Integration and Environmental/Outdoor Education: The Impact of Integrating Students with Severe Developmental Disabilities on the Academic Performance of Peers Without Disabilities

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Stuart J. Schleien, Professor & Chair (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: This study assessed the amount of environmental information which nondisabled children acquired while participating in a 1-day integrated outdoor education experience with children who were severely developmentally disabled. Learning gains of 88 second and third grade children were assessed using a pre-, post-, and re-test design. Results indicated that all nondisabled children in integrated classes showed statistically significant gains in learning environmental education concepts: These results suggest that the presence of learners with developmental disabilities does not have detrimental effects on the learning gains of nondisabled children. Recommendations are made concerning strategies for integrating children with disabilities into outdoor education programs.

Additional Information

Therapeutic Recreation Journal
Language: English
Date: 1994
Developmental Disabilities, Inclusion, Integration, Learning, Outdoor Education, Severe Handicaps

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