Schleien, Hornfeldt and McAvoy (1994) Integration and environmental/outdoor education: the impact of integrating students with severe developmental disabilities on the academic performance of peers without disabilities

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Integration and environmental/outdoor education: the impact of integrating students with severe developmental disabilities on the academic performance of peers without disabilities

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CONTRIBUTORS:

	Author:	Schleien, S. J. (University of North Carolina Greensboro)
	Author:	Hornfeldt, D. A. (b. ----, d. ----)
	Author:	McAvoy, L. H. (University of Minnesota Twin Cities)

JOURNAL:

Therapeutic Recreation Journal (TRJ), 28(1), 25 - 34.

YEAR:

1994

PUB TYPE:

Journal Article

SUBJECT(S):

integration; learning; outdoor-education; handicapped; child

DISCIPLINE:

No discipline assigned

HTTP:

https://secure.sportquest.com/su.cfm?articleno=349867&title=349867

LANGUAGE:

English

PUB ID:

103-340-059 (Last edited on 2006/05/25 12:56:18 GMT-6)

SPONSOR(S):

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 stategies for integrating children with disabilities into outdoor education programs.

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