Perceptions of universally designed adventure education in high school physical education
Abstract
The purpose of this study was to investigate the effects of a universally designed
adventure education (UDAE) program on students of varying ability levels. Five data
collection techniques were employed to gain a rich understanding of the long term
benefits of students with disabilities (SWD) and their nondisabled peers participating in a
high school UDAE program. Data collection included semi-structured formal interviews,
informal follow up interviews, observations, document analysis, and narrative
descriptions. Participants included alumni of a UDAE program, parents of SWD in the
program, and faculty members of a school district who initiated or supported the
program. Themes developed included Generalization of Teachable Moments; Sense of
Community; and Changing Life Perspectives. Findings depicted long-term engagement
involving physical activity, special education, adapted physical education, and adventure
education/outdoor pursuits amongst multiple populations. In conclusion, participation in
UDAE programming during high school physical education can enhance positive feelings
between individuals of varying populations that transition into life after graduation.
Subject
Physical education and training
High schools