Inclusion through Access to Outdoor Education: Learning in Motion (LIM)

Autor/in	Brodin, Jane
Titel	Inclusion through Access to Outdoor Education: Learning in Motion (LIM)
Quelle	In: Journal of Adventure Education and Outdoor Learning, 9 (2009) 2, S.99-113 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1472-9679
Schlagwörter	Municipalities; Outdoor Education; Mental Retardation; Mental Disorders; Sensitivity Training; Adolescents; Motion; Program Descriptions; Foreign Countries; Access to Education; Children; Adults; Interviews; Questionnaires; Finland; Germany; Greece; Latvia; Sweden + Suchen Sie Ihr Suchwort? Magistrat; Freiluftunterricht; Geistige Behinderung; Mental illness; Geisteskrankheit; Sensitivitätstraining; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bewegungsablauf; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Child; Kind; Kinder; Interviewing; Interviewtechnik; Fragebogen; Finnland; Deutschland; Griechenland; Lettland; Schweden
Abstract	Learning in Motion (LIM) was a European project involving seven partners in five countries: Sweden, Finland, Latvia, Germany and Greece. The project focused on inclusion and access to outdoor education and was financed by the European Commission within the framework of the Socrates-Grundtvig Programme. The aim of the project was to explore if and how outdoor education can be used for physical and sensitivity training of children, adolescents and adults with intellectual disabilities and to develop, examine and disseminate ideas on this topic. There is a shortage in the literature of outdoor education for persons with intellectual disabilities. Our starting point is that persons with disabilities have the same rights to education as other citizens, and participation and equal opportunities are the keywords for all. The team members from the five participating countries used different methods to collect data. The Swedish data collection included both typical and atypical children and adolescents and adults with intellectual disabilities and was based on literature reviews, interviews with some of the participants and on questionnaires answered by 163 administrators responsible for disability issues in the municipalities. The other partners focused exclusively on activities with adults with intellectual disabilities, except for the Greek contingent, who worked with adults with mental illness. This paper is mainly based on the Swedish studies. The result showed that inclusion is still a faraway concept, especially for many adults with intellectual disabilities. The results also showed that the municipalities were interested in increasing outdoor education for the target group but the main obstacles were a lack of educated staff and the present financial climate. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10