ERIC ED406145: Unlimited Classrooms: A Resource Guide for Inclusive Environmental Education.

128 Pages·1996·2.6 MB·English

by  ERIC

DOCUMENT RESUME
SE 059 777
ED 406 145
Ricker, Karen T.; And Others
AUTHOR
Unlimited Classrooms: A Resource Guide for Inclusive
TITLE
Environmental Education.
Recreation Unlimited, Ashley, OH. National Challenge
INSTITUTION
Center for People with Disabilities.
Ohio State Environmental Protection Agency,
SPONS AGENCY
Columbus.
PUB DATE
96
NOTE
128p.
Recreation Unlimited, 7700 Piper Road, Ashley, OH
AVAILABLE FROM
43003-9741.
Teaching Guides (For
Classroom Use
PUB TYPE
Guides
Non-Classroom Use (055)
Guides
Teacher)
(052)
MF01/PC06 Plus Postage.
EDRS PRICE
*Disabilities; Educational Resources; Elementary
DESCRIPTORS
Secondary Education; *Environmental Education;
*Inclusive Schools; Learning Activities;
Mainstreaming; Special Education
ABSTRACT
The purpose of this guide (intended for use by
special education teachers, regular education teachers, environmental
educators, park naturalists, therapeutic recreation specialists, and
anyone else interested in learning how to make environmental
education accessible to all students regardless of their ability
level) is to show educators how they can use already existing
environmental education materials with students who have physical,
developmental, and behavioral disabilities. Section 1 provides an
overview and offers a philosophy of environmental education for all
students that includes those with disabilities. Information on
inclusion and appropriate communication is also reviewed. Section 2
focuses on adapting environmental education activities for inclusive
groups and the factors to consider when modifying activities. Section
3 contains activities and their adaptations developed by teachers.
Section 4 discusses getting involved in community service projects
while section 5 discusses lessons learned by using this resource
guide. The appendix contains an annotated bibliography divided into
(1) Environmental Education-General
the following categories:
(2) Environmental Education-Community
Activity Guides and Curricula;
(3) Environmental Education for Students with
and Action Projects;
Disabilities; (4) Outdoor Education/Camping/Adventure Programs for
(5) Science for Students with Disabilities;
People with Disabilities;
(7) Inclusion-General
(6) Inclusion-Environmental/Outdoor Education;
(8) Disability Resources; and (9) Resource List for
Resources;
Recreation, Integration and Advocacy. (JRH)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
*.
from the original document.
***********************************************************************
Unlimited
Classrooms
°i;
A Resource Guide for Inclusive
Environmental Education
PERMISSION TO REPRODUCE AND
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and improvement
DISSEMINATE THIS MATERIAL
EDUCATIONAL RESOURCES INFORMATION
H SB N GRANTED BY
CENTER (ERIC)
This document has been reproduced
as
fared from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
TO THE EDUCATIONAL RESOURCES
Points of view or opinions stated in this
INFORMATION CENTER (ERIC)
document do not necessarily represent
official OERI position or policy.
Karen T. Ricker, Gina J. Freeman, Ph.D., and R.
David Hoy
Recreation UnlimitedNational Challenge Center for People
with Disabilities
BEST COPY AVAILABLE
Unlimited Classrooms
A Resource Guide for Inclusive
Environmental Education
Karen T. Ricker, Gina J. Freeman, Ph.D., and R. David Hoy
RIIREATTN
UNLIMITED
NATIONAL CHALLENGE CENTER
FOR PEOPLE WITH DISABILITIES
Recreation Unlimited
National Challenge
Center for People with Disabilities
This project was made possible, in part, through a grant from the
Ohio Environmental Education Fund, a program of the Ohio
0,10
Egvazan-AL
Environmental Protection Agency.
Earoon) RR)
"If this is not a place
my spirit can take wing,
where do I go to fly?"
Ken Medema
Recreation Unlimited participant
Published by
Recreation UnlimitedNational Challenge Center for People with Disabilities
7700 Piper Road
Ashley, OH 43003-9741
Copyright © 1996. All rights reserved.
Educators are encouraged to photocopy materials in this book for non-commercial educational purposes only.
Permission to reprint parts of this resource guide in other publications must be obtained from Recreation Unlim-
ited. For more information, please contact Recreation Unlimited, 7700 Piper Road, Ashley, OH 43003-9741;
telephone: [phone]; fax: [phone]; TDD: 614-747-3139.
We are interested in your comments about this publication, particularly any comments about how you used the
suggestions in this book to adapt activities. Please send your comments or suggestions to Recreation Unlimited.
The cover and text pages are printed on recycled paper with soy ink.
amb
Acknowledgments
Introduction
vii
Who Should Use This Book
Purpose of the Resource Guide
What's Contained in These Pages
Section 1: An Overview
1
Development of This Resource Guide
Philosophy of Environmental Education for Students Regardless of Their Abilities
or Disabilities
Principles of Inclusion
Recent Movement Toward Equality for People With Disabilities
Appropriate Communication
Handicap or Disability?
Appropriate Terminology
Recreation Unlimited and the Residential Outdoor Education Experience
Ten Commandments for Communicating With Persons With Disabilities
Section 2: Adapting Environmental Education Activities for Students with Disabilities
9
General Guidelines
Adapting Activities for Inclusive Settings
Factors to Consider When Adapting Activities
Field-tested Suggestions for Adapting Activities for Inclusive Groups
Project Ohio Outdoor Access: Design, Activities, and Participants
Information About Project Learning Tree, Project WET, and Project WILD
Section 3: The Classes and the Activities
19
How to Use This Section
20
Elementary School Level
21
Teacher and Class Descriptions
Why These Activities Were Selected
Looking At Leaves (Original Activity)
Looking At Leaves Adaptation
Cold Cash in the Ice Box (Original Activity)
Cold Cash in the Ice Box Adaptation
What's Wild (Original Activity)
What's Wild Adaptation
Other Considerations
Middle School Level
44
Teacher and Class Descriptions
Why These Activities Were Selected
Pass the Plants, Please (Original Activity)
Pass the Plants, Please Adaptation
A-maze-ing Water (Original Activity)
A-maze-ing Water Adaptation
The Thicket Game (Original Activity)
The Thicket Game Adaptation
Other Considerations
5
Unlimited Classrooms: A Resource Guide for Inclusive Environmental Education
iii
68
High School Level
Teacher and Class Descriptions
Why These Activities Were Selected
Dynamic Duos (Original Activity)
Dynamic Duos Adaptation
Raining Cats and Dogs (Original Activity)
Raining Cats and Dogs Adaptation
Wildwork (Original Activity)
Wildwork Adaptation
Other Considerations
95
Section 4: Into the Community
Why Get Involved in Community Service Projects?
Project Descriptions:
A gardening project with middle school students who have developmental disabilities
Middle school students with multiple disabilities share environmental activities with senior citizens
A gardening project with elementary school students who have multiple disabilities
101
Section 5: Conclusion
103
Appendices
Appendix A: Glossary
Appendix B: Annotated Bibliography
6
Unlimited Classrooms: A Resource Guide for Inclusive Environmental Education
Iv
Acknowledgments
A dedicated group of people participated in Project
Danielle Whitcomb, Teacher
Ohio Outdoor Access, an environmental education
Patti Ranelli, Teaching Assistant
Park Street Middle School
program for K-12 students with disabilities. Their
Grove City, Ohio
participation led to the development and publication
of Unlimited Classrooms: A Resource Guide for
In addition, the following people deserve a heart-
Inclusive Environmental Education.
felt "thank you" for serving on the project steering
We want to thank the following central Ohio teach-
committee and reviewing sections of this resource
ers and their students who field-tested the activities
guide during its development. Their support through-
in this book during the 1995-1996 school year. The
out the project was invaluable.
teachers also served as reviewers during the develop-
ment of this resource guide.
Diane Cantrell, Project WET Coordinator
Ohio Department of Natural Resources
Dora d'Amato, Teacher
Division of Soil and Water Conservation
Olentangy High School
Columbus, Ohio
Lewis Center, Ohio
Phil King, Project WILD
Dave Fitzgerald, Teacher
Ohio Department of Natural Resources
Marsha Matheney, Teaching Assistant
Division of Wildlife
East Muskingum Middle School
Columbus, Ohio
New Concord, Ohio
Michele Raker-Morris, Teacher
Kathy Gordon, Teacher
Willis Middle School
Val Ferretti, Teaching Assistant
Delaware, Ohio
Sandy Walton, Teaching Assistant
Whittier Elementary School
Jeanne Russell, Project WET
Westerville, Ohio
Ohio Department of Natural Resources
Division of Soil and Water Conservation
Natalie Hetrick, Teacher
Columbus, Ohio
Whittier Elementary School
Westerville, Ohio
Paul Schiff, Project WILD Coordinator
Ohio Department of Natural Resources
Rita Hinz, Teacher
Division of Wildlife
Beechcroft High School
Columbus, Ohio
Columbus, Ohio
Bill Schultz, Project Learning Tree Coordinator
Michele Raker-Morris, Teacher
Ohio Department of Natural Resources
Toni Keckstein, Teaching Assistant
Division of Forestry
Willis Middle School
Columbus, Ohio
Delaware, Ohio
Beth Stombaugh, Teacher
Irene Stephens, Teacher
Georgian Heights Alternative Elementary School
Beechcroft High School
Columbus, Ohio
Columbus, Ohio
Sue Wintering, Project Learning Tree
Beth Stombaugh, Teacher
Ohio Department of Natural Resources
Georgian Heights Alternative Elementary School
Division of Forestry
Columbus, Ohio
Columbus, Ohio
Rita Treese, Teacher
Olentangy High School
Lewis Center, Ohio
7
Unlimited Classrooms: A Resource Guide for Inclusive Environmental Education
We also want to thank the following people who
Last, but not least, we want to thank the following
participated in the Environmental Education for Stu- people who also reviewed and gave advice about the
draft version of this resource guide before its final
dents with Disabilities Workshop held at Recreation
Unlimited on October 18, 1996. During the workshop,
publication.
the participants field-tested a draft version of this re-
source guide and also had the opportunity to serve as
Dick Barnard, Camp Wakonda
reviewers. Their comments and suggestions helped
Michelle R. Boyer, Girl Scouts Lake Erie Council
to improve the quality of this resource guide.
Anne Brienza, YMCA Willson Outdoor Center
Phoebe Atkinson, Ohio State University
Kim Brosnan, CYO Camping Programs
Belinda Bankes, Clermont Co. Board of Commissioners
Kathleen Conway, Western Reserve Girl Scout Council
Randy Barnes, Hope School
Verla Custer, Girl Scouts of Lake Erie
Robin Bird, Ohio University
Todd Davis, Ohio FFA Camps
Mary Pat Bourne-Judd, Joy Outdoor Education Center
Tess Flannery, CYO of Summit County
Patty Bratton, Community Action
Mindy Ingalls, Recreation Unlimited
Barbara Burkholder, Dublin Parks and Recreation
A. Todd Lennig, Falcon Camp
Kristine Stephens Colborn, Appleseed Ridge Girl Scout
Scott Leonard, Recreation Unlimited
Council
Chris Mil lett, Recreation Unlimited
Marilyn Berry Du Four, Ottawa Park Nature Center
Carol Moody, Water Resources Center
Cheryl A. Fidler, ECO Discovery!
John Oliver, FFA Camp Muskingum
Michelle Fober, Ohio University
Stephen Ricker, Recreation Unlimited
Courtney Gibson, Ohio University
Rick Rinestine, YMCA of Greater Toledo
Jen Gresham, YMCA Storer Camps
Morgan Rose, Akron YMCA
Michael Hamer, Columbus Recreation and Parks
Kim Shafer, Great Rivers Girl Scout Council
Debbie King, Heritage Trails Girl Scout Council
Karen Seymour, Nature Center at Shaker Lakes
Sunshine Lambert, Ohio University
Stephen Seymour, Nature Center at Shaker Lakes
Carol E. Landis, Ohio State University
Debi Spring, Recreation Unlimited
Mary Mack, Lake Metroparks
Garnett L. Steele, Council for Retarded Citizens
Donna Maruschak, Lake County Extension
Tracy Stewart, YMCA Willson Outdoor Center
Brenda Metcalf, Community Action
Sue Sutherland, Recreation Unlimited
Cammie Mitchell, Ohio University
Carol Teguns, Recreation Unlimited
Mary Beth Moore, Columbus Recreation and Parks
Andrea Tuber, Essex County Schools
Molly Moore, Huber Heights City Schools
Marjorie Ward, Ohio State University
James Munson, Huber Heights City Schools
Chuck Wurth, 4-H Camp Palmer
Barbara Porter-Peckham, Inniswood Metro Gardens
Marsha Zoller, FFA Camp Muskingum
Amy Rothaug, Ohio University
Maureen Schell, ECO Discovery!
Timothy Red Ward, YMCA of Central Ohio
S
vi
Unlimited Classrooms: A Resource Guide for Inclusive Environmental Education
Who Should Use This Book
What's Contained in These
Unlimited Classrooms: A Resource Guide for
Pages
Inclusive Environmental Education is intended to
Although the basic intent of this resource guide is
be used by special education teachers, regular educa-
to show how to adapt environmental education ac-
tion teachers, environmental educators, park natural-
tivities for students with disabilities, information on
ists, therapeutic recreation specialists, and anyone else
disability awareness, inclusion, community projects,
interested in learning how to make environmental edu-
and other resources are also included.
cation accessible to all students regardless of their abil-
Section 1 provides an overview of the resource
ity levels.
guide and offers a philosophy of environmental edu-
As the title of this resource guide suggests, the
cation for all students including those with disabili-
environment where learning can occur is virtually
ties. Information on inclusion and appropriate com-
unlimited. When we discuss the idea of a classroom
munication is also reviewed.
we mean a place where learning and discovery occur.
Section 2 focuses on adapting environmental edu-
This can be any settinga woodlot, a beach, a field,
cation activities for inclusive groups and the factors
a parking lot, a schoolroom. The concept of "class-
to consider when modifying activities. Information
room" is unlimited, as long as the learners are in an
on the project design and participants is also included
environment that nurtures and encourages learning,
in this section.
and where students can be actively involved in their
Section 3 is the heart of the resource guide. Here
learning. Inclusive environmental education means
is where you'll get to know the teachers and their
making environmental education accessible, obtain-
students, and see the processes used by the teachers
able, and feasible for students with developmental,
for adapting the activities during the field-testing.
physical, and behavioral disabilities. It also means
The original activities are reprinted followed by the
giving them the opportunity to participate equally
adaptations. This section also includes a dialogue with
in environmental education activities with their
each teacher group by grade level.
non-disabled peers.
Section 4 discusses getting involved in community
service projects. Three projects conducted by the
Purpose of this Resource Guide
teachers are highlighted.
The main purpose of this resource guide is to show
Section 5 discusses the "lessons" learned by using
educators how they can use already existing environ-
this resource guide.
mental education materials with students who have
Appendix A is a glossary of terms about different
physical, developmental, and behavioral disabilities.
disabilities and issues.
It isn't necessary for educators to re-write their cur-
Appendix B provides an annotated bibliography
riculum to accommodate students with disabilities. In
that is divided into nine categories:
many instances all that is needed are modifications to
Environmental Education: General Activity Guides
the materials or methods used to conduct the activity.
and Curricula
Therefore, this resource guide emphasizes the pro-
Environmental Education: Community and Action
cesses used to adapt and modify environmental edu-
Projects
cation activities for use by inclusive as well as self-
Environmental Education for Students with Dis-
contained special education classes.
abilities
This book is based on a pilot-project that involved
Outdoor Education/Camping/Adventure Programs
nine groups of students and their teachers from school
for People with Disabilities
districts in central Ohio. Students with physical,
Science for Students with Disabilities
developmental, and behavioral disabilities participated
Inclusion: Environmental/Outdoor Education
in the project; one regular education class participated
Inclusion: General Resources
also. The teachers field-tested a set of environmental
Disability Resources
education activities with their classes, and focused on
Resource List for Recreation, Integration and
how they made the activities "work" for their students.
Advocacy
We hope you find their suggestions helpful and that
you can adapt these ideas for your use.
9
Unlimited Classrooms: A Resource Guide for Inclusive Environmental Education
vii
Section 1: An Overview
Development of This Resource Guide
Philosophy of Environmental Education for Students Regardless of Their Abilities or
Disabilities
Principles of Inclusion
Recent Movement Toward Equality for People With Disabilities
Appropriate Communication
Handicap or Disability?
Appropriate Terminology
Recreation Unlimited and the Residential Outdoor Education Experience
Ten Commandments for Communicating With Persons With Disabilities
"The real key is getting
teachers to understand that
...
these kids [with disabilities) are able to participate and
learn."
Irene Stephens, teaches students with
physical disabilities
10
Unlimited Classrooms: A Resource Guide for Inclusive Environmental Education
1