Integrating children with severe disabilities for intensified outdoor education: focus on feasibility.
The feasibility of an intensified (i.e., all-day-for-2-weeks) integrated camping experience for children with and without severe disabilities was evaluated as was the impact of integrated programming on camp staff members' attitudes. Procedures employed for promoting social interactions included positive reinforcement and cooperative learning strategies. Task-analytic procedures were used to teach campers with severe disabilities a domestic skill and a life-long leisure activity. By the end of the 2 weeks, children with severe disabilities demonstrated substantially improved skills in targeted activities. Furthermore, campers without disabilities substantially increased their prosocial interaction bids, and ratings reflective of friendship increased significantly. Also, staff members' perceptions of operating an integrated camp versus a segregated one and their perceptions of the presence of participants with disabilities as facilitative of camp operations improved significantly.
Rynders
J E
JE
Department of Educational Psychology, University of Minnesota, Minneapolis 55455.
Schleien
S J
SJ
Mustonen
T
T
D000293:Adolescent; D002648:Child; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000534:rehabilitation*; D007398:Interpersonal Relations; D008297:Male; D010379:Peer Group; D011998:Recreation; D012056:Reinforcement, Social; D012938:Social Perception