Integrating Persons with Impairments and Disabilities into Standard Outdoor Adventure Education Programs

Dillenschneider, Cindy

doi:10.1177/105382590703000106

Cited by 6 publications

(2 citation statements)

References 2 publications

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“…In turn, these considerations minimise facilitator assumptions regarding participant needs and abilities, ultimately creating a more equitable experience. Furthermore, facilitators should ideally be representative of the diverse range of identities that may be present in the participant group, creating equity by acting as role models for people from diverse age, gender, or ability identities 51,54 . The promotion of belonging for all will also be encouraged by having equipment that will cater to all body types and abilities, as well as staff who are appropriately trained to avoid drawing unnecessary attention to the user of the equipment 51 .…”

Section: Discussionmentioning

confidence: 99%

e‐Delphiin the outdoors: Stakeholder contributions to the development of a wellbeing‐focused outdoor adventure education intervention program

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Picknoll

Hoyne

et al. 2023

Health Prom J of Aust

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Issue AddressedOutdoor adventure education (OAE) (programs involving outdoor activities such as rock climbing or white‐water canoeing) that participants perceive as risky, conducted in a social support setting, can be utilised by practitioners to elicit changes in educational and psychosocial outcomes to support participant adolescent wellbeing.MethodsThis study garnered the opinions of an expert OAE panel on the content of future programs aiming to impact adolescent wellbeing. The panel consisted of local (Western Australia, n = 7), national (Australia, n = 4), and international (Canada, Germany, New Zealand, United Kingdom, United States, n = 7) experts. A two‐round, mixed‐methods Delphi approach was employed. Extensive formative work led to the development of a series of open‐ended questions requiring qualitative responses for round one. Panellists were also asked to respond to 17 statements using Likert scales in the second round.ResultsAfter analysis, a consensus was reached for all statements, with five statements having high consensus and being considered important by panellists.ConclusionsThe statement ‘Equity for all participants requires flexible delivery and facilitation’ had the highest level of agreement amongst panellists. Connections, authentic experiences, and equitable experiences developed as key themes.So What?Future OAE interventions focused on wellbeing impact could use the findings of this research as a basis for program design.

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Section: Discussionmentioning

confidence: 99%

e‐Delphiin the outdoors: Stakeholder contributions to the development of a wellbeing‐focused outdoor adventure education intervention program

Down

Picknoll

Hoyne

et al. 2023

Health Prom J of Aust

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“…When planning ABGW activities, programs need to be able to adapt programming to Christine L. Norton and Anita R. Tucker become more inclusive of people with disabilities. Fortunately, more programs are developing to meet the special needs of this population, as well as people with chronic illnesses, (Dillenschneider, 2007;McAvoy, Smith, & Rynders, 2006) Because ABGW programs usually take place in an outdoor setting and introduce novel and unfamiliar experiences, a high level of disequilibrium is created that may disempower clients to rely too heavily on group leaders for safety and guidance. Mitten (1994) warns that this may be especially disempowering for women by placing them in an oppressive and overly dependent role in which they relinquish some of their personal power over to the group leader as a way of maintaining their own survival.…”

Section: Ethical and Cultural Considerations Of Abgwmentioning

confidence: 99%

New Heights

Norton,

Tucker

2012

GPWK

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Training in groupwork in social work education is a critical aspect of promoting the continued use of groupwork in social work practice. Groupwork courses in social work education should integrate theory and practice; emphasize the processes that make groups effective; and train group leaders by providing experiential learning opportunities for how to lead groups. Likewise, groupwork in social work education should keep up with practice trends in the field of social work. According to Tucker and Norton’s (2009) research, current trends in social work practice with groups in the United States include the use of adventure-based practices with clients to effect positive change. Research also shows the increased use of adventure-based practices in the U.K. and other parts of the world. This practice trend is not new; however, Tucker and Norton found that very few social workers in the United States ever receive hands-on training in challenge and adventure activities while they are in school. The lack of experiential training in challenge and adventure activities in groupwork may lead to professional incompetence and poor programming, or the absence of challenge and adventure programming in social work practice with groups altogether. This study addressed the issue of groupwork training in social work education by providing social work students with an opportunity to participate in adventure-based groupwork. Pre- and post- survey research measured the impact of adventure-based groupwork on student’s self-concept and perception of competence in major life skills, group cohesion, and level of knowledge regarding application of challenge and adventure activities with social work clients. Data analysis revealed statistically significant improvements in all areas.

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Cripping environmental education: rethinking disability, nature, and interdependent futures

Schmidt

2022

Aust. J. environ. educ.

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In this article, I call for a cripping of environmental education as a necessary move in shifting away from the field’s current conceptions of disability as defect and deficiency, and towards disrupting the structures and processes that operate as normalizing technologies within ableism/sanism. Through an examination of the ways that the field of environmental education has/has not engaged critical disability politics, I illuminate how disability is not often included within environmental education literature. When it is, it is often through the use of disability as metaphor or through recommendations for best practices in accommodating disabilities. More often though within environmental education, disability has operated as a hidden curriculum, underpinning much of the field’s curricular, pedagogical, and even philosophical foundations. Through a cripping of the field these compulsory able-bodied/able-minded assumptions are made apparent. I suggest that by centering crip bodies and minds through cripistemologies, we might enable new ways of knowing, being in, connecting to, and understanding the natural world.

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Integrating Persons with Impairments and Disabilities into Standard Outdoor Adventure Education Programs

Cited by 6 publications

References 2 publications

e‐Delphiin the outdoors: Stakeholder contributions to the development of a wellbeing‐focused outdoor adventure education intervention program

e‐Delphiin the outdoors: Stakeholder contributions to the development of a wellbeing‐focused outdoor adventure education intervention program

New Heights

Cripping environmental education: rethinking disability, nature, and interdependent futures

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