米国における障害者を対象とした野外教育 : 米国の障害者政策と障害者教育の変遷との関連

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  • ベイコク ニ オケル ショウガイシャ オ タイショウ ト シタ ヤガイ キョウイク : ベイコク ノ ショウガイシャ セイサク ト ショウガイシャ キョウイク ノ ヘンセン トノ カンレン
  • Beikoku ni okeru shogaisha o taisho to shita yagai kyoiku : Beikoku no shogaisha seisaku to shogaisha kyoiku no hensen tono kanren
  • Outdoor education for people with disabilities in United States : administrative policies and legislation for people with disabilities and special education perspectives

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The purpose of this paper is to review the history of administrative policies and legislation, as it pertains to special education and the outdoor education programs for people with disabilities in United States. It discusses how federal legislation, such as The Americans with Disabilities Act (ADA) and Individuals with Disabilities Education Act (IDEA) might influence outdoor education practice. The ADA provides basic civil rights protection for individuals with disabilities. It guarantees equal opportunity for individuals with disabilities in public accommodations, employment, transportation, state and local government services, and telecommunications. IDEA is designed to protect the rights of students with disabilities by ensuring that every student receives a free, appropriate public education, regardless of ability. Furthermore, IDEA strives not only to grant students with disabilities equal access, but also to provide additional special education services and procedural safeguards. This legislation mandates that all outdoor education providers make the same programs, facilities, and transportation available to individuals regardless of whether they are with or without disabilities. The ideology of inclusion results in increased opportunities for people with disabilities to attend regular outdoor education programs. In contrast, the importance of segregated outdoor education programming as a therapeutic tool for their character development should be addressed.

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