionsfor activities.is an attempt to stim-ulate the teachers and therapiststowrd pre-and-post-Suayise activities.It has been noted in a memo to theteachers at the BEC that the outdooreducation and outdoor therapy programis meant to be more than just the tripto Camp Sunrise Lake, and that therewill hopefully be some continuitiesbetween classroom and nearschool pro-gramming ancrthe actual trip. It

is reco-g-nized, of course, that demandsfor dealing with the disordered be-havior and for developin_g_a fullrange curriculum for bask-studieswill limit teachers time andbilities for expanding on the themefor the outdoor program. Even forthe teachers who have the interest,the time, the inclination, and theresources, it may be only a few ofthe months in the school year whenthere is a fully developed mOnthlongprogram. This is quite within thebasic overview of the Sunrise Model,for it evolves and unfolds withinthe program to which it is applied.

In reality, for many of thestudents, there may be very limitedpre-and-post-Sunrise activities, andno significant expansion or elabor-ation of the theme to related curric-ulum areas. This means that thespecial all day trip to Sunrise LakeCamp will be the essential program

each day at the special settingis a sequence of activities thatreflect different dimensions ofoutdoor programming. For moststudents, the day at Camp SunriseLake would mean an experienceor activity that is of "natureeducation," one of "awarenesseducation," one of "adventureeducation," and one of "expressiveeducation." There is a schedulegiven to overview the day, withrecognition that the teachersand the adjunctive staff assignedto that trip may need to varythe activities to meet the needsand capabilities of the group.

THE SUNRISE MODEL AS OVERVIEW TOA SYSTEM FOR CLASSIFICATION OFOUTDOOR EDUCATION AND OUTDOORTHERAPY-ACTIVITIES

One of the difficult tasksinvolved in the development ofany outdoor education and outdoortherapy program is that ofcategorization/classification of

---tbR multitude of outdoor activitiesand prbiect.s._ As indicated, the"Sun4i,se ModeC----ha-s_ evolved inan effort to develop arounded and quite comprehensiv-e-outdoor education/outdoor therapyprogram for a special school.The activities are selected toblend into the monthly themesfor the school outdoor educationprogram, and a'I'so to cross overthe four different dimensions ofthe total outdoor education curric-ulum. There is need, accordingly,to have a system for classificationof activities. Many of theteache-s, therapists, and adjunctivestaff of any school have ideas,activities, and curriculum focusconcepts. Textbooks and activity

of outdoor education and outdoor therapy books are available that describe

for many students. Therefore, the hundreds of games, lessons,special activities designed for the activities, and projects which

day at camp are usually inclusive .can be adapted to the outdoor

and self-contained. In line with the classroom, or are essentially

curriculum model that is developing, designed for that setting. Is it

possible to classify the wealth ofavailable ideas for activities?

The firststep in a system ofclassification would be to developa format for description of activitiesthat would give the reader someindication as to the nature of theactivity, the location for the activity,and the age/ability appropriatenessof the activity. The "SunkiAe Model"provides an overview to all three ofthese requirements. The schematiccube that overvlews the "Savo-Z4e Modee_,would involve sixty-four cells offocus for the three dimensions involved.In other words, there would be "natureeducation" activities, which could beaccomplished in the classroom orschool, for junior high school age/ability groups. Likewise, there wouldbe "nature education" activities forjunior high school age/ability groupswhich would require the specialsetting of an outdoor education center.

'The model provides for categor-ization of various activities for theoutdoor classroom according to typeof activity, location for the activity,and age/ability appropriateness. Ofcourse, many activities might beapplicable to various age groups, orpotentially used in a variety ofsettings. And, some activities wouldbe considered as both "adventureeducation" and "awareness education,"Dr crossover other aspects of thescheme. The "SunkiAe Model" as aclassification index would givesuggestton for an activity card.

The "SunkiAe Modee for bothcurriculum development and classifi-cation of outdoor education/outdoortherapy activities is evolving andchanging as time unfolds. Hopefully,teachers, therapists, and others whouse the model, and develop programswithin these guidelineS will contri-bute to the improvement in designand applicatith. At _this point intime, it wouldneem safe to conclude

-16-

that some exciting things arehappening with the outdooreducation/outdoor therapy programat the behavior Education Centerat which the model is applied.Teachers who have heretoforequerried, "what is outdooreducation?" or "what am I supposedto do with the kids out there?",are beginning to find answersthat help them make the day ortwo each month very productive.Many are even beginning to developextensionS of-the theme and thedesirable pre-and-post continu-ities. The most summarizingpoint might be in the form of areal situation.

Last month, the modeloverviewed the program at SunriseLake Camp with suggestion for anart activity designed by our artteacher. The activity, underexpressive education, was toinvolve students collecting naturalitems for a non-permanent artsculpture that expressed themselves.There was to be some discussionand teaching about early man'sefforts to create artistic expre-ssions, and the activity had beenearlier explored, with some success,for another group. Then, at thelast minute, the art teacherwas sick and could not make thetrip to the camp; the musicteacher was assigned as replacement.Behold, creative adaptation ofthe "Sunki4e Modet," and a totallynew activity for the files. Theoriginal activity was titled"expressing me," so the musictherapist simply varied the designto make the expression music. Thestudents had to collect sticks,rocks, or leaves for mouth noises,and then make music that expressedthe rhythms: and there was sometalk and discussion about earlyman's creation of music, instruments,and rhythms. That sequence seemsto suggest that our "Sunki4e Modeeis guiding us in the right direction.

THE "SUNRISE MODEL" FOR OUTDOOR EDUCATION AND OUTDOOR THERAPY

"NATURE EDUCATION" ACTIVITIES

°AWARENESS EDUCATION"'ACTIVITIES

"ADVENTURE EDUCATION" ACTIVITIES

"EXPRESSIVE EDUCATION" ACTIVITIES

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ACTIVITIES FOR,HIgHfSCHOOL, AGES 15-LU I

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ACTIVITIES FOR AINIQR HIdHSTUDENTS, AGES IL-14

ACTIVITIES FOR OUTPOOR

iDUCATION CENTER/CAMP

ACTIVITIES AT SPECIAL

MUSEUMS, ETC,

ACTIVITIES FOR NEARSCHOOL

AND NEIGHBORHOOD AREA

ACTIVITIES FOR CLASSROOM

1f1D SCHOOL

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1r ACTIVITIES FOR LOWEST AGE AND8*ABILITY LEVELS, AGES 5-

ACTIVITIES FOR INTERMgDaTE AGE ANDABILITY LEVELS, AGES --.11

NUMBER: ACTIVITYCLASS

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ANY OUTDOOR EDUCATION OR OUTDOOR THERAPY ACTIVITY CAN BE BRIEFLYDESCRIBED, CLASSIFIED, AND CROSS REFERRED UNDER THIS SYSTEM.

BEHAVIOR EDUCATION CENTERPROGRAM AT CAMP SUNRISE LAKE

MONTH: January THEME: Winter DATE: 10th/24th

SUNRISEMODEL

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POSITIVE HEALTH: HEALTHSPORTS AND DISABILITIES

JOAN M. SAARIDIRECTOR OF DEVELOPMENTVINLAND NATIDNAL CENTERLORETTO, MN.

The Vinland National Center, anational education/training centerfor people with disabilities, willProvide programs which will be comple-,mentary.to but extend beyond thetraditional rehabilitation-restorationprograms. With an emphasis on themaximum fulfillment of a person'scapabilities, the Vinland programswill emphasize a sequential devel-...opment of the individual's skills,interest and motivation which, whencombined, provide the basis forenrichment of life. Through theintegration of physical activity,improved care of one's health, andan improved understanding of selfand one's capabilities within thecontext of society, Vinland's pro-grams will serve as an extensionof other rehabilitative services.

Established by a gift from thecountry of Norway, Vinland is modeled.after the Norwegian Health SportsCenter, BeitostOlen. Healthsportsis a lifeFtyle that+promotes physicalpersonal, and social fitness throughprograms designed t3 improve strength,endurance, and aerobic capacity; andare designed to foster *higher levelsof mental, physical and spiritualwell-being.

In addition to providingservicet at the Center, locatednear Minneapolis, Minnesota, Vinlandwill establish a national outreachsystem fa its participants upontheir return home. Maintenance ofa lifestyle change and newly acquiredskills are difficult.. Significantresults occur through consistency.Each participant will return home

-20-

with a list of supporting programs,individuals and organizations(such as Ski for Light and Sportsfor Health) that they may use tocontinue developing their potential.

The concept of total rehabil-itation for individuah with disa-bilities has not been fully realizedin the United States. Rehabilitafionefforts have focused almostexclusively on treatment andphysical restoration, therapy.,relearning self-help,skills andvocational education.

As a result, the individualborn with a limiting conditionor experiencing a.traumatic injurytoo often returns to the communitywith untreated "injuries" belowthe-clinical horizon. Such anindividual may have concerns aboutself-concept, fears of social -

inadequacy and limited knowledgeof values, worth, skills andresources. The lack of preparationmay sentence an individual to anisolated lifestyle even though he/shehas presumably been returned tocommunity living.

There is a need that pre-ventive efforts (beyond specific)be extended to endeavors thatpromote healthful living. Theseefforts should not be limitedexclusively to physical health,but extended to the area,of mentalhealth which includes personaland social development. As a result,the disabled individual will becomean equal, full functioning memberof society.

;The last several decades havebrought much progress in the UnitedStates for people with disabilitiesin the areas of medical rehabilitation,social and psychological services,vocational rehabilitation training,special education and more recentlyimproved access to public facilitiesand recreation. Experience to datewith such policies and programsshows that all of our citizensbenefit when people with neurolog-ical, physical and mobility problemsare able tb achieve personal ful-fillment, opportunity for employmentand increased social and mobilityoptions.

Many scientific discoverieshave shown the essential role off4ctors such as exercise, nutrition,lifestyle and medical self-carein improving the health status ofpeople. Adaptive methods are re-quired, however, so that peoplewith disabilities can benefit fromsuch discoveries.

This improvement of healthstatus plus better recreation andleisure time skills will lead tomore independent living, a newself-reliance and improved employ-ability. It is imperative thatrehabilitative programs operatefrom the outset upon the premisethat each individual has the key totheir own healthy life. Programsmust aid each individual in achiev-ing their optimal level of physical,social and mental health and tomotivate each to maintain and enhancethis level of health upon returnto their home and job environments.This must be done in response tothe deleterious effects of the waymany people live in America and tothe increasing concern about thespiraling costs of health care. Nowis the time to shift attention awayfrom disablin4 conditions and illnessto a style of living which emphasizespositive health.

-21-

The purpose of the VinlandNational Center is to offer aseries of learhing experiencesto people with disabilities thatwill enable them to improvephysical fitness, nutritionalhabitS-, develop medical self-careskills, enhance self-reliance,teach better use of leisure andrecreational time and promoteemployability. Through servicesfor individuals combined withprofessional education and publicinformation endeavors, Vinlandwill develop community awarenessof the needs of people with dis-abilities and influence nationalhealth policy. Negative lifestyleswith excess smoking, chemical andalcohol abuse, sedentary activity,poor nutritional habits andunnecessary stress often lead toincreased illness and a decreasein productivity. Vinland willteach the disabled individual tobe their own "crucible for wellness."

The Vinland National Centerwill have a significant impactupon the State of the Art. Vinland'sconcept of Healthsports andLifestyle Enhancement will ripplethroughout the country as Vinland'sparticipants return home to theirlocal community sparking interestin these ideals and perhaps servingas a catalyst for beginningsimiliar regional centers.

Now is the time we must setabout to remove the remainingbarriers; attitudinal, fitnessand lifestyle barr;ers.

CANOEING AND KAYAKING WITH INDIVIDUALS

WITH PHYSICAL DISABILITIES

GARY THOMPSON AND JERRY HITZHUSENRECREATION AND PARK ADMINISTRATION DEPARTMENTUNIVERSITY OF MISSOURI, COLUMBIA, MISSOURI

INTRODUCTION

The movement associated with therights of the handicapped of the 1970'shas brought creative and wholesomethought relative to the participationof individuals with disabilitiesin activitiesof daily living inthe environment of one's community.Associated with this theme has beeninterest in viewing the potentialinvolvement-and active participationof individuals with disabilitiesin outeoor adventure activities andpursuits.

Most of this initiative has beenshared by active consumers and pro-fessionals involved in leisure servicesprovision, special interest groups,and rehabilitation services. Withthis kind of support, tremendousstrides have been made in broadeningthe scope of expectations and per-spectives in which participatorylevels are enhanced in reaching morepeople, including persons with disa-bilities.

Canoeing and kayaking are twooutdoor pursuits that opbn manyavenues for the individual with adisability who wants to either continuethe activity or perhaps gain initialexposure to activities which canbring the individual into the outdoorwilderness environment.

In either case, the inAvidual(s)and instructor(s) should be preparedto address the following issuet Asto-ciated with the activity: 1) gene/cat

knowtedge oti the aivity, 2)skitts and techniques 4equilLed,3) knowtedge'oi equipment andnecessa/Ly supptementat suppties,4) necessa/Ly p/Locedate tiot p/topetent/Ly, taunching, tanding anddepaktute 640171 the omit, 5)p/Lope/L /Leaction techniques andpkocedukes to eme/Lgencies, 6)identiiication oi spOitiic conce/Lnsassociated with the Pe/oonsdisabitity, 1) expect0440i4 otithe peopte invotved in'the outdoo4activity, 8) c,trs-4elLatton 6011.satiety p/LecautionA -d,ndg) con444,elLaion tiot p/Log/Lessive p/Lactice4essons and outings p/Lio/L toemba/Lking on moti chattenging-t4ips.

There are some commonalitiesassociated with canoeing andkayaking. However, for the mostpart they need to be consideredas separate entities. For thisreason they will be referred toin separate sections.

CANOEING

EQUIPMENT AND SUPPLIES NEEDED

The standard equipment neededfor canoeing includes:' a canoe,personal floatation device (PFD),and paddle. However, someadditional equipment items arenecessary for individuals withparticular disabilities: protectivepadding on 4canoe seats for

circulatory purposes, stadium seatsfor back support, cushions and/orinsolite pads for individuals nothaving the capability of sitting ina canoe seat. In instances whereseats can be removed by removingscrews and nuts with a screwdriver,the individual with balance diffi-culties can sit on cushions placedon the bottom of the canoe.

Other supplies that shouldprobably be available for trainingpurposes and very definitely forcanoe or float trips are: changeof clothing, rain gear (ponchoswould be particularly convenientfor paraplegics), shelter (tentand/or cloth), first aid kit,necessary personal and medical items,water-proofing bags, assorted fooditems,-water supply and a rescuerope. Some disabled canoeists usea fold-up type cot to meet theirsleeping needs, particularly when a'urinary-retention bag is utilized.Also, many people find that taking:f6-1d-up, light-weight chair is

beneficial for taking a break on agravel _bar, island or the stream'sbanky4-nals and/or bed pansma-y---=0-so be ad4ed-0 aid somepersons:

PREPARATION AND TRAINING FORCANOEING

Preparation and training forcanoeing with the disabled can bestbe initiated in a swimming pool usingboth wet and dry land teachingtechniques. It is here that a highdegree of safety practices and pre-cautions can be implemented in givingthe beginning disabled canoeist afeeling of confidence and allev-iations of fears that may persist.Here a thorough assessment of one'sabilities, special needs, necessarysupport and comfort, needed equipmentand supplies, safety precautions andmatch-up of canoeing partners can be ina controlled learning environment.

-23-

Transfers can best be taughton dry land exercises first, thenactually practiced from the pooldeck to the launched canoe.Emphasis should be noted onindividual ability to transferfrom a wheelchair or deck inde-pendently or with different levelsof assistance from others. Dryland exercises can also includecoverage of the canoe and paddleparts, safety precautionsandpaddling stroke practice. Identi-fication of swimming abilitiescan be made at this time, too.It is critical for everyone tobe aware of each participantsswimming abilities and deficiencies.This knowledge will be halpfulin the match-up of non-disabledand disabled canoeist, which iscritical in matching canoe partnersin terms of their canoeingcomptabiTity, paddling skills,and mutual safety. One partnermust have the ability to assistthe other in case of an_emergencyor actual flip of the canoe.

The training session can bea good environment to focus oncommunication strategies-and-techniques beOeen the partners.Also, this communication emphasiscan extend to other members ofthe canoeing party who in mostinstances would be available toassist in emergency situations.Everyone.%jlould know how to reactand know Alat is expected of themin emergency situations. It ishere that practice turn-overscan be initiated with emphasison the two canoeists staying withthe canoe in attempts to bringthe canoe and themselves safelyashore, throwing of the emergencyrope and help being administeredby other members of the group.

Progressively, the trainingcould move to a still water bodysuch as a lake, pond or slow

moving stream. This will allowfor a broader range of skill practicethat will bring additional confidenceto the participants. Also, changesmay be made regarding the match-upof canoeists. The general rule isto match the best nonbandicappedcanoeists/swimmer with the disabledpersons having the least canoeingand swimming skills. This willgenerally reduce the incidenceof turn-overs and provide protectivemeasures in case of a canoe flipping.

It should be noted that,initially, the bow position wouldprobably be the best position in thecanoe for the beginning disabledcanoeist. Primary to this thoughtis that the sternman usually hasmore control in the maneuvering ofthe craft than the bowman withperhaps exceptions in cases ofextremely fast and hazardous streams.Beginners should not be exposed tothose kinds of waters until highlevels of proficiency are attained.Thus, gentle, slow-moving streamsshould be thought of in terms ofthe initial float trip experiences.Having respect for the stream and"knowing" the characteristics of

-the body of water are importantfor not only beginning canoeists,but experienced ones as well.

The suggested third phase ofthe process is the actual canoeingor float trip on a stream, pre-ferably a gentle, slow-moving one witheasy riffles or chutes. A key pointhere is to involve the entire groupin the organization and planningof the trip. Consideration will needto be given to easy access and take-out points, transfer of vehicles toand from these two points, gatheringof wheelchairs and mobility devicesat the take-out point, and a floatingdistance and time that will be withinreason for an initial float.

-24-

Our experience has shownthat floating in clusters of,three canoes provides a goodsafety precaution in that twosets of canoeing partners areavailable to assist the otherset of partners in case of anemergency, such as a turn-over.In general, the individual withthe greatest disability and orleast proficient set of partnerswould be in the middle of thecluster. Additionally, one ofthe trip leaders should be inthe lead canoe of the entire group,with another leader at the veryend of the canoeing caravan. Thisallows for the leadership tocontrol the pace; stop the groupin case of emergencies, restperidds, or lunch breaks; andin keeping the entire group ofcanoes reasonably together. Onerule of thumb is to keep thecanoe in front and to the rearof your canoe in sight wheneverpossible.

A foiirth phase in the processwould be to schedule and plan anover-night float 7.rip that wouldblend a canoeing experience witha camping trip. This experiencewould require selecting a campsite either at the put-in point,the take-out point or preferablybetween the put-in and take-outpoints. The latter requires, inmany instances, an emergencyvehicle being placed at or nearthe mid-way point or in perhapsdepositing the camping equipmentat a camp site, in advance. Anotheralternative is to take all campingsupplies in the canoes with anemphasis on tieing-in and water-proofing certain supplies and items.

Ease of access from the streamto the camp site is important inconsidering those participants with

mobility limitations. In addition,ease of mobility around the campsite, to the tent or sleeping facil-ities and restrooms/latrines shouldbe noted.

It should be mentioned thatthere are specific considerationsthat need noting when individualswith different disabilities areinvolved in the canoeing experience.They are noted in Chart 1.

KAYAKING

EQUIPMENT AND SUPPLIES NUDED

In addressing equipment needsin kayaking, one must first look atthe type of kayak to use. This isespecially so, in terms of individualswith disabilities participating.There are basically three craft thatmay be considered: 1) the slalom,2) touring and 3) folbot. All threecome in one, two or three man cockpitunits which allow for individual orgroup participation with a singlecraft.

The slalom kayak can be thoughtof as a white water craft and itssensitiveness to the stroke of thepaddle blade makes it a very manuev-erable craft. Contrastingly, thetouring kayak has a deeper draft and"tracks" better in the water andwould be more compatible on flatwater or streams that would notflow, but not white water. It wouldseem that the touring kayak may bemore practical for disabled indi-viduals in learning the activitywith gradual progression to whitewater kayaking.

One craft that has not receiveda great deal of attention in terms ofuse by disabled individuals is thefolbot. Its advantage lies in thatthe cockpit is exeptionally large,which would be advantageous to theindividual with paralysis. It isalso a more stable craft and may be

used on flat water or streams.

Beyond the craft itself areother necessary equipment itemswhich include 1) personal flotationdevice (PFD), 2) double-bladedpaddle, 3) spray skirt, 4) helmetand 5) optjonal items which mayinclude nose plugs, face mask,ear plugs, knee pads, foam pads,insolite pads, cushioned backrest, and wet suits. Foam padsand insolite pads can often beused to stuff around the hips ofthe paraplegic and place beneathand above the legs for protectionagainst abrasions and insulationfrom the cold conducted throughthe bottom of the craft.

PREPARATION AND TRAINING FOR KAYAKING

It is particularly importantthat a skilled kayakist and know-ledgeable instructor introduceindividuals with disabilities tothe activity. This person shouldhave good understanding of thelimitations and special needs thatare required of the disabledparticipant.

As with canoeing, the swimmingpool is an excellent area to teachthe majority of skills that willneed to be learned. It probablyis even more critical in terms ofa safe teaching environment anda setting in which the participantcan gain confidence and assurancein their personal safety andability to progress.

When introducing an individualto the activity, the instructorshould plan on progressing thestudent from the basic to the moreadvanced techniques. The bottomline, however, being that theindividual can safely releasethemselves from the kayak in caseof an emergency situation suchas a turn-over.

DISABILITY

Blindness/VisualImpairments

Deaf/HearingImpaired _

Amputees

CHART 1

TIPS IN CANOEING EXPERIENCES

1) Use buddy'system with sighted partner

2) Emphasize good verbal communication

3) Placement of blind person in bow positionwith experienced sternman

4) Stimulate paddle strokes on dry land; usesense of touch as teaching technique

5) Communicate about upcoming obstacles(overhanging limbs)

6) Partner can describe surroundings

7) Partner should verbally communicate paddlestroke preference in key situations(i.e. bend in stream; boulder on rightside of canoe)

1) Participation at either bow or stern,probably best to begin at bow and progressto the stern position as skills increase

2) Visual communication is better if the deafcanoeist is at the stern position

3) Use of hand-signals; signing

4) Deaf bowman is at a disadvantage in

communicating with his partner at thestern position

1) Single arm amputees may use adaptivedevice for grasping paddle

2) Double-arm amputees may function as apassenger from the bow position

Single arm amputees may use a short paddlein paddling with one arm

4) Single leg amputees have no major concerns

5) Double leg amputees may want to sit oncushions in bottom of the canoe; perhapsremove a seat

6) Prosthesis devices should probably not be

worn in the canoe for protective reasonspertaining to the prosthes-is and safety

for the participants

-26-

DI1AEILITY

Paraplegics

Quadraplegics

TIPS III CANaEING EXPERIEACES 'tCONTINUED)

1) Vertical and lateral stability is importantsafety consideration

2) Use of attachable stadium seats attachedto the canoe seat

3), Progress from bow to stern positionas skills increase

4) Use fold-up lawn chair with legs shortenedfor lower center of gravity (arm restsgood for lateral stability problems); maywant to remove canoe seat to place chairin proper position

5) If person is carried in the canoe as apassenger, keep legs above the thwartsto prevent themfrom getting caught in caseof turn-over

6) Use short paddles from low seating position

7) Remove middle thwart, if possible, whencarrying a passenger in the middle of thecanoe (two able-bodied partners at thebow and stern for safety purposes)

8) Provide adequate cushioning to preventpressure sores (cushions, insolite pads)

Same as for Paraplegics #1, #4, #5, #7 and #8

Like canoeing, kayaking instruc-tion should begin at a swimming poolwith dry land"transfers to and fromthe cockpit of the kayak and then prog-ress to the pool deck with the kayak,paddle, safety precautions andpaddling strokes. Checking outswimming abilities and skills instaying afloat in an appropriateupright position can be done, too.

Also, this can be a time tocheck-out the protective needs ofthose individuals needing protectivefoam pads at the hips, insolitepads above and below the legs forabrasion-protection, and backsupport.

Prior to beginning padAlingtechniques in the kayak, the parti-cipant should practice the wetexit, first without the spray skirtand then with the spray skirt.Instructors should be in the waterin a position to lend assistance ifneeded. This will build confidencein the participant and providepractice in getting ashore with thekayak.

At this point, paddling skillsmay be taught emphasizing the foll-owing skills:

1) Sweep stroke-A turningstroke! Place the forwardblade into the water nearthe bow, but not too deeplyand sweep out and aroundas far as you can. Sweepboth to the right and to theleft, then try it backwardsto the right and left.Result: A full 360? turn.

2) Draw Stroke-Lean and reachout with the paddle 900 fromthe direction the boat isfacing. Pull the paddletoward you.

3) Sculling-Trace a figureeight asthe blade isdrawn toward the gunwale-but the blAe neverreaches the gunwalebecause on the returnstroke of the figureeight the blade headsaway from the craft. Ahip flexmotion will flipthe craft back to itsoriginal position. (Thehip flex may be practicedby the kayakist by graspingthv instructors claspedarms or by grasping theside of the pool).

4) Forward Stroke-Place theright blade into the waterwith the right arm fullyextended forward. Theleft wrist is at ear levelwith the left elbow barelypointing out away fromthe boat. Lean slightlyforward drawing the bladestraight back to the hipline. The right handlifts the paddle in anupward movement.

5) Backstroke-Reverse ofthe forward stroke.

6) Forward Brace-Lean to oneside and slap the flat ofthe blade on the waternear, the bow. Then torecover your,uprightposition, sweep the bladeout, sideways to 90°.

Back Brace-Consists of apowerful lean on theflattened blade trailingbeside the rear of thekayak at the finish of aforward stroke.

8) Side Brace-While moving atan adequate speed extend theblade out perpendicularlyabeam of the kayak. Insertthe blade into the water asfar from the boat as possibleat a slight rising anglein the current. The blade isgradually pulled toward theboat as you lean heavily onit with hands held high.

9) Eskimo Roll-An advancedtechnique of righting thekayak from an upside downposition. Should be demon-strated and taught by a capableinstructor. No one shouldkayak in white water withouthaving mastered the roll.

Kayaking requires good confidencebuilding skills on the part of theinstructor, especially with someindividuals with disabilities. Itseems that a single cockpit kayak isappropriate for the initial instructiononce basic skills are addressed, thenperhaps a two or three-man kayak maybe used in which a "buddy system" canbe incorporated into a "partnership"or "team" experience. This would beparticularly a good approach for thephysically disablad person who mayhave some limitations in manning asingle cockpit kayak. In fact, withthe use of a folbot an individualwho could only participate as apassenger could experience kayaking.

Chart 2 depicts considerationsthat need to be noted when individualswith disabilities are involved inkayaking.

In summary, canoeing and.kayakingcan be excellent activities fordisabled individuals to interactwith the outdoors, their friends, andnew challenging and rewarding experiences.Much remains to be done in experimentingwith different techniques and approachesto including individuals with disabil-ities in these activities. Technological

advances and experimentaladaptations may well assist inthis effort.

CHART 2

DISABILITY TIPS IN _KAYAKING EXPERIENCE

Blindness/VisualImpairments

Deaf/HearingImpairments

Amputees

Paraplegics

1) Use of a buddy system in instruction andprogressive steps toward the kayakingexperience with a sighted person

2) Use of a buddy system using one, two or

three man kayaks

3) Use verbal cues for communications

4) Slow, progressive simulations of paddling

techniques

1) Increased emphasis on demonstration and

visual cues

2) Use of an interpreter during training sessions

3) Use of hand signals

4) Placement of deaf person might be best in

the stern position of a 2-man kayak or the

stern or middle position in a 3-man kayak(visual cues are in front of him)

1) Amputations of the upper limbs may requireparticipation in 2 or 3-man kayaks or folbot

3) Individuals with amputations of the lower

limbs (single amputee) can probably use

single cockpit kayak; may have some difficulty

with techniques on side of amputation.

4) Prosthtsis devices of lower limbs should not

be worn in kayak for safety purposes and

protection of the prosthesis

1) Vertical and lateral balance is key toparticipation, except in perhaps a passenger

role in a folbot. Perhaps with a modification

of the seat and arm rests or supportivetechniques with foam padding

2) Larger cockpit ofl a folbot is advantageous

3) Excellent PFD required for people withleg braces; may need to discard braces for

the kayaking experience

4) Difficulty of stream should be looked at care-

fully; flat water may be best bet in certain

instances

-30-

3,

DiSABILITY T IP S_ IN _KAYAKIN(3 _EXPERIENCE (C.ONT IRU ED)

QuadrapIegics 1) Probably limited to a passenger statusin a folbot with protective cushionsand insolite pads

2) Flat water experience or very easystream selection-

irJ3

-31 - :

GUNWALE

CANOE I DENT I F I CAT I ON

STERN THWART

ABEAMRN NA.

ASTERN

STERN

STARBOARDSIDE

BOWTHWART

tatAAHEAD 4e

PADDLE

C-2 GRIP

SHAFT

/ \ THWART

BLADE

BOWGUNWALE

BLADES

CURVED

ABEAM

PORT S IDE

RECTANGLUR

jTIP ROUND

-32 -

AMIDSHIP

THWART

GRIPS

IRSTANDARD

R EAR

MODIFIED

VT-MOD I F I ED

PULL (DRAW)

PUSH (PRY)

DEfINIT1ONSAft-Toward the stern or back'of the canoe

Amidship-The middle of the canoe

Astern-Behind the canoe

Beam-Maximum width of canoe, usually at amidships

Blade-Broad flat portion of a paddle

Bow-Forward section of the canoe

Disembark-To get out of the canoe

Draw-Pull the paddle towards the canoe

Embark-To board a canoe or other vessel

Gunwale(s)-The strips extending along both sides of the canoe

Port-Left side of to the left of the canoe

Shaft-The section between the grip and blade

Stern-Rear of the canoe

Thwart-A narrow bar extending across the canoe from gunwale to gunwale

CRU I S I NG STROKE

CRU I S I NG : J STROKE I 11111',

sternpainter

w

gunwales

SINGLE SEATER KAYAK

cockpit deckbow painter

stern

seat and hipbraces

B1TADE

coaming knee bracesfootbraces

FEATHERED KAYAK PADDLE (FLAT BLADE)

bow

REMUS

Cicotto, Rick. "Kayak," Sports'N Spokes, Jan.-Feb. 1980, PP. 18-19-

Evans, Robert Jay. Fundamentalsof Kayaking. Dartmouth: TheLedyard Canoe Club of Dartmouth,13 ed.

Guttmann, Sir Ludwig. Textbookof Sport for the Disabled. Oxford:HM & M Publishers, 1976.

Thompson, Gary. 6Canoeing/FloatTrips Guide Sheet," unpublished,3 pages'. Available from the Collegeof Public and Community Services,University of Missouri-Columbia,Mo. 65211.

Unterreiner, Cathy. "What Do YouMean 'I Can't Do It,'" ExpandingHorizons V, Columbia, Missouri:University of Missouri, 1978,pp. 82-97.

-36-

AN EVALUATIVE RESEARCH STUDY OF

TWO-WEEK VS. SIX-WEEKS CAMPING EXPERIENCES

FOR HANDICAPPED BOYS

DAVID R. AUSTIN, PH. D.ASSOCIATE PROFESSOR OF RECREATIONINDIANA UNIVERSITY

In recent years there has been agrowth in the leisure services avail-able to handicapped children. Onesuch area of service, the residentialsummer camp, has been viewed as a majorcontext in which children's needs canbe addressed in a comprehensive fashion.Such programs have typically functionedon a,two-week time cycle, althoughrecently there have been limited attemptsat providing longer residential campingexperiences.

While the two-week structure enablesa relatively large number of childrento participate in a camping program,its impact on changing some aspectsof a child's functioning might beassumed to be less than that realizedthrough a six-week experience. Forthe most part however, the assumptionthat six weeks of camp is superiorto two weeks has been based on theintuitive appeal of "longer meansi)etter," and systematic efforts atexamining the question of the effectsof the length of camp has not beenpursued.

The purpose of the present invest-igation was to determine the types ofbenefits realized by handicapped boyswho attended a residential summer campfor either a two or a six week period.Through a careful and systematic studyof physical, psychological and socio-logical parameters, we anticipatedthat we would be able to determinein which areas a short-term or long-term camping experience might contri-bute to significant changes in achild's development.

METHODS

Subjects. A total of 36males between the ages of 9 and16 years who attended Camp Rileylocated at Bradford Woods,Martinsville, Indiana during thesummer of 1979 constituted thesample. Twelve of the subjectswere part of a six-week groupand were matched on age, ambulation,disability, and prior campingexperience with 24 boys whoattended Camp Riley on a two-weekbasis. For various reasons, fourboys in each of the two-weekgroups were unable to serve assubjects. Thus, data was collectedon 16 two-week campers.

Procedures. Both scientificand naturalistic approaches wereutilized in the data collectionprocess. Scientific testing wasaccomplished on a pretest andpost test basis with the two-weekcampers. The first group (Group A)attended the initial two weeksof camp, while the other group(Group B) attended the last twoweeks of camp (i.e. the fifthand sixth weeks). By using theseparticular groups it was hopedthat the variable of staffexperience would be controlled for.The six-weeks campers were admin-istered pretests and post tests,as well as being tested after twoand four weeks of camp. In

addition, counselors were askedto complete evaluative instrumentson their campers at each of thefour testing points.

The principle investigators admin-istered all of the testing. Among thetests campers completed were (1) theDesirable and Undersirable Event Locusof Control Scale (DUE-LOC) and (2) aself-esteem questionnaire. The DUE-LOC was reported by Rothbaum (1979)to be a valid and reliable instrumentand had been successfully employed byone of the investigators in a previouscamping study. The,self-esteem quest-ionnaire had been successfully useil bySeaman (1975) in research with mentallyretarded children. Seaman did notreport validity and reliability datafor the instrument. The brevity (12items) of this particular instrumentwas seen as a positive factor sincethe researchers hoped to take a min-imum of time away from normal campactivities in order to have thecampers complete testing procedures.

Cabin counselors were asked torate their campers using severalinstruments. These were: (1) anAdaptive Behavior Scale, (2) theRelationship Scale, (3) the GeneralBehavior Scale, and (4) the Personal/Social Rating Scale. The AdaptiveBehavior Scale (ABS) had been usedin several prior investigations,including Sessoms' (1978) extensiveCamp Easter-in-the-Pines study. TheABS allows the rating of eating,toilet use, cleanliness, appearance,dressing and motor behaviors. TheRelationship Scale and GeneralBehavior Scale were taken from Zweig's(1962) research monograph on therapeuticcamping published by the AmericanCamping Association. These scalesprovided an assessment of how wellcampers got along with others (Rela-tionship Scalc) and general behaviorssuch as showing happiness, leadership,homesickness, etc. (General BehaviorScale). The Personal/Social RatingScale was used with permission of itsauthor, Dr. Steve Brannon of PortlandState University who had constructedthe scale to assess the program ofhandicapped campers at Mt. Hood

-38-

Kiwanis Camp in Oregon. Thescale taps a combination ofpersonal skills (e.g. controlsemotions, neat in appearance) andsocial skills (e.g. acquiresfriends, helps others).

Three naturalistic datacollection methods were utilized.The first method involved thecabin counselors keeping a dailylog on their campers. Othermethods included an extensiveinterview with the counselors ofthe six-weeks campers at theend of camp and observation bythe investigators as we interactedwith campers an4, counselorsduring visits tb the camp over thesix week period of data collection.

RESULTS

As may be noted from reviewof Table 1, there were no signif-icant gains,made from pre to posttests in the self-esteem of thetwo-week campers. The combinedmean averages for the pretest was33.94 and for the post test it was33.63. The six-week campers werefound to be significantly different(p=.047) from .the two-week campersWhen an ANOVA was run on post testdata. The sixLweek campers'scores, however, only approachedsignificance (p=.07) when apaired t-test was administeredto their pre-camp and post-campscores. Perhaps the mostinteresting finp,ng was the dropin self-esteem found for thesix-week campers during the thirdtesting period (four weeks afterthe beginning of camp).

Somewhat surprisingly, theDUE-LOC revealed little in theway of positive change in thecampers' perceptions of theirlocus of control. As can beseen in Table 2, only during thethird administration of tests did

the .six-weeks group increase theirloc4s of control scores to any sub-stantial degree. The findings forthe two-week groups are inconsistantas well. No statistically significantchanges vere found in the DUE-LOCscores for any of the groups.

Counselor rating revealed severalgains for the six-weekers but not forthe two-week campers. As shown ipTable 3, the relationship ratings ofthe two-week groups were not signif-icantly altered as a result of the

observation by the investigatorsand comments from other campstaff tended to'lend furthersupport to the ability of campersto make more positive gains overthe course of six weeks, in contrastto two weeks.

Many of the improvementsnoted in the counselors' writtendocumentation and in the interviewwere not tapped by scientifictesting. For example, all ofthe six-week campers improved in

camp experience. A paired t-test swimming abilities and, perhapsshowed highly significant gains (p..001) more,important, in the judgementfor the pretest to post test scores of staff, the boys gained a greatof the six-week campers, however, deal of confidence in their abilitiesLikewise, positive gains in the general to participate in water relatedbehavior ratings of the six-weekcampers were found, while the ratingsof the two-week campers actuallydecreased (see Table 4). A pairedt-test showed a highly significantgain (p..02) in the pretest (24.17)to post test (34.42) scores for thesix-week group. Personal/SocialScale ratings similarily showedneither of the two-week groupsexperienced significant change. Forthe six-week campers, however, therewere highly significant gains(p..018) found when the paired t-testwas run on the data (see Table 5).

No statistically_ significantchanges were found for the independ-ent functioning of the members ofany of the three groups, as measuredby the Adaptive Behavior Scale. Aspreviously noted, the items on thiscounselor rating scale includedsuch concerns as eating, dressing,toilet use, cleanliness, and motorbehavior.

Naturalistic inquiry revealed a_great amount of data to support thevalue of the six-week camp experience.This was revealed particularly inthe counselors' daily logs and in theinterview completed with the counselorsof the six-week group. Casual

activities. One six-week camperwho could not tie his shoes atthe beginning of camp could tiehis own shoes when camp ended.Others improved in their walkingor wheeling abilities (i.e. useof wheelchair). Most were eatingin a more "civil" way or, atleast, making conscious attemptsto improve their eating habits.Eating habits were observed bycounselors as a particular exampleof what they felt to be a greatdeal of improvement in the generalattitudes of the six-week campers.As one counselor stated, "Theyuse to not care about,their eatinghabits, now they do care!"

DISCUaSIOR

Six-week campers showedgreater improvement than thetwo-week campers in self-esteem,relationships with others, personaland social behaviors, and generalbehaviors and attitudes.

One of the most interestingfindings was the dip the six-weekcampers experienced in self-esteemafter four weeks of camp. Itmight be speculated that staffmorale may have dropped following

five weeks in camp (i.e. one week ofstaff training and four weeks withcampers). One experienced directorof camps for handicapped children(Robb, 1979) has indicated it is ausual phenomena for staff to experiencea decrease in morale after aboutfive weeks in camp. In reviewing thelog kept by the counselors of thesix-week campers it was found thatsome "gripes" began to appear aroundthe fifth week in camp. None appearedbefore this. Thus it seems probablethat counselor morale may have nega-tively affected the campers' levelof self-esteem.

The finding of the lack ofimprovement in the self-esteemof the two-week campers is in keepingwith prior findings reported bySessoms and others (1978). Two weeksappears too short a time to bringabout dramatic changes in self-esteem.

Improvements in persrnal/socialratings, relationship ratings, andratings of general behavior of six-week campers (coupled with the lackof improvement by two-week campers)speak well for the six-week campexperience. More informal datacollection (daily logs, interview,observation) also consistently supportedthe value of the six-week camp exper-ience.

While it might be anticipatedthat the campers in functioing inde-pendently of their parents, wouldperceive themselves to increase theirlocus of control, this apparentlydid not happen. It is unclear as towhy no improvement was found in thechildren's feeljngs of control overtheir environment.

The lack o improvement displayedin the campers'Hndependent functioningwas consistent With prior findings.by Sessoms and his colleagues *(1978)in the Easter-fn-the-Pines study.

Both the present investigationand that of Sessoms (1978) employedthe Adaptive Behavior Scale (ABS)as a measure of this variable.In an independent study by Kawasaki(1979) accomplished with two-weekand six-week campers selectedfrom the same population used blthe current researchers, improve-ments were reported for six-weekcampers in many physical skills.Parents and counselors rated theboys on their abilities to feedthemselves, make a bed, dress,brush their teeth, wash theirhands, push their wheelchairs,open doors, and use the toilet.Kawasaki's categories were obviouslysimilar to those of the ABS. Theapparent discrepancy in thefindings bf the two studies isdifficult to explain. Obviously,further study needs to be completedin this area.

CONCLUSION

I would have to concur withSessoms and his colleagues (1978)who concluded that two weeks isnot long enoLigh time to bringabout any kind of dramatic changesin campers. It would seem thatthe six-week camp experience ismuch more likely to producemeasurable gains on the part ofcampers.

In summary, both scientificand naturalistic inquiry suggest -

the positive value of the six-weekcamp experience. Campers benefitedfrom the greater length. Thestatement of one of the Camp Rileycounselors summed up the need toextend the traditional two-weekcamp period. The counselor said,"In two weeks we are just gettingstarted and the campers are gone."

REFERENCES

Kawasaki, M. A. A Study of theTherapeutic Benefits of the SummerCamp on the-Handicapped Child.Unpublished student research report.Indianapolis: Indiana University,Purdue University at Indianapolis,1979.

Robb, G. Personal communication.October 16, 1979.

Rothbaum, R., Wolfer, J., & Visintainer,M. Coping behavior and locus of controlin children. Journal of Personality.42, 118-135, 1979.

Seaman, J. Effects of municipalrecreation on the social self-esteemof the mentally retarded. TherapeuticRecreation Journal. 9 (2), 75-78, 1975.

Sessoms, H. D., Mitchell, M. M.,Walker, N. W., & Fradkin, H. R.Study of the Effects of Camping onHandicapped Children: Camp Easter-in-the-Pines. Unpublished researchreport submitted to Easter SealResearch Foundation. Chapel Hill:University of North Carolina, 1978.

Zweig, F. M. Research MonographNo. 1: Therapeutic Camping.Martinsville, Indiana: AmericanCamping Association, 1962.

-41-

TABLE 1

SELF-ESTEEM SCORES

Group A

,Group B

Six-WeekCampers

34.382_

25

35.58 35.08

3

33.50

33.75

33.00

37.83

Note: The four testing points were (1) pre-camp, (2) aftertwo weeks, (3) after four weeks, (4) after six weeks.

TABLE 2

DUE-LOC SCORES

Group A

Group B

Six-WeekCampers

1

12.00

10.42

2

10.50

10.92

3

7.50

11.75

4

10.13

10.58

Note: The four testing points were (1) pre-camp, (2) aftertwo weeks, (3) after four weeks, (4) after six weeks.

TABLE 3

RELATIONSHIP RATINGS

Group A

Group B

Six-WeekCompere,

1 2

19.38 19.00

15.17 14.92

3 4

20.50 16.00

19.25 19.58

Note: The four testing pints were (1) pre-camp, (2) aftertwo weeks, (3) after four weeks, (4) after six weeks.

TABLE 4

GENERAL BEHAVIOR'RATINGS

Group A

Group B

Six-WeekCampers

1 2 3 4

31.29 28.13

30.50 27.38

24.17 28.42 29.67 34.42

Note: The four testing points were (1) pre-camp, (2) afte'rtwo weeks, (3) after four weeks, (4) after iix weeks.

TABLE 5

PERSONAL/SOCIAL RATINGS

Group A

Group B

Six-WeekCampers

1 2 3

55.25 -- 54.50

65.14

64.17 64.00 66.25

65.25

68.75

Note: The four testing points were (1) pre-camp, (2) after

two weeks, (3) after four weeks, (4) after six weeks.

"A WALKING ACCESSIBILITY TOUR"

NORMA J. STUMBOCOORDINATOR OFANDEPENDENT LIVING SKILLSTODCOMP, COLUMBIA, MISSOURI

In 1961, the first federalconcern over architectural barriersto the handicapped surfaced. In

tha0ear standards for architectualaccessibility were established bythe American National StandardsInstitute (ANSI). (The ANSI stand-ards have since been revised and anew set of standards were publishedin early 1980.) The major thrustfor accessibility, however, came'with the enactment of Public Law90-480, the Architectural BarriersAct of 1968. In brief, the lawstates that "any buirding or facility(other than private residences andmilitary installations) that...isto be constructed or altered by oron behalf of the United States;leased in whole or in part by agrant or loan by the United States..;or to be financed in whole or inpart by a grant or loan by theUnited States....is subject tostandards for design" and must bemade accessible to and usable bythe physically disabled.

As a direct result of P. L.

90-480, many other federal lawshave been passed that mandateaccessibility in varying areas.

Most states have similarlegislation adopting the ANSIstandards in concurrence withFederal mandates, although somehave specified.their own designstandards4 Regulations regarding .

accessibility are most commonlyfound in tate Statutes or buildingcodes.

Although standards have beenset; Compliance and enforcement of

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this compliance, has beendifficult, if not impossible.Enforcement mechanisms havebeen generally weak and ineffective,making a large gap between thelaw and the reality.

Since many private sectorsdo not fall under the legislationumbrella, the gap is not betweenthe law and the reality, butbetween the need for accessibilityand the concern to accomplish it.That concern, or perhaps attitude,is a key element to generatingaccessible facilities andprograms.

Along this line, sessionparticipants were temporarily"handicapped" as they were eitherblindfolded or placed in wheelchairs.Bradford Woods is noted for itsaccessibility but participantssoon realized that distancesbecome longer, obstacles becomelarger, and slopes become steeperwhen disabilities are added. Thosewith blindfolds learned to useauditory and touch cues, withcooperation of key elements.

Many by-standers chuckled andthought the group had "lost theirmarbles" for completing thisexperience in a downpour of rain.However, the participants (oranyone who does the type ofexperience) learned several things.Among those are:

1. Usability is essential.A slight variation fromstandards may cause too steepa grade in ramps or too

narrow of a door in restrooms.

2. To determine usability andiccessibility a handicappedperson must be included inplanning, implementation, andevaluation activities. At aminimum, an able-bodied personshould use a wheelchatr, crutches,blindfold, etc., to tesr the area.(This should be used as a lastresort because mobility limitedpeople deal with barriers everyday that might be overlookedby someone else.)

3. Energy is at a premium forthose who use adaptive devices.Functioning muscles may have tocompensate for those lost, bal-ance may be slightly off, orsensation might be lacking. (Thequality and upkeep of adaptivedevices also effect mobilityand involvement.)

4. Changes in weather conditionscauses problems of slick surfacesand loss of handgrip, crutchsupport and familiar orientationmarkings.

5. Cooperation is utilized toa great extent for both guidanceand moral support.

6. To become active],y involveda handicapped person must bededicated and truly interestedin a program to deal with thebarriers involved toward parti-cipation.

7. People are people. Everyoneis inconvenienced by a handicapat one or another time in theirlife.

Participants gained tremendousinsight into the problems of access-ibility during this session, and would

suggest that this techniquetould be utilized in a varietysettings. Camp counselors,educators, recreation leaders,administrators, architects, andconstruction and maintenancepersonnel could all benefit fromthis type of experience.

The concern to eliminatebarriers must start with each ofus if accessibility is to be athing of tomorrow!

Suggested further readings:

American National Standards Institute.American National Standard Specifi-cations for making buildings andfacilitiesaccessible to, and usableby, the physically handicapped.New York: Author, 1980.

American Society of LandscapeArchitects Foundation. Barrier-freesite design. Washington, D. C.

U. S. Dept. of Housing and UrbanDevelopment, 1974.

Architectural and TransportationBarriers Compliance Board. AccessAmerica: the architectural barriersact and you. Washington, D. C.:Author, 1977.

Architectual and TransportationBarriers Compliance Board. Fundingguide for the removal of environ-mental barriers. Washington, D. C.:Author, 1976.

Committee for the Handicapped/Peopleto People Program. Directory oforganizations interested in thehandicapped. Washington, D. C.:Author, no pub. date given.

Fay, F. A., and Minch, J, (Eds.)Access to recreation: a report onthe national hearing on recreationfor handicapped persons. Washiregton,D. C.: U. S. Dept. of Health,Education, and Welfare, 1976.

Jones, M. Accessibility StandardsIllustrated. Springfield: CapitalDevelopment Board, Statc of Illinois,1978, 217 pp.

Nugent, T. J. Design of Buildingsto permit their use by the physicallyhandicapped. Publication 910.Witlii.2ton, D. C.: Building ResearchInstitute, National AcadeMy of Sciences,National Reserach Council, 1960.

Peterson, C. A. (Ed.) Outdoor recreationfor the mentally retarded and physicallydisabled, and aging in Illinois: a

5 year plan. Champaign, University ofIllinois, 1977.

Stumbo, N. J. Accessibility in theMissouri State Park System: an actionplan. Jefferson City, Missouri:Dept. of Natural Resources, 1979.

DEVELOPING MODEL CAMPS RESPONSIVE TO THE

INDIVIDUAL NEEDS OF SPECIAL CHILDREN*

THOMAS M. SHEA, ED. D., PROFESSOR OF SPECIAL EDUCATIONSOUTHERN ILLINOIS UNIVERSITY, EDWARDSVILLE, INDIANA

By way of introducing the topicof this paper, I should like to brieflydiscuss my personal background andexperience. I came upon the area ofcamping for special children via theback door. I am a special educatortrained primarily to work with behaviordisordered and severely emotionallydisturbed children and their teachers.

Personal and protessional involve-ment in Outdoor education and campingfor special children is a consequenceof my duties as an administrator and-university instructor. When I. began

-teaching at Southern Illinois Univer-sity -at C-a-rbondale in the mid-1960'sthere were no educational servicesfor severely emationally disturbedchildren in the area.

As a professional educator, I

am firmly committed to trainingteachers in experiential settingswhich closely approximate the envir-onment in which trainees will be

employed after graduation from theuniversity. In a phrase, "traineeslearn to teach by teaching."

In an effort to overcome thedisadvantage of not having a viabletraining facility, my associatesand I organized the Day School ofEmotionally Distrubed Children(Shea, 1978). This special schoolserved twenty-four children on any

*Portions of this paper are from T.M. Shea, Camping for Special Children,St. Louis: The C. V. Mosby Company,1977. Reproduction is with thepermission of the Mosby Company.

given day and over one hundredduring its initial three yearsof operation. The schocl operatednine months each year. Staffpersonnel specialized in theeducation of severely emotionallydisturbed children, i.e. psychotic,autistic, schizophrenic, andthe like.

As the school matured, thestaff noted the children regressedin all areas of learning duringthe three-month summer vacation,as well as during winter andspring vacations. Many hard"fought for gains" observablein May were either totally orpartially lost by September. These'regressions_pecessitated that wedevise some program which would,at least, partially insure againstthe children's losses duringvacation. However, we did notwant a program in the same formatas used in the nine-month academicyear. Both children and staffneeded a change. We did wish tocontinue teaching in the-threelearning domains, i.e. cognitive,affective and psychomotor.

After cansiderable discuslionthe staff agreed that "a camp" wasthe Solution to the dilemMa. 'However,the camp would 'have to be unique.It must be designed to respond to

the individual strengths and deficiencesof the children. It must insure againstregression in all learning areas, asmuch as feasible.

Thus was c nceived the firstsummer resident al camp associatedwith the Day Ca p. Over the nextseveral years, this effort was followedby a series of camps for severalspecial populaticns. Each programArias designed to respond to the children'sneeds. Camps were operated to meetthe needs of learning disabled, emo-tionally disturbed, educable mentallyhandicapped, multiple handicappedand other groups. These programsincluded (1) a day camp for elementaryschool age special children, (2) anevening weekend camp, (3) a day campfor preschool special needs children,(4) a residential camp for specialpopulaJons, i.e., educable mentallyhandicapped, emotionally disturbed,and so on, (5) a special purposeresidential camp designed to teachspecific life-experience or instruc-tional units, and (6) a wildernesscamp for disturbed adolescents.

These experimental camps haveconsumed the best part of my pro-fessional life during the pastfifteen years. I have receivedmore than I have given to the'children, college and high schoolstudents, and staff persons associatedwith these programs. As I progressin this paper you will realizeI have yet a great deal to learnabout camping and outdoor educationfor special needs persons.

LEGISLATIVE AND ADMINISTRATIVEOCCURRENCES

Recent federal legislationrelated to the education of handicappedpersons will have a significantimpact on the future of camping andoutdoor education. Those of usinvolved in these fields of endeavorshould take action now or in thevery near future to demonstrate the'

psychomotor, cognitive, affective,and social benefits childrenderive as a consequence of ourservices.

Section 504, Public Law93-112 (The Rehabilitation Actof 1973) establishes equal rightsfor all handicapped persons.

Among the provisions of thisAct of particular importance tooutdocr educators, recreationand camping specialists, andspecial educators are (1) programaccessibility, (2) a freeappro-priate public educationfor allhandicapped children at preschool,elementary, and secondary schoollevels, (3) post secondary educationfree of discrimination, (4) thefaciljties and services of health,welfare, and social serviceinstitutions free of discrimination,and (5) equal employment andpromotion opportunities.

This law requires each of usto analyze and evaluate our work,recreation, and socializationenvironments relative to theseprovisions. Camps, outdooreducation centers, and recreationprograms and facilities are notexempt from the law.

On November 29, 1975, PresidentFord signed Public Law 94-142,which in a bipartisan effort waspassed both by the House ofRepresentatives and the Senate byoTerwhelmingmaTTins-;- --Thislegislation, known as the Educationof All Handicapped Children Actof 1975, mandates a free, appro-priate public education beprovided for all handicapped

ofchildren.

Of great significance tooutdoor edOcators and recreationand camping specialists concernedwith persons with handicappingconditions is Sub,section,

presented below, specifically refersto our services as needed and neces-sary under the provisions of P. L.

94-142.

"As used in this part, the term'related services' means trans-portation and such developmentalcorrective, and other supportiveservices as are required toassist a handicapped child tobenefit from special education,and includes speech pathologyand audiology, psychologicalservices, physical and occupa-tional therapy, recreation,identification and assessmentof disabilities in children,counseling services, and medicalservices for diagnostic orevaluation purposes. The termalso includes school healthservices, social work servicesin school, and parent counselingand training (Federal Register,August 23, 1977, Part II, Vol.42, No. 163).

As can be seen, "recreation" isreferred to specifically in 94-142and by implication outdoor educationand camping may be included underrelated services.

Several occurrences of adminis-trative nature have-taken my attentionduring,the past few weeks. These arerelated to summer programs/for handi-capped children. These occurancesare few but appear to be an omen forfor the future of our disciplines.

The first incident occurred inSt. Louis County, Missouri. I

served as a consultant to an attorneyof the parents of an autistic child:The child was programmed by theschool district for nine months eachyear. The parents maintained thattheir child regressed during thesummer vacation and needed a 12

month program if he was to beeffectively educated. The district

disagreed. The case was decidedin a due process-hearing. Duringthe hearing both parties presentedexpert witnesses and data supportingtheir position. A decision wastaken against the parents' position,however, only because a summerprogram was not written into thechild's Individualized EducationProgram. It was implied that asummer program would have beenordered if such a service wasincluded in the child's IEP.

A similar case occurred insoutherr Illinois in the springof 1980. The results were similarto those in the St. Louis Countycase. I am sure other hearing'sare occurring throughout thecountry.

However, it must be rememberedthat in both cases a summer programor 12-month program would havebeen ordered by the hearing officerif it was written into the child'sIEP.

Perhaps of even greatersignificance is a memorandumissued to the Illinois schoolsuperintendents on February 11,1980 by the Commissioner ofEducation, Joseph-Cronin andreported in the iddaa Advocate(1980).

"In_this memorandum, it isclearly stated, 'services appropriateto meet the student's_neeos asdetermined through a case -Ludyevaluation and by consensus of amultidisciplinary staffing...mustbe provided to the student...atno cost to parent(s) or guardian(s)."Cronin goes on to say that summerschool must be provided (andwritten into the IEP) if 'regressioncaused by the interruption...renders it impossible or unlikelythat the student will attain thelevel of self-sufficiency and

independency that the student wouldotherwise be expected to reach...'"

"On May 10, 1980, the Office ofCiyil Rights published a memorandumregarding a school districts'obligation to provide summer schoolfor a profoundly retarded student.In the case cited, summer school wasnot written into the IEP, thus theschool district was not obligated,to pay for it. However, the decisionalso states, 'Under Section 504,school must use the same method fordetermining whether a child needs'special education in the summer asis used for determining whetherspecial courses are required duringthe school year.'"

"Cronin, OCR, P.L. 94-142 and504 all say the same thing: Eachstudent must be evaluated INDIVIDUALLYto have his or her educational needsdetermined and programmed.'

I believe, as a professionaleducator, that summer programsshould be provided for those handicappedchildren who need this service. I

further believe that the programshould differ somewhat from theschool year program which tend toemphasize academics and preacademics.It is suggested that individualizedoutdoor education and camping pro-grams become a part of the child's,IEP if need is determined. It isfurther suggested that their pro-grams be designed to respond to thechild's psychomotor, affective, andsocial needs, as well as his or heracademic _needs-.-

INDIVIDUALIZED EDUCATION_PROGRAM

For the outdoor educator and recre-ation and camping specialists, theIndividualized Education Programprovis-ions of Public Law 94-142 requirethat we:

1. systematically assess thestrengths and daficiences ofeach special needs childrelative to the educationaland recreational services ofour specific discipline;

2. that the resultant databe translated into goals andspecific instructionalobiectives on which the child'sactivity program is to bebuilt;

3. that activities be designedand implemented in responseto each child's goals andobjectives; and

4. that the effectiveness ofthese individualized activityprograms be objectivelyevaluated.

The concept of the IEP is notnew; nor is it complex. It has along history in the field ofspecial education. It has beencalled prescriptive teaching,diagnostic teaching, clinicalteaching, individualized instruc-tion and so on. We must not beconfused or threatened by theprofessional and bureaucraticjargon which accompany this conceptin the 1980's.

The IEP requires developingand offering service in responseto the specific needs of eachspecial child and evaluating theeffectiveness of those efforts.

BENEFITS OF THE SPECIAL CAMP

Handicapped children, likenonhandicapped children, are curious,adventuresome human beings. Theynatu-illy seek learning, change,attehion, enjoyment, and rest.They wish to accept themselves and

to be accepted by others. Theydesire to be "someone" to themselvesand to others.

Camping can be a vehicle to helpthe child meet his universal humanneeds and individual special needs.In camp, whether residential or day,evening or weekend, the child isprovided with the opportunity tolearn, grow, succeed, and find pleasurein a planned, controlled setting. Thebenefits of camping are derivedprimarily by the child; however,parents, brothers and sisters,teachers, and'others can profit byhis attendance.

The benefits of the camps varywith the model being utilized.However, each child accrues somepersonal, social, emotional, cog-nitive and psychomotor benifts.

DIAGNOSTIC BENEFITS

It is difficult to carry out acomprehensive multidisciplinarydiagnostic evaluation in a communitysetting without an inordinate expend-iture of time, effort, and funds.A community-based diagnostic process,even if staff, time, and funds areavailable, causes considerableinconvenience to the child, parents,teachers, and the mental health pro-fessionals.

The preciseness, intensity, andduration of the diagnostic processcan be enhanced in the camp setting.For example, in the camp, the childneeding a diagnostic evaluation canbe made available to the diagnosticianfor the required length of time withlittle difficulty. Both camp andcooperating community agency canarrange ample time for intensiveevaluation of the child's strengthsand weaknesses. A key element inthe diagnostic process is directobservation of the child in a varietyof structured and unstructuredsettings. Trained camp personnel

-52-

can provide observational datato the diagnostic team.

PLACEMENT BENEFITS

Camps can benefit the childin two ways when placement out-of-the-home is desirable. First,the camp can be used as a short-t'ermplacement centeri second, thecamp can be used for trial placement.

When family and communityprob)ems make short-term residentialplacement necessary, the camp isan ideal setting. Camo is univers-ally accepted as a desirableplacement for a child. The imageof camp, in the eyes of the

'

average citizen, connotes pleasure,fun, excitement, normalcy, andhealth. It avoids the stigmaattached to f6s-t-e-r_home5 , specialschools, and detention-centers.

Camp is an excellent placement--when the family is attempting todetermine the child's reaction toliving away from home. Trialplacement can answer such Tareritalconcerns as:

- Can my child tolerate resi-dential placement?-Can my child benefit fromresidential placement?Can our family tolerateplacing our child in aresidential setting?

REMED IAL SEINIEF I TS

A camp with a well-designedprogram assists the child byproviding opportunities:

-To acquire knowledge andskills needed for success-To reinforce newly acquiredbut not habituated behavior-To revitalize and applypreviously learned andneglected knowledge and skills

-To apply knowledge and skillsin the environment

Camp remediation programs ensurethat the child remains an activelearner during vacation periods. Inthis way, the commonly observed aca-demic and social emotional regressionthat is characteristic of many childrenand adolescents during long vacationperiods is avoided.

PERSONAL BENEFITS

Camping helps the child improveself-care skills, build self-confidenceand improve self-awareness of unreal-ized potential. The chpd can betrained in personal hygiene as wellas in the care and use of personaland community property. Olderchildren can learn self-care andsurvival skills such as first aid,cooking, shelter building, firebuilding, safety, and conservationof human and natural resources.

--Special campers are given avariety of opportunities to learnhow to utilize eheirleisure time inenjoyable, productive waSiby playingfield and table games, by engaging --in arts and crafts and by readingand listening for pleasure. At camp,particularly in residential and wilder-ness camps and on field trips, thechildren are involved in excitingnew adventures. They are affordedopportunities to test their personal,social, and emotional strengths inunknown but supportive situations.

Camping with acceptable andacceptirg adults has a positiveeffect on the child's perception ofhimself as a human being, a child,a learner, and a friend. Campactivities modify the camper'sperception of others, especiallyadult authority figures, such ascounselors and instructors.

SOCIAL BENEFITS

In the camp setting the childhas an opportunity to learn andexperiment with newly acquiredsocial skills in a controlledenvironment. He learns how toget along with others in acommunal setting. He quicklydiscovers that community livingrequires much give and takeand that his personal wishesmust frequently be subordinatedto the wishes of the group. Herecognizes that his behavioraffects others and that thebehavior of his peers and counselorsaffect his behavior. He learnsto accept responsibility forothers and to respond positivelywhen others act responsible towardhim.

Cooperative work skills aredifficult to learn for manychildren. At the camp, childrenlearn that they must work cooper-atively with others, peers andadults, if projects are to becompleted. For example, if apuppet show is to be produced,lunch is to be served, games areto-be played, or a tent is tobe erected, all members of thegroup must cooperate.

For older children campingcan be an experience in self-government. The boys and girlsare encouraged to plan, implement,and evaluate their own programsand activities.

EMOTIONAL BENEFITS

Emotional release is permittedand occasionally encouraged in thecamp environment. Children have,opportunities to express their ,

real and imagined fears andhostility without concern for

punishment or embarrassment. Incamp, the child can be hohestlyafraid of the unknown and becomeangry at the world of real/obstaclesunder the guidance of counielorswho help him understand hii fearand channel his energies into mean-ingful activity.

Children learn self-co trolthrough discussion of theirunacceptable behaviors. Th y areencouraged to experiment wi h alter-native behaviors that are molst accept-able to others, thus less personallyharmful.

They learn that group livingreqjAires limits that must be followedfor the benefit of others. Mostimportant, they learn that dlisciplinecan be impersonal, consistent, andnonviolent. They learn that, eventhough their behavior is oc asionallyunacceptable, they are acceptedand acceptable.

PHYSLCAL BENEFITS

Campers can improve th i

physical stamina and increa etheir motor skills through arti-cipation in remedial and re reationalactivities in a well-planne1 cycleof work, play, and rest. The childhas the opportunity to iricriease hisphysical strength as well s to developthe physical-social skills he needsto participate in games. rhroughsequential individualized activities,each child learns to achi ve increas-ingly more complex physic A feats.The child learns to take,satisfactionin physical achievementsL

is not simply a matter of desirebut of hard work over an extendedperiod.of time. The child'sefforts require extraordinaryself-control, concentration, and-persistence.

For instructors and counselors,camp is an opportunity to observethemselves and the children in aunique environment.

Teachers discover that theparent of the handicapped childhas many problems of which they,as professionals, are unpreparedto manage.

For the parent, the child'sattendance at camp may be a briefrespite from years of constantconcern and anxiety. Those personswithout a handicapped child intheir home have little idea ofthe intense involvement demandedof parents who must live 24 hoursa day, 365 days a year, with aseverely or moderately handicappedchild.

THE DAY CAMP

The day camp model is basedon Camp R & R (recreation andremediation), a special 6-week°day camp that I operated atSouthern Illinois University atEdwardsville from 1970-1975, andis the result of.observations ofthe actions and reactions of over250 exceptional boys and girls whoattended during the 5-year period.

PURPOSES AND OBJ_ECTIVES

BENEFITS TO fAMILY. TEA.HERS. COUNSELORSi- The purpose of the day-campis to render educational assessment,remediation, recreation, and

Each adult involved in a camping socialization services to elementaryprogram grows in awareness of himself school age emotionally disturbed,as a human-being and tof his effect socially maladjusted, learning-on others. The adult learns that disabled, and experienciallyachievement for the handicapped child handicapped children. This purpose

,

'

VOLUNTEERS, Ara NEES

-54-

is attained through the individualizedprogramming of each child's psycho-motor, affective, and cognitiveabilities and disabilities.

The camp is composed of threedistinct yet complimentary units: aneducational assessment and prescriptiveprogramming unit, a remediation unit,ark' a recreation-socialization unit.

The objectives o6 the educationataszessment and ptescniptive lotognammingunit fine:

J. To obtain from each childenrolled in the camp a samplingof test results in each of thelearning domain: psychomotor,affective, and cognitive. Theresults of this assessment aretranslated into a tentativeindividual prescription forlearning.

2. To familiarize the childwith assessment or test setting,reduce his anxiety surroundingtesting, and instruct him inproductive test-taking behavior.

3. To clnduct systematicobservati,ms of the child'sperformatce during activities.The results of this informalassessment are applied to theprescription for learning.

4. To transmit the results ofthe assessment and the tentativeprescription for learning to w

remediation and recreation-socialization personnel forimplementation into the child'sprogram of activities.

5. To develop and transmit, incooperation with remediationand recreation-socializationpersonnel, the child's prescriptionfor learning to the referringagent: parent, teacher, physician,psychologist, or social worker.

The objectives o6 thenemediation unit a4e:

1. To implement, via plannedprogram activities, the ,

tentative prescription forlearning proposed for theindividual child by assessmentpersonnel.

2. To integrate new dataarrived from the systematicobservations by assessmentpersonnel into the prescriptionfor learning.

3. To systematically observeand evaluate the effectivenessof the prescription forlearning.

4. To design effective behaviormanagement interventions forthe child. These interventionsare included in the prescriptionfor learning.

5. To cooperate with assessmentand recreation-socializationpersonnel in the developmentof the prescription forlearning to be transmitted tothe referring agent.

The objectives o6 the 4ec4eation-4ociatization unit cue:

1. To implement, via plannedprogram activities, thetentative individual prescriptionfor learning.

2. To integrate new dataderived from systematicobservations by assessmentpersonnelinto the prescriptionfor learning.

3. To systematically observeand evaluate the effectivenessof the prescription for learning.Information derived from thisfunction is used to modify theprescription.

4. To'design and implementeffective behavior managementinterventions for the child. Theseinterventions are included in theprescriptions for learning.

5. To facilitate the developmentof individual and group recreationand socialization skills, viaplanned activities that are-appro-

The population is dividedinto groups of five or six children.Each group is supervised by oneor two counselors.

priate and meaningful to the child.

6. To plan opportunities forthe child to engage in personallyrewarding and enriching activities.

7. To cooperate with assessmentand remediation personnel inthe development of the prescriptionfor learning to be transmitted tothe referring agent.

POPULATLON

The number of exceptional childrenenrolled in the summer day campranged from 35 to 72 during the 5-yearperiod. This number was primarilydetermined by the severity of thehandicapping conditions among the pop-ulation and by the availability ofstaff and facilities. It is generallytrue that a direct ratio existsbetween the severity of the handicappingconditions represented among thechildren and tne number of staffmembers required to operate the pro-gram efficiently. Forty appears tobe the most manageable number ofchildren for this model.

Care should be taken to ensurethat the overall camper-to-counselorratio does not exceed 5:1 when mildlyto moderately handicapped childrenare admitted. If severely handicappedchildren attend camp, the ratio mustbe no greater than 3:1. In thosespecial circumstances where austicchildren attend camp, the ratio isreduced to 1:1.

The children are grouped byage. However, within the agegroups, the children are groupedheterogeneously according toskill, ability, sex, handicap,and so on. For example, duringthe summer of 1975, the 12children in the 9-11 year agegroup were organized into 2 groupsof 6 children. Each group wasorganized homogeneously accordingto age (each group was composedof 9-10-11 year olds) and hetero-genously according to sex,handicap, degree of handicap,interests, and abilities. Nogroup contained a single boy ora single girl.

The children admitted to theday camp range in age from 6-11years. Experience indicates thatyounger children do not have theskills required to participateproductively in activities;older boys and girls are boredwith the activities, which theyconsider "baby stuff."

There are a few restrictionsof the classification of exceptionalchildren admitted to the camp.Experience indicates that learning-disabled, educable mentallyretarded, and experienciallyhandicapped children benefitmost from remedial activities,special events and field trips.Emotionally disturbed and sociallymaladjusted children benefit greatlyfrom socialization and recreationactivities, especially small-groupactivities.

PROGRAM_ _DESCRIPTION

Variations of the materialsand program presented here wereuntil during the summers of 1971through 1975. The model should bemodified according to the needs ofthe children in the specific situation.

ASSESSMENT AND PRESCEIPJIVE PROWAMMING!MU

The formal assessment instru-ments administered by unit personnel

Auditory Discrimination Test(Wepman, 1958)

Developmental Test of Visual-Motor, Integration (Beery, 1967)Purdue Perceptual-Motor Survey(Roach and Keshart, 1966)

Slosson Intelligence Test forChildren and Adults (Slooson,1963)

Wide Range Achievement Test(Jastak, Bijou, and Jastak,1965)

These instruments are admin-istered to each child during thefirst week of the session unlessthey/have been recently administeredby referral agency personnel and theresults have been forwarded to thecamp. Approximately 4 hours areneeded to complete the assessment.

Formal assessment days aresupplemented by the information ofthe application forms.

Assessment personnel continuethe child's evaluation, in coopera-tion with other camp personnel,throughout the session by means ofobservation and specialized assess-ment instruments as needed.

All assessment data are incor-porated into t

REhEDIATION UNIT

All children attending camp

participate in remedial programsfor a minimum of 2 hours duringthe 6-week session. The prg_ramincludes individual _915A-ructionin school-relat_e_dipreacademic andacademic_skAils.

Among the subjects presentedto the children are:

Language development and comm-unication skills

Conceptualization skill developmentMemory trainingTactile discrimination skill

trainingVisual-perceptual training and

listening skillsFine motor coordinationReadingWritingArithmeticSpellingGeneral and specific information

enrichmentSocial studiesPhysical sciences

The children's time withremediation personnel is dividedbetween inAividual and small-groupactivities. During individualactivities, emphasis is on achieve-ment and/or mastery. During small-group activities, in additi6n to,achievement emphasi's is focused ongroup participation, the develop-ment of interpersonal skills, andthe use of social amenities.

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RECREATION-SOCIALIZATION UNIT

Recreation and socializationactivities are planned to respondto the child's functional level andindividual needs. This programincludes individual and groupactivities. Although the childrenpartictpate in g_r_o_u_pTactivitle,:---_:--filimaiemplfit-is is placed on

competition. The children areencouraged to develop their per-sonal skills and to compete withthemselves. Among the activitiespresented are:

Gross motor training is offered (1) after unusuallyWalking tiring physical activity, (2)_-Crawling to prepare children for fieldRunning trips, and (3) on rainy days.SkippingHopping Table games: Checkers, chess,Jumping Tip-it, cards, and so on, areRolling scheduled daily immediatelyThrowing before or after lunch. -This-

Catching provides the chilren a time toHitting relax while developing skillsTumbling that can be used in the noncampBalance beam activities setting.SwtmingField and circle games Special events: Fridays atFoot races camp are reserved for specialObstacle course and rejay races events program, which includesTug-of-war visits to places of historicalCreative dance and creative and educational interest, parties,movement carnivals, and special athleticSwimming events.SoftballTag Lunch: The lunch period is aVolleyball planned activity. frequently,Badminton children are enrolled who mustHiking be trained in proper eating habitsCamp-outs and table manners.FishingNature study All activities not speci-Arts and crafts fically assigned to the other twoDramatics and puppetry units are the responsibility ofWoodwork recreation-socialization personnel.Finger and,water color paintingSand and clay sculpturing Weekly and daily planningSingingFood preparation Remediation and recreation-Outdoor safety socialization activities are

preplanhed for each child and/orAlso included in the recreation- small group of children to be

socialization unit's responsibilities involved. Instructors andare special activities: counselors use a variety of forms

to facilitate the organization ofInterpersonal skill development: . the program.Emphasis is focused on the develop-ment of interpersonal and group Form A is used in the weeklyskills by means of group discussions, planning of activities. Instruc- .

cooperative camper-counselor planning tors and counselors are requestedand evaluation of activities, and not to select more than six ob-

-Andividual camper-counselor discuss- jectives per week. The same,ob-ions. jectives may remain the focu-of

the program for more than 1 week.Movie: Educational entertaining Objectives are written in specificmovies are viewed by the campers behavioral terminology.during the summer. This activity

UU-58-

FormA is used to assist theinstructorland counselor in con-verting the weekly objectives intotime periods, specific activities,and locatins for the activities.It is alsO helpful to the coordina-tor, assiatant coordinators, and

per-sonnel ,- who -mustobserve ---the child, provide supervision forcounselor's and-instructors, andfacilitate the availability of theneeded personnel, equipment, mater-ials, and space.

Form C is used to planspecific activities. Instructorsand counselors complete Form C for01 activities directly correlatedwith the weekly objectives statedon Forth A.

itForm D is useeto facilitateplannIng, organization, orderlyimplementation, and evaluation ofthe behavior management interven-tionS.

ADVANTAGES AND DISADVANTAGES

The advantages of the day campfor handicapped children are:

Data about the child are easilyobtained from parents, teachers,physicians, and others in thecommunity.

. Campers can be assigned to smallgroups to facilitate theindividualization of theirassessment and activity programs

. The probability of developingproductive communications withparents, teachers, therapists,and physicians is enhanced.

. A 6-week session assures thatthe child will be in attendancefor sufficient time to completethe assessment and to plan andimplement a viable prescriptionfor learning.

. The 6-week session facilitatesthe actual remediation of someof the child's handicaps in themild-to-moderate range of severity

6. Many volunteers, counselors,and instructors are availablein the community.

7. The needed physical facilitiesare minimal.

S. The organization and adminis-tration is simple in comparisonwith other models.

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9. It is inexpensive.10. It is visible to the community

and consequently receivesexcellent support.

The disadvantages of the camp are:

1. It is not the most effectivemodel for the remediation ofsevere behavior and learninghandicaps.

2. Transportation to and fromcamp is often difficult to.arrange and administer.

3. Transportation for specialevents is expensive.

4. Facilities for self-care,behavior management, andrecreation, such as showers,isolation facilities, andswimming facilities, are often

5. Absenteeism among campers,staff, and volunteers is high.

6. Parental concern often inhibitsthe implementation of desirableinterventions with consistency.

7. A 24-hour-a-day therapeuticmilieu cannot be established;thus, much of the program'spotential impact on the childmay be diluted in the home andcommunity during noncamp hours.

"1

REEEREMMI

Abeson, A., and Weintraub, F.Understanding the individualizededucation program. In S. Torres(Ed.), a Primer on IndividualizedEducation Programs for Handicapped

--Chrd-Tren. -Reston, Va.: The Found=-ation for Exceptional Children, 1977.

Beery, K. Developmental Test ofVisual-Motor Integration. Chicago:Follett Corp., 1967.

Council for Exceptional Chidlren,Delegate Assembly. Mainstreaming.CEC Update, 1976, 7 (4), 3.

Editor, Peoria Say No To SummerSchool. The iddaa Advocate, June/July, 1980, 3 (3), 3 and 7.

Jastak, J. F., Bijou, S. W., and

Jastak, S. R. Wide Range Achieve-ment Test. Wilmington, Del:Guidance Associates of Delaware,Inc., 1965.

Roach, E., and Kephar, N.C. The'Purdue Perceptual-Motor Survey.Columbus, Ohio: Charles E. MerrillPublishing Co., 1966.

Shea, T. M. Camping for Special

Chidlren. St. Louis: The C. V.Mosby Co., 1977.

Shea, T. M. Teaching Children andYouth with Behavior Disorders. St.

Louis: The C. V. Mosby Co., 1978.

Slosson, R. I. Slosson IntelligenceTest for Children and Adults. East

Aurora, N.Y.: Slosson EducationalPublications, 1963.

Walker, J.E. and Shea, T.M.Behavior Modification: Apractical approach for edu-cators (2nd Edition). St.

Louis: The C. V. Mosby Co.,1980

*--Wepman, J. M. Auditory Discrim-

ination Test. Chicago:Language Research Associates,1958.

Child or group

FORM A

Instructors, counselors, assessors

Dates: from to

Assessment objectives 1 (with all objectives state in behavioral .

terms what will be done to attain the objective)

Subobjectives:

a.

b.

d.

e .

Comments:

Remedial objective 1

4,7

Subobjectives:

a.

b.

c.

d.

e .

Comments:

Remedial objective 2

Subobjectives:

a.

b.

C.

d.

e .

Comments

WEEKLY PLAN FOR THE DAY CAMP

FORM A - cont'd

Recreation-socialization objective 1

Subobjectives:

a.

b.

C.

d.

e.

Comments:

Recreation-socialization objective 2

Subobjectives:

a.

b.

C.

d.

e.

Comments:

Other objectives

Subobjectives:

a.

b.

C.

d.

e.

Comments:

WEEKLY PLAN FOR THE DAY CAMP

FORM B

Child or group

Instructor, counselors, assessors

Day of week Date

TIME sEUMENT ACTIVITY EQUIPMENT A D LOCATTON

9:00-9:30a.m.

9:30-10:00

10:00-10:30

10:30-11:00

11:00-11:30

11:30-12:00

12:00-12:30 p.m.

12:30-1:00

1:00-1:30

1:30-2:00

(Briefly describe theactivity.)

(Be as specifi aspossible.)

DAILY RECORD FOR THE DAY CAMP

FORM C

Child or group

Instructor or counselor

Day of Week Date

Specific Objectives Equipment and Materials

(State the specific objective to beemphasized in thi's activity in specificterminology and in terms of camperperformance,)

(State the type of equipmentand materials needed forthe activity.)

Time and Location *Procedures Formation Teaching points

(State where andwhen the activityis to be conducted )

(Describe theactivity to beconducted toattain theobjective. Ex-planation shouldfocus on activitysequence, groupformations, moti-vation techniquesand behaviormanagement tech-niques)

(For recreationactivities,present a dia-gram of the for-matibn)

/(

(State pointsto be stressedreviewed and/or discussedwith the in-dividual orgroup afterthe activity)

Evaluation (Evaluate the activity relative to (1) attainment of

the objective, (2) camper interest and behavior, (3) efficiencyof method, and (4) level of active participation)

ACTIVITY PLAN FOR THE DAY CAMP

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FORM D

Child or group

Instructor or counselor

Target Behavior,

Intervention Comments

Behaviors to beincreased

1. (in specificbehavioral, state

2. the three behav-3. iors the child or

group is toincrease)

----A

Behaviors to bedecreased

1. (In specificterminology,

2. state the three3. behaviors the

child or groupis to decrease)

1.

2.

3.

1.

.2

3.

(In specific behav-orial terminology,describe the inter-vention to beapplied to changethe target behavior)

In specific behav-,rial terminology,4-scribe the inter-v- tion to be appliedto hange the targetbeha-vior)

1.

2.

3.

1.

(Note informaton the charactistics of thehavior beforeimposition ofintervention:intensity, durand frequency.Note information methods toused to evaluathe effects ofthe interventi

(Note informaton the charactof the behaviobefore the impof the intervetype, intensitduration, andfrequency. Noinformation onmethods to beused to evaluathe effects ofintervention)

BEHAVIOR INTERVENTION PLAN

ioner-be-thethetype,

ation,

onbete

on)

ioneristic

ositiorntion:

te

tethe

SPECIAL EDUCATION OUT-OF-DOORS

MARK,D. HAVENS, TRAINING DIRECTORPROJECT TORCHBRADFORD WOODS, MARTINSVILLE, IND.

Special education has experiencedrapid growth over the past twenty-fiveyears. Still, professionals involvedin the education of handicapped children(i.e. special educators, recreationaltherapists, adaptive physical educationteachers, etc.) have voiced difficul-ties in providing a complete educa-tional program for their students.Some past statements that have beenrecorded include:

"my severely handicapped studentsoften times have great difficultyunderstanding abstract concepts"

"because of the usual five or sixhour school day, it is difficultto accurately diagnose my students'level of educational performance"

"it is difficult to provide avariety of learning activities/experiences which create enthus-iasm among my students andmyself"

"there is a great deal ofinconsistency im teaching askill due to the lack ofcarry-over once my studentsleave the classroom"

Numerous attempts have been made atsolving these problems listed above,as well as the many others that exist.The availability of new teachingtechniques along with the updatedcurriculum materials have had varyingdegrees of success in alleviating theabove mentioned problems.

A methodology which has existedfor several decades and has not beenexploited to it's full potential isthat of OUTDOOF EDUCATION. This "tool"

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for learning has been,utilizedeven less with handicappedstudents. It is felt by many,that this medium for learningcan be effective in the overallrehabilitation and remediationprogram of all handicappedstudents. Consider the followingexamples as they relate to thestatements/problems listed above:

-in the out-of-doors, thehandicapped student can applyabstract concepts becausethe object being studiedis usually at hand

-the residential outdooreducation program providesthe leader with an o*ortunityto observe the learner overa 24 hour period, making adiagnosis much more complete

-a competent leader ofoutdoor programs has a myriadof enthusiasm-creatingactivities to choose from(i.e. swamp walks, night hikes,adventure activities, etc.)making teaching and learningmore exciting

-the residential settingallows for the consistencyneeded in the learning ofall skills

WHY THE LACK OF OUTDOOR PROGRAMS?

A question often asked is: If

outdoor education is such aneffective approach to learning,why has it not been utilized withhandicapped students? The answerto this question is that three

major obstacles must be overcomebefore outdoor programs become areality with the handicapped. They ,

include:

1. A lack of outdoor educationavailability (i.e. facilities,accessible resource sites, etc.).

2. A lack of personnel with theskills necessary to conduct suchprograms.

3. A lack of tested and validatedcurriculum materials in outdooreducation with the handicapped.

IS _ANYTHING BEING_ DONE?

As a result of the obstacles listedabove, attention was brought to theneed for the training of personnelin outdoor education with the handi-capped. In 1977, the United StatesDepartment of Education (then HEW)funded a grant (Project TORCH) todevelop a model-competency basedinservice training program in outdooreducation with the handicapped.

The project had the ultimategoal of enhancing the total learningprocess of handicapped children,through their involvement in outdooreducation programs as a part of theirIndividual Education Programs (IEP).

The training curriculum iscentered on developing the knowledgeand skills necessary to utilize theout-of-doors as a medium to achieveobjectives specified in a handicappedstudent's IEP. The project trainees(special educators, recreationaltherapists, adaptive physical educationteachers, etc.) learned to developoutdoor utilization plans applicableto student need& and reflectiveof school/agency capabilities. Morespecifically, trainees developed theability to:

-formulate a rationale forspecial education out-of-doors(outdoor education)

-gain administrative, fellowteacher and parental supportfor the implementation ofoutdoor programs

-individualize the objectivesand activities of the outdoorprogram

-employ both formative andsummative evaluation to theprogram

WhaT DOES AN OUTDOOR PROGRAM_CONSIST,',',,QEY

Outdoor education does not consistsolely of a residential campingexperience or a specific activitysuch as "tree identification." Inorder to provide effective outdoorprograms, all available resourcesmust be identified and utilized,allowing for carryover to theclassroom and most importantly,the daily life of the student.

It is essential for theteacher or leader to build up theresidential experience by imple-menting outdoor related activitiesin the classroom, on the playground,at the local park, or any otheravailable resource site. Forexample:

-initiative tasks (group tt:

problem solving activitiesthat promote social interaction)can be accomplished in theclassroom

-orienteering activities(use of map to find direction)can be done on the schoolplayground

-gamperaft activities (firebuilding, knot tying, etc.)can be implemented at the localpark

By incorporating these lead-upactivities into the regular curriculum,the residential outdoor experienceemerges as an educational medium,instead of becoming a 'mere' outing.Of equal importance is the follow-upof the residential experience withadditional activities, thus providinga complete outdoor education program.

NOW ARE OUTUOOR ACTIVITjESEDUCAIIMALY

In 1975, Public Law 94-142 (Educationfor all Handicapped Children Act) waswritten into law. This law requiresthat all handicapped children have anIndividual Education Program (IEP),tonsisting of a written document thatoutlines the handicapped child'sspecific needs along with a programto meet those needs. An importantcomponent of the IEP consists ofwritten behavioral objectives whichare individualized for each student.These objectives are to be accomplishedby the student throughout the year.

Outdoor activities have provento be effective in the achievementof IEP objectives. Providers ofoutdoor programs have found thatspecific outdoor activities areessential in the achievement of IEPobjectives. Consider the following:

IEP Objective

the student will increaseexpressive language skillsby using three appropriateadjectives to describe atree with 80% accuracy

The outdoor activity in this casewould provide first hand experiencewith a real tree allowing for abetter chance of achieving theIEP objective. Observing apicture of a tree in the classroomand discussing it's characteristicswould be an excellent lead-upactivity, before going out tothe real object being studied.

Many people feel thatoutdoor activities are recreativein nature, offering very littlein the way of actual learning.On the contrary, outdoor activitiescontain many inherent learningprocesses. Consider the educa-tional potential of the followingactivity:

Activity: Pine Cone Bird Feeders

Format: Mix together one teaspooneach of bread crumbs, bird seed,corn meal, oatmeal and one-halfteaspoon of peanut butter. Spoonthe mixture between the openingsof the pine cone. Tie a stringon the pine cone and hang outside.

Learning Processes Include:

a. the development of fine,motor skills by- mixing ingredients"-spooning ingredients intothe pine cone

- tying a string to the endof the pine cone

TraditionalClassroom Activity

the student is asked touse three adjectives todescribe the touch, tasteand smell of a tree(pictures of trees areused)

OutdoorActivity

the student is askedto use three adjectivesto describe the touch,taste and smell of areal tree

b. the development of inde-pendent living skills by-measuring the ingredients- tying a knot in the string

c. increasing general knowledgeand comprehension by- discussing the characteristicsof local birdslistening to bird sounds(recording)

d. developing cognitive abilitybyobserving what happens/occursto and around the bird feeder

e. developing ability to shareby- sharing ingredients-sharing bird feeders

SUMMARY

Many firofessionals involved inthe education of handicapped childrendo notbecome involved in outdoorprogramming because of a lack ofconfidence or knowledge in the skillsrequired to organize and lead suchprograms.

Additionally, there are thosewho reject the use of outdoor ed-ucation because of the attitude thatsuch programs are expensive frills.Outdoor leaders have and will continueto address these issues making outdoorexperiences a reality with the handi-capped.

Note: Much of the information usedin this article was drawn from ProjectTORCH (Training Personnel in OutdoorEducation mith the Handicapped);which is an Office of Special Educa-tion funded project to Camp Allen,Inc., Bedford, N. H. with contractualagreements with Indiana University'sOutdoor Education, Recreation, andCamping Center at Bradford Woods(Department of Recreation and ParkAdministration) Martinsville, Indiana.

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REPORT ON THE HANDICAPPED UNBOUND PROGRAM

FOR SEVERELY AND PROFOUNDLY MENTALLY RETARDED ADULTS

ARIZONA TRAINING PROGRAM IN COOLIDGE

MALCOLM GRAYORAY-LENKE ASSOCIATES

The Coolidge (ATPC)-HandicappedUnbound summer field project was anoutdoor training and recreation pro-gram for mentally retarded people.Most of theparticfpants were severetyand profoundly mentally retardedadults. The program operated inJuly and August and consisted ofsix separate four day outings. Eachsession was made up of a new group of

twelve Coolidge participants.

The primary objectives of theprogram included: (1) the creationof stimulating and suitable off campusrecreational activities (2) theexposure of client to new approachesand different,staff_a-nd(-3-)the- ex-pansion of the client's experiencebase through unfamiliar and chal-lenging situations.

Programs of this nature andscope had not been tried at Coolidgebefore and both the HUB and theCoolidge staff were interested in

finding out how well it would work--whether mentally retarded adults(most of whom had been confinedto institutions the majority of theirlives) would be able to adapt to this

type of setting--what problems would

be encounterd-and whether this groupcould benefit from such an experience.

The HUB field staff consistedof three women and two men. All hadexperience as teachers, counselors,or in some other area of traditionalhuman service work. Several hadextensive backgrounds working withseverely and profoundly mentallyretarded persons. Almost all had

some knowledge or training inthe use of the out-of-doors. Thiscontributed a great deal tothe safe functioning of theprogram.

Each four day session beganwith an orientation day on theCoolidge campus. The followingthree days were held at CampSue, a recreational facilitynear Oracle, Arizona. Hereparticipants were introduced toa sequence of recreational activitiesand living skills intended to help

them adapt to the new environment,help them to-become self-reli_ant

andto --he-l-pe-stab-Mhas-eht-e ofaccomplishment for their efforts.Instrumentally, the activitiesintroduced during the three daycourse were intended as pre-requisite skills of undertakingan overnight hike and camp outat the end of the session.

This report is a summary ofthe field component of the programand is based on interview datacollected from both HUB and Coolidgestaff, the evaluator's field ,

activities and material from ashort open ended questionnaireadministered to the field staff.

To indicate a sense of whatthe experience was like,,followingis a brief section from theevaluator's field notes describinga portion of the Camp Sue experience

Revised Field NotesAugust 22, 1979(Camp Sue, Arizona)

While having worked with outdoorprograms for a number of years, I

find myself with considerableapprehension as I drive up to thecabin. What are these people like?Deni has said that they wereseverely and profoundly mentallyretarded? It is difficult toknow what to expect.

I get out of the car. People arestanding around, milling about,waiting--some patiently, othersnot so. Some people have theirpacks on. Others don't. There isan energy, a sense of anticipationcoming from the group. P,opleswarm around me in greeting,shaking hands, jabbering. I checkin with the director, meet thestaff, some more of the partici-pants. Get my own gear.andjoithe others-:- --TheIr eX-t-ffe-Ment iscatching. I find myself beginningto relax. As I look around me, I

begin to feel some of my earlierstereotypes dissolving.

The director comes through, checkingequipment, finding out if,people%re ready for the hike, "...hasAeryone got your canteen?" Somefolks respond, others don't. Somepeople act as if they haven't seenor heard anything. They stare.offinto space. Some rock back and forth-others seem to chatter in an undi-rected fashion. Self-stimulationit is called--people simply iptenton making contact with themselves.

Equipment checked, noses cOunted,last minute details put ,out of theway, we are ready to go: It is tobe a short overnight hike and campout. We haven't been walking longbefore we stop while one of thestaff gives us a briefing on snakes,dangers on the trail, stayingtogether, and helping one another.

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Properly warned and rehearsed,_we start out again.

The trail begins to descendsharply in front of us. Thefooting becomes more tenuous.Some of the participants haveconsiderable difficulty. Thegro-u-pb-e-gliVstif-blup aroundthe staff who are helping andencouraging others. I begin towonder about how many of thesepeople might also be physicallyimpaired. It turns out thatmost simply don't have theexperience or their bodies aren'texercised enough to do simpletasks such as walking over roughground. The concepts of "experiencedeprivation" and "steps towardnormalization" begin_to take_onuch g-r-ea-termean-i-ngto--meth-an

before.

Participants like Patti arefrightened but alternatelyexhilarated by the challenge ofsliding down ruts or trying tobalance over a particularlyrough spot along the trail.Patti takes my hand. She uses itfor stability, for reass.urance.By the time we reach the bottomof the trail, she has little needof my help. She has learned to doit for herself. Most of the fearhas turned to exhilaration,"Look at me -- I can do it." .

A small number of people showalmost no response to anything,merely trudging along. Othersare more openly responsive-peoplelike Frank are having a great time.Frank's face is lighted like abeacon. He is strapped in hiswheelchair to keep him from fallingout as he is rolled and alternatelycarried by the staff. He laughsand banters most of the way down.

I marvel at his lack of discomfortand anxiety. Larry is like thattoo--not in a wheelchair but justgleeful, unafraid, fully involvedin the activity. I notice that

--Some of the campers, not just thestaff, are helping one another down

trail. It becomes clearer to mehow I am going to evaluate what I

see--given that so many campers areminimally verbal. The answersare written on their faces--intheir postures--the ways they movetheir bodies. I can already seechan9es from the beginning of the

We reach the bottom of the hill,in godd shape. There have beenno serious problems, falls orencounters. People are just tiredand thirsty. We pick a spot undersome trees and sit down for lunch.Only two hours_have elasped since

important tool. There is asense of self satisfaction, ofaccomplishment and of success.Some people seem rea ly pleasedwith themselves.

We camp at a quiet clear streamthat feeds into a nearby pond--pr-e-sently to be a swimming hole.Cooking, camping, and sleepingge:ax have_been transferreA tothe location by four wheel drivevehicle. Most campers are carryingonly personal items and water.Most have never carried anythingbefore.

The afternoon is spent getting ;

people into the water, into playing.Staff go in first--the lead sheelithrough the gate. Their playbecomes a game, a way of enticing,getting the other campers intothe water. It works. Some

As they have on the trail, thestaff become'quickly engaged-movingthrough the group, addressing people,finding out their needs, beingreassuring, getting people settled,Selping take care of personalitems like\toileting. The staffseem effective. Their responses'are positive, warm, and engaging.Their voices are soothing anj gentle,and there i\s a great deal oftouching and physical contact.

The staff and some of the partici-pants hand out sandwiches and pop,etc. It's break time. Some peopletake naps. Others rest. A numberof medications are dispersed. Thereis a trained Emergency MedicalTechnician along with us. All duringthis time the staff is carrying on '

a conversation among themselves andwith some of us about the trip downthe hill. What had it been like?How had people responded? It becomesa way of reinforcing and savoringthe experience. Praise is an

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-ariffib-r-s are content just gettingtheir toes wet.

The staff doesn't push--justencourages. Larry_gets in andsits down. He will remain therefor the better part of theafternoon--but not passively.He is a water sprite--splashing,laughing, and ducking. I wonderwhether this is a new experiencefor him. There is no way to know.We think that we might have todrain the pond to get him out.

The crowning alchievement from thestaff's perspe,ctive is theannointing of Frank who is carriedfrom his wheelchair into thewater--with his consent of course.He comes up grinning from ear toear asking for more.

For some people like James andPilar, there is less outwardenthusiasm for the activity. It

seems more like problem solvingfrom them. Getting up the courageto get into the water and to wade

to a small rock in the middleof the pond and to sit on it isthe task. It takes them the betterpart of the afternoon. James isecstatic--"Look at me...look at'me". There is an enormous senseof pride coming from him.

As the even ng approaches, choresbecome the f cus of activity.Wood gather g acttyities areorganized. Tarps and bed rolls areset up. There are food prepara-tions to handle. Again the staffis successful at involving almosteveryone in some aspect of settingcamp. After dinner, we sing songs,toast marshmellows, and begin theprncess of toileting, changingclothes and the other tasks assoc-iated with getting ready for a longnight. Sleep comes quickly andquietly for the campers. It hasbeen a busy day for everyone.omorrow will be the reverse oftoday's activities. Another fullday of getting people organized,dressed, fed and back up the hilland home to Coolidge. Moreaccurately, helping the campersget themselves together, backup the hill and home to Coolidge.Guided independence is the keynoteof the experience.

Sitting around the campfire thatnight, the staff goes over theday's activities. They are pleasedand are feeling good about theday. It has been one of the moresuccessful. In comparison, thisgroup has turned out to be one ofthe higher functioning groups.It hadn't seemed that way at first.What this means is that there isless time spent on maintenanceand more time working with andchallenging the participants. Itis pointed out that there are'always one or two campers who serveas the group's lowest common denom-inator in terms of limitations tothe activities that can be undertaken.

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This hasn't been the case withthis particular group. Moraleis very high.

From a summative evaluationperspective, the program wassuccessful. Both HUB and Coolidgestaff agreed that it had beenstimulating and that off-campusprograms of this nature could bebeneficial and were desirable.The exposure to new activitiesand staff turned out to be apositive experience for bothclient and institutional staff:The transition to the out-of-doorswas less difficult than mighthave been expected. Mostparticipants responded favorably.Daily program activities tendedto support aild reinforce oneanother and were designed withclear and mewyurable outcomesin mi nd . Ou_t=offLdabr s_c am Ringand hiking activities were shownto be possible for mentallyretarded populations. Both staffsfelt that the activities werewell matched to the level ofretardation and disabilityrepresented by the Coolidgepopulation. In fact, estimatesof the inappropriateness of theprogram for Coolidge participantsran as low as three or four percent. As an example, one staffmember reflected that "There isnot a single wheelchair clientthat I wouldn't take again."

Much of the suCcess for thistype of program rests with thestaff. It takes highly trainedprofessionals to work effectivelyand safely in the out-of-doorswith severely and profoundlymentally retarded people. TheHUB staff seemeciexceptionallyskilled in the areas of organization,behavior management, and safety.They were able to give positive,

A affective responses, clear cuesand directions and to maintain

a cariny and sensitive posture.

Another factor that is criticalto the success of these types ofprograms is the staff-client ratio.This is perhaps the single mostimportant factor. The HUB-Coolidgeprogram was able to maintain astaff-client ratio of close to1:2. This is ideal. In additionto theHUB staff each ftel-d sessionwas accompanied by a Coolidgeline staff who served as both anobserver and an additional fieldstaff member. This contributedto the high staff-client ratio.Often the line staff were able toshed additional light on thebehavior of particOar individuals.

Interviews with the institutionalstaff at the completion of the pro-ject indicated that many of theCoalidgItAff whohad_participatedhad gained some fresh workingperspectives as part of theirparticipation. They were alsouniformly impressed by the caringand sensitive working posturethat the HUB staff was able tomaintain. Referring to this, onesupervisor noted, "You expectedso much more and you got so muchmore. Your positive approach isone of the stronger parts of theprogram." Some concern was alsoexpressed over the potential burnout factor which might come fromworking so closely and intenselywith populations of this sort.There was clearly a posiI,iveexchange between the two staffs.

Ascertaining the actualimpact of the program on theparticipants is a difficult ta*.k..With severely and profoundlymentally retarded people, learninexperiencing new things, skillattainment is difficult. Mostchanges require a great deal oftime. There is the additionalproblem of the loss of someskills that might be acquired on

trips of this sort when they arenot systematically reinforced inthe home institution.

The field staff felt that anumber of skills had beenintroduced: learning to deal withthe environment, being aware ofsnakes and other dangeroussituations, walking on roughground, carrying weight. Therewere skills that are associatedwith self care: meal preparation,cooking, building-,camp fires,being responsible for belongingsand so on. Considerable emphasishad been placed on partering-on---being responsible for one another.Other areas that were introducedincluded increased sensory awareness,new textures, sounds, smells,sense of balance, learning aboutthe various ways A human bodycan_respond.

How many of these wereacquired and transferred remainsto be seen. But the questions ofexpanding the experience base andof offering the option of newalternatives seems to have beenwell addressed.

Thece were other possiblebenefits to the participants. oneof the most important concerns ofthe field staff was the fosteringof independence. They' insisted onit. As one staff member put it:

"Everyone wanted to hang on.We demanded independence.We encouraged them toexperience independi?nce insome fashion. When theydidn't, our role was toshow, to demonstrate, and

g, of course to help if theycouldn't do it alone. Wemade some rea' demands onthem."

-74-

a

How successful were theirefforts? The staff felt thatthey had beeh'very successful.There were some notable examples.Dee was orie. According to one of

-the line,supervisors, "Dee cameback from the trip all smiles. I

have never seen her smile so much.She is still smiling". .James andPatti's sense ofaccomplishment,their joy at having completeda difficult task, of getting thereward, is another good example.There is the case of Yogi whofor weeks following the Camp Sue-experience conttnued to ask ifhe could go back to Camp Sue.There Was also Maggie who Was ableto make a significant change inher tolleting behavior during herCamp Sue stay. There are othersas well. Still the question of

!transfer and what it might mean ttothe-participant remains. Moreresearch needs to be conducted -in,-this area.

,

Koth lire and field staff felt'that without reinforcement, everv'fminor gains in attitude or behaviei-charge, would be lost. Yet mostparticipating -saff felt that theprogram hadbeenimportant, hadhad a positive effect on theparticipants, and that prograMs ofthis -sort siiould be continued and-offered more frequently. One vefy-,seminal suggestion ,w(as that "CampSue!!, eT,-2_eriences mi4ht be usefulstepping s.tones--transttions fromthe institution to-other-programswith 4, more direct aim toward."normarizatton." The field- staffin particular were enthus-iastA6about the-possibilities of the'"Camp _Sue" type-eXperience.5everal felt very stronglY-that more-time and expo'Sure was needed to be'really effective. As,one staff

imember put it"It's ronic,-thecampers are jusVgetttng adjustedto being here andIt's-time to 'go_back". The amount of releasetime from the-institution might,

in fact, play an important role.This issue needs to be looked atfurther.

How could the program havebeen improved? Certainly morecould have been made out of thelessons about being aware ofsurroundings--of the things aroundthem--what to look for. Morework can be done in the acquisitionof prerequisite skills.

Depending on what outcomesare sought-, there are manyways-to redirect the program. Beforeit is attempted again a. systematiclook at the lessons gained fromthis first experience need to beassessed with more specific .

goals-and objectives in mind.

Listening tothre positiverespohse from participating staffthere is li-41e question of thevalue of the project% In responseto the question, how do you-knowthe program As a valuable One_comes the following answer';

-75-

"... Because I saw so muchenthusiasmsparked. Eyeswere opened. Interests werekihdled. They came and didbenefit and in a 'short timeThey becaMe independent inwalking....not grabbing on sotight. They talked andresponded more'cdnfideOtly.'I can do it! I'm okay, I

can make At!'"

There is evenless Froe)t of-the value of--the'project-froa he---payticipants perspective. There'is nd comparison with the typicalday room scene in a large institutionwhere people_are standing abouunanimated, self...distracted, uninter-..ested, the television blaring inthe background and the laugbingsplashing, enlivened group in thewater at Camp SUe.

L.ImiNiir..11Lonr1.1=10111,'

EVALUATION OF THE 1980

ON INNOVATIONS IN CAMPING AND

WITH PERSONS WHO ARE

INSTITUTE

OUTDOOR EDUCATION

DISABLED

BETH GgEN, DEBBIE RE1SH, RITA ROUGH,MONICA WOZNIAK AND BERNARD 'SCHRADERINDIANA UNIVERSITY

INTRODUCTION

The 1980 "Institute on Innova-tions in Camping and Outdoor EducatjonWith-Persóns Who Are Disabled, washeld at Bradford Woods, IndianaUniverOty's Outdoor Education, Recreationand Camping Center, in Martinsville,Indiana on May 11-13, 1980. TheInstitute, the first of its kindto be heid at Bradford Woods, was.sponsored by Bradford Woods, LndianaUniversity, in cooperation with,:Project TORCH, Project 'DOCTR andthe American Camping Association.In addition, the Institute wasb'fficially endorsed by the NationalTherapeutic Recreation Society, abr4nch of the National Recreationand Park Association. Participantsreceived 2 continuing educationcredits from Indiana Universityand were presented with a certi.--ficate of participation at thecoMpletion of the Institute.

THE EVALUATION pRocEaa

Two types of evaluations-wereused to gather information at theInstitute. The first type beingan evaluation of the individual-educational sessions, and thesecond of the overall Institute.The evaluations for the individualeducational sessions were distrib-uted to each person entering asepsion and were collected at theend of the session. The overallevaluation of the Institute wasdistributed before the last session

*),

on Tuesday, May 13, and werecollected at the end of theInstitute when participantsreceiv,ed their certificatesof participation.

PURPOSE OF THE EVALUATION

The purpose of the evaluationof the 1980 Institute onInnovations in Camping WithPersons Who Are Disabled wasfourfold. First it was to beused by those individuals whowere involved in planning theInstitute as a measuring deviceof its success or failure;secondly, it was to be used'to aid those individuals whoplan future institutes;thirdly it was used to providefeedback to session leaders asto the relevency of the sessionto the participants professionaluse of the ideas and objectives ,

presented in the, individualsessions; fourth it was uFedto determine participantperceptions of and satisfactionwith the Institute as a profes-sional program of activitieswhich aff6rded both educationalbnd affiliative opportunities.The evaluation was formativein nature, providing judgementsof merit or worth that weregeared towards the improvementof the institute. Thus,the focus of the, evaluationbecame the conference dynamicsand processes, the setting andcontext.

DEMOGRAP H I C DitTA

Through the evaluation it wasfound that 69.28% of the partic-ipants were females and the averageage of all participants was 30.6 yearsof age. The largest percentage ofparticpants were educators (25.68%)followed by students (17.49%),administrators (16.94%), and ther-apists (16.68%). Eighty-onepercent (81%) of the participantshad been employed from one to fouryears in their current position with47.01% of the participants havinga bachelors degree, 29.1% a mastersdegree, and 6.72% a doctorate degree.The most common areas of interestwere mentally retarded (26.52%),orthopedically handicapped (17.05%),mentally ill/emotional problems(12.5%) and non-handicapped (11.741).Ninety-six percent (96%) or 127of the 131 participants completedthe final Institute evaluation.

RESULTS

ACCOMODAT I ON S

The results show that the facil-ities at Bradford Woods were satis-factory, yet a few would have enjoyeda choice between camping and lodging.Ninety-five per cent (95%) of theparticipants agreed that the mealswere satisfactory.

SOCIAL_ACTIUTLES

A majority of the participantsattended the square dance, insteadof the films that were shown. Manycommented though that t4hey wishedto Pttend both, and in the futurehoped this type of a conflict wouldn'thappen.

A UD I O-V MAUR Eao unE_Roari

Approximately 64% of the parti-cipants in the Institute attendedthe audio-visual showings. On the

second night 151 of the participantsattended, maybe due to the socialgathering. Generally, theevaluations indicated that thefilms were appropriate and inform-ative aod there seems to be astrong desire to see this continued.

The resource room wasattended by 67% of the participants.Many felt the resource roomuseful, yet found the hours tobe inconvienent to their schedule.

THE FUTURE

Ninety-three per cent (93%)of the participants rated theInstitute to have been verysuccessful. Ninety-four per cent(94%) stated that they would beinterested in attending a similarinstitute next year. The parti-cipants felt they had accumulatedconcrete information, yet theywould have liked more "hands on"experiences, and new ideas fortheir own camping programs. Manyrequested to have the sessionsrepeated or shortened so theycould have attended more. Manyparticipants requested an extraday or two for the Institute.There were also requests for moreideas and suggestions of programsfor,the mentally retarded andmultiply handicapped individuals.

The following charts providefurther data analysis of variousquestions asked on the overallInstitute evaluation.

80

76

72

68

64

60

56

52

48

44

40

36

32

28

24

20

69.92%

30.8%

E30.6%111.111.,

ct ctCC CD

LU W ctLL.

PARTICIPANT CHARACTERISTICS,

30

28

26

24

22

Which oneyour current

of

25.68%

the following best describesposition?

1816.94%

16.94%7.49%

16

14

12

10

8 7.10%6.56%

6 5.46%

4 3.38%

2

0

CURRENT POSITION

s...

4-)0.,---m

4-)0

w ro 11) S-13 S.. 13 -- -QVrtl w = .cw _c 4-1 44

...1 l- V) 0

34

32

30

28

26

24

22

20-

18

16

14

12

10

8

6

4

2

0

30.71%

25.98%

How long have you been employed inyour current position?

24.41%

%

m m vs m m1 S.- S. 1 S.-

ICI ICI ICI ICI ICI

Cl.) Cl.) Cl.) Cl.) CD

>1 >> >> >> >1

CO

I I I I I

0 r.. In LO r-...

YEARS

-80-

.79%

1

.87%

Camp/Outdoor Ed. Center

Correctional

General Medical

Municipal Recreation

Nursing Home/Extended Care

rnPsychiatric

Rehabilitation

r .Shelterr!i Workshop

-c

State Hospital/Institution

School (Primary/Secondary)

Youth Service/Voluntary

College/University

Other

111

111

0PO

.1b.

atC

OQ

rat

4s4e

. 202

Zri

Z

202

Zri

Z

s.j

Zri

Z

202

Aging

Blind/Visually

Impaired

Deaf/Aud i tor i al ly

Imo& i red

Mentally Ill/Emotional

-0 a -0Mental ly Retarded

- o a

Non-handicapped

Orthopedically

42 ,

Handicapped

Social Offenders

Substance Abusers

Other Health Impaired

o o -s

o c0

-a.

242.

0 (3

- 1

0gC

-h

Zrk

"13 'I

7'O

f D ",

0. 0 0 tn

48

46

44

42

40

38

36

34

32

30

28

26

24

% 22

20

18

16

14

12 11.94%

10

8

6 5.22%

4

2

0

o

x

Indicate the highest degree youhave earned.

29.10%

0%

6.72%

s-w

DEGREE

-83-

48

44 4t1J5%

36

32

28

26

24

20

16

12

8

4

0

41.54%

Who are your expenses for the Institutebeing paid by?

7 14% 7.94%

c0

ii..-

4.1

>0.-....0

41.. Cr >, -C- I-4 lif+.1 0 4-i W CY1= C46-1 CU

0 VI tti

01 C N.. I CN.1

4-4 eX ...... ..,In

I..... I'

EXPENSES

96 93.89%r----

I would be interested in attendinganother similar Institute next year:

92

88

84

80

76

72

68 _ _ _

64

60

56

52

48

44

40

36

32

28

24

20

16

12

6.11

4

0

-85-

84

80

76

72

68

64

60

56

52

48

44

40

36

32

28

24

20

16

12

8

4

73.73%

26.27%

I would be interested in purchasing a_proceedings book: