Running head: Inclusion Needs Assessment for McCall Outdoor Science School

Masters Project Proposal Sara K Anderegg University of Idaho Supervising Professor: Matthew Wappett

Running head: Inclusion Needs Assessment for McCall Outdoor Science School

1. Introduction Across the nation, outdoor science schools and environmental education centers are springing up to serve the needs of a generation at risk of growing up without exposure to the Great Outdoors. Of the population of children with limited exposure to nature, those with disabilities are often given less opportunity than their nondisabled peers. The benefits of participating in an environmental education program are numerous for students with disabilities, and may compensate for the typical limited exposure to nature that these individuals often face. Although these schools and programs aim to be as inclusive as possible, they often lack the resources to effectively serve the population of students with disabilities. Changes need to be made in order for the programs to be accessible for all students. Before any alterations are made in the design and implementation of Environmental Education programs, a qualitative look at the current state of inclusion is necessary. 2. Project Goal The aim of this project is to complete a needs assessment for the McCall Outdoor Science School on the current practices of inclusion. MOSS(McCall Outdoor Science School) is a residential environmental education program located in the West central mountains of Idaho. Currently MOSS serves a variety of students, including those with and without disabilities. A need for more inclusive curriculum and programming has been identified in the past by the staff at MOSS. This project will be a first step in the direction of making MOSS accessible and inclusive for all students. The goals of the project are to find out what areas of the curriculum are the most and least accessible to students with disabilities, to identify the factors present which make MOSS inaccessible to all students, to gain a better understanding of the number of students with disabilities as well as what categories of disability are currently being served at MOSS, and to understand the perception of disability within the MOSS staff.

Running head: Inclusion Needs Assessment for McCall Outdoor Science School

3. Review of the Literature Environmental education programs often display a lack of diversity in the ability level of students. This is commonly thought to be for reasons of a lack of accessibility and training. The problem is not exclusive to the world of Environmental Education, but extends to the larger field of science, which is reflected in the low representation of people with disabilities in science careers. Although many factors may have led to an underrepresentation of individuals with disabilities in science careers, a lack of early exposure to quality science experience is thought to be one contributing factor(Melber, 2008). In order to open the world of science to all children and not just the majority, environmental education centers must be willing to open their doors to students with different talents, challenges, needs, and perspectives from the majority of students. This may mean adapting the curriculum, physical environment, and structure of the program, but in the end making it accessible to all students. The national language of special education uses the phrase least restrictive environment to describe the setting in which education is to take place. This phrase is often interpreted as a social reference, meaning the environment with which they have the most interaction with non-disabled peers. The idea of inclusive environmental education challenges the previous definition in preference for one that includes the setting with which students will be exposed to the most information and will have the most opportunities to interact and think critically about the subject content. Not restricting students to an indoor classroom, a textbook, or to a wheelchair, but allowing them to experience the world in their own way. The benefits to students with disabilities of being in an environmental education program are incredibly vast. Students who are labeled as disabled, exceptional, or slow often develop negative associations with school. This may result from being alienated from their peers or out of a negative image of the school authority. Studies have shown that students with disabilities are at greater risk than other students for dropping out before completing high school(Bender, 1985). Being in an informal education

Running head: Inclusion Needs Assessment for McCall Outdoor Science School setting is often beneficial in helping students break the negative association by removing students from that hindrance and allowing them to learn. Research suggests that outdoor education experiences can

foster positive attitudes toward school and school personnel, increasing the chance that students will stay motivated and committed to their education(Shaw, 1975). Stewardship is a common goal in many environmental education programs. Researchers and theorists who study the psychological aspects of nature suggest that a close relationship exists between understanding and caring for ones natural environment and understanding and caring for oneself and others. As many children with special needs experience low self concept, poor social skills, and learned helplessness, fostering an attitude of stewardship toward the environment may be one way of helping them develop these skills(Wilson, 1994). Specific affective areas enhanced by outdoor education experiences include self-concept, internal locus of control, peer socialization, teacher-student relationships, and attitude toward school(Long, 1986). This ties in directly with the holistic approach of special education. Students goals as described by their Individualized Education Plans usually include social, emotional, and functional goals as well as academic goals. This philosophy of holistic education is shared with the environmental education world. Both aim to encourage growth in students in ways other than just academic. Discrepancies between schools and Environmental Education centers about disability There appears to be a large discrepancy between the disability community and Environmental Education centers regarding the role of disability in informal education. In a study conducted in the UK, Schools and Environmental Education centers were interviewed concerning the lack of representation of disability in Environmental Education programs. The results showed that the Environmental Education centers largely identified physical access and safety as the main barrier to participation in their programs by people with disabilities. The teachers of students with disabilities had very different responses to this question, identifying limited resources including funding, time, and staff as the main barrier to including

Running head: Inclusion Needs Assessment for McCall Outdoor Science School their students in programs at the selected environmental education centers. Another question which

reflected the different perspectives between the two organizations was how the funds should be allocated to make these programs more accessible. The majority of the voices heard from the Environmental Education sector listed better physical accommodations as the greatest need, Special Educators listed staff training and curriculum design at the center as the greatest need. Within these two perspectives there exists two very different models for the role of education in the lives of individuals with disabilities. The results coming from the Environmental Education sector seemed to focus on the physical constraints of disability, with the assumption that physical inclusion means full inclusion. The special educators seemed to focus more on the social and cognitive inclusion of their students rather than the physical(Benzon, 2010). Understanding the different perceptions of disability in an informal education setting may lend insight into how these two viewpoints can better accommodate different populations. Addressing the challenges faced by Environmental Education Environmental Education combines elements from outdoor education programs and curriculum from science programs to create a unified approach to learning about ones environment and ones self. As such, Environmental Educators must meet the challenges of both informal outdoor education and traditional science curriculum, both of which have historically been somewhat inaccessible for individuals with disabilities. Each of these faces their own set of challenges, and it is important to include both when considering how Environmental Education can be more inclusive. Physical/Environmental Barriers to Access: Physical disabilities are increasingly participating in outdoor education programs and because of legislation such as ADA, many facilities are already accessible to wheelchairs and other physical differences. Programs and centers which facilitate adaptive sports are building the confidence and changing the previously held notion concerning disability in sport. These programs often have adaptive sporting equipment, which is highly specialized and allows individuals access to places and experiences

Running head: Inclusion Needs Assessment for McCall Outdoor Science School

they may not have had in years past. For centers that do not have such equipment, there are many ways to increase access to different physicalities. One popular activity some programs have taken up is wheel chair hikes. These hikes require certain trails which must be carefully chosen, and need to be maintained regularly in order to promote access(https://www.caee.org/sites/default/files/Wheelchair%20Hiking
%20presentation.pdf).

Many centers have found canoeing, kayaking, and rock climbing to be some of the

favorite activities of their participants with physical disabilities. Learning and Cognitive Difficulties faced by students The highest represented disability populations attending Environmental Education centers are learning and attention disorders. This is probably due to the fact that most of these students are already in an inclusion setting at their school and because these are the hidden disabilities that are easy to overlook. Although these students may be present alongside their peers in the classroom and on field trips, they are still highly underrepresented in science careers and often struggle in science subjects in school. Changing the way we teach science is a possible solution to this problem. Research has shown that when students are taught science in a hands-on engaging manner, it is a preferred subject area(Bennington, 2004). One problem that many students with disabilities face is the challenge of transferring the content learned in a classroom to the context of the real world. This challenge is faced by students of a wide range of disabilities, from intellectual disabilities to mild learning disabilities. The constraints of the classroom force teachers to use models or descriptions as a substitution for observing a real example. The benefit of Environmental Education programs is that the structure of the curriculum is built around what is observable in the surrounding environment, removing the element of confusion that often hinders learning in a classroom. Incorporating elements that are interactive and measurable will also increase student motivation and participation in the learning process.

Running head: Inclusion Needs Assessment for McCall Outdoor Science School For Environmental Educators, it is important when teaching these students that they feel emotionally safe and are given the freedom to pursue inquiry investigations without unnecessary teacher

evaluation or assessment through the inquiry process(Maroney et al. 2003). In addition to empowering the learner, researchers identified four best practices to use when implementing informal science education. These include: using alternative assessment strategies, incorporating objects and specimens for up-close observation, planning for durable equipment and manipulatives, getting out of the classroom, and preparing for individual accommodations(Melber 2008). These practices address not only learning needs of all students, but also issues of motivation which are often overlooked by teachers. Providing students with opportunities to use their natural curiosity and intrinsic motivation will further support the inquiry process. Another technique found to be useful with these students are skill inventories which the teacher uses to assess each students knowledge and skill set ahead of time, giving them insight into the preparedness of the student to complete the activity and also the accommodations needed to give the student the same opportunity as others(Maroney et al. 2003).

Sensory/Social Differences The psychological and social benefits of Environmental Education, Wilderness Adventure, and Outdoor programs are far reaching. These programs build confidence and self esteem for students who may not build these traits in a normal school setting. When these programs serve people with disabilities through inclusive programming, they reinforce concepts of normalization, peer acceptance, peer social interactions, and cooperative goal attainment(McAvoy 1989). For students who have emotional or behavioral disorders, these types of experiences are important for their growth and for their self concept.

Running head: Inclusion Needs Assessment for McCall Outdoor Science School 3. Methodology

Information regarding the status of inclusion at McCall Outdoor Science School will be gathered through electronic surveys and interviews. Qualitative data will be acquired though feedback from teachers and staff who have attended MOSS with their respective school. School staff will be asked to fill out an online survey regarding their experience at MOSS, giving specific details regarding the experience of those students with disabilities. Following the survey, a smaller group will be asked to complete a formal interview. In addition to the teachers and staff, the field instructors at MOSS will also be interviewed regarding their experience with disabilities and opinions of inclusion at MOSS. The survey questions will be prepared by the student investigator and reviewed by the faculty sponsor. The questions will then be sent to the staff at MOSS and the final draft will be evaluated by outside special education teachers. Factors to be considered: the wording of the questions, length of the survey, and any other details that may influence the results of the survey. The surveys will be sent out to schools beginning in May and data collected until the end of the summer. Interviews will be conducted beginning in May and ending in July. The data will be collected and analyzed during the months of August and September. May Surveys Field Instructor Interviews School Interviews Analyzing Data June July August September

Running head: Inclusion Needs Assessment for McCall Outdoor Science School

4. Project Deliverables/Expected Results Following the collection of data, the results will be analyzed and compiled as part of a comprehensive Needs Assessment. The resulting paper will include a recommendations as well as a recommended plan of action for the school. 5. Requirements and Assumptions The resources that will be necessary to complete the data collection component of the survey are contact information for participants, an electronic survey on Survey Monkey, Tape recorder to record interviews, and a secure computer to store all of the data. This project assumes cooperation of school staff and teachers who have attended MOSS in the past year. The results of the study are reliant upon feedback from recent participants. 8. Milestones

Activity
Submit human subject (IRB) form Distribute surveys to schools Distribute second set of surveys to schools Conduct field instructor interviews Conduct teacher and staff interviews

Target Date
April 15, 2013

May 15, 2013 June 15, 2013

May 15, 2013

June 20, 2013

Running head: Inclusion Needs Assessment for McCall Outdoor Science School

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Running head: Inclusion Needs Assessment for McCall Outdoor Science School

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Benzon, N., (2010). Moving on from ramps? The utility of the social model of disability for facilitating experiences of nature for disabled children. Disability and Society, 25(5) 617-626. Bialeschki, D., (1981). Environmental Education Needs of Special Populations. Journal of Environmental Education, 13(1) 39-44. Knight V,. Spooner F., Browder D., Smith B., Wood C. (2013). Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students with Autism Spectrum Disorders and Intellectual Disability. Focus on Autism and Other Developmental Disabilities. 20(10), 1-12. Liddicoat, K., Rogers, J., Anderson, L., (2006). Inclusion at Residential Outdoor Environmental Education Centers: A Survey of Current Practices. Research in Outdoor Education, 8, 119-127. Maroney, S., Finson, K., Beaver, J., Jensen, M., (2003). Preparing for Successful Inquiry in Inclusive Science Classrooms. Teaching Exceptional Children, 36(1). 18-25. McAvory, L., Schatz, E., Stutz, M., Schleien, S., & Lais, G. (1989). Integrated wilderness adventure: Effects on personal and lifestyle traits of persons with and without disabilities. Therapeutic Recreation Journal, 23(3), 50-64. Melber, L., Brown, K., (2008). Not like a regular science class: Informal Science Education for Students with Disabilities. The Clearinghouse, 35-39. Rapp, W. (2005). Inquiry-Based Environments for the Inclusion of Students with Exceptional Learning Needs. Remedial and Special Education, 26(5) 297-310. Supalo C., Mallouk T., Rankel L., Amorosi C., Graybill C., (2008). Low-Cost Laboratory Adaptations for Precollege Students Who Are Blind or Visually Impaired. Journal of Chemical Education, 85(2), 243247.

Running head: Inclusion Needs Assessment for McCall Outdoor Science School
Colorado Alliance for Environmental Education , https://www.caee.org/sites/default/files/Wheelchair%20Hiking %20presentation.pdf

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