Schleien, S., McAvoy, L., Lais, G., and Rynders, J. 1993. Integrated Outdoor Education and Adventure Programs. Champaign, IL

Abstract

Schleien, S., McAvoy, L., Lais, G., and Rynders, J. 1993. Integrated Outdoor Education and Adventure Programs. Champaign, IL: Sagamore Publishing, ISBN 0-91561-59-7, $37.95, hardcover, pp. 270.Do you know how to accommodate a participant in a canoe or kayak who uses a wheelchair? Does your staff know how to work with people with varying abilities? Do you know how to assess the capabilities of your participants and encourage the building of a cooperative integrated environment? Are you knowledgeable enough to teach your students how to integrate people with disabilities into recreation programs?With the implementation of the Americans With Disabilities Act, much interest exists in learning how to address integration concerns such as these in the various recreation programs we offer. The challenges that accompany integration of outdoor programs and activities can be formidable to programmers and administrators accustomed to working with people with disabilities. Integrated Outdoor Education and Adventure Programs by Stuart Schleien, Leo McAvoy, Gregory Lais, and John Rynders is a practical, how-to book that offers many suggestions to help prepare individuals to work with people of all ages and abilities in outdoor settings. The purpose of the book is to offer guidelines on how to design, implement, and evaluate integrated programs in outdoor education and adventure settings.The authors have organized the book in a logical progression that begins with the rationale for integrated outdoor education and high adventure programs; proceeds to administrative concerns such as funding, safety, physical accessibility and recruitment of staff and participants; then moves to suggestions for assessment of participants; and lastly, discusses ways to promote social inclusion and personal accomplishment in a cooperative environment. The authors also include sections on program adaptations and lesson plans for six activities that provide practical applications of the principles discussed in the previous sections. The book seems directed to an audience that anticipates or has current involvement with the programming or administration of outdoor education and adventure programs. The book is very practical in nature and it offers new insights into ways to think about integration of programs to be more inclusive of all people.This book fills a particular, albeit narrow, programming focus. Several strong points emerge from the book. The first section that addresses the rationale for integration would be helpful to any professional who is confronted with the need to justify more inclusive approaches in his or her programming endeavors. The authors provide a variety of social, legal, educational, and psychological reasons why these rationales make sense.In the same vein, the fourth chapter focuses on social inclusion and personal accomplishment in a cooperative context. I found this section to be particularly useful, regardless of the type of group that might be under consideration. While these suggestions were often based on common sense, we often overlook some of these basic considerations when leading groups. The more explicit training tools such as the McGill Action Planning System, the team-building process of Circle of Friends, and the use of the Special Friends curriculum seemed particularly appropriate for younger participants, although they could possibly be adapted for adults as well. This chapter was a good reminder of the importance of basic human considerations that improve the experience for all and the value of building friendships that are supportive of others with whom we play. …