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A 2-year study of 18 schools across Oregon was conducted to provide descriptive information about the effects of supported education on students with and without Individualized Education Plans (IEPs). Regular classroom teachers and their supporting special education staff volunteered to teach and score performance tasks in their supported education classes. A total of 103 regular and special education teachers were involved and the study collected portfolios with student performance information for 275 students with IEPs and 296 students without IEPs. Results of the study found: (1) the students with IEPs scored higher on performance assessment tasks than on transitional standardized assessments; (2) in several content areas, performance scores of high school students with IEPs were significantly higher than elementary school students with IEPs, while the performance scores of students without IEPs remained constant; (3) the students with IEPs scored lower than students without IEPs on performance tasks; and (4) performances tasks were an effective method for increasing collaboration between special education and regular education and for providing needed feedback to students with special needs about their performance in the regular class. Recommendations are provided for using performance assessment tasks in supported education classrooms. (CR)

A study conducted a nationwide evaluation of 15 residential camp programs designed for children, youth, and young adults with mild to severe disabilities. The study involved 2,184 campers (ages 7-19) with disabilities and was undertaken to further validate evaluation instrumentation, evaluate residential camp programs for children with disabilities in major regions of the country, and implement a dissemination plan to communicate project results nationwide. Results from the study indicate that campers made notable achievements in effective and recreational/living skills as judged by impartial observers, their counselors, and their parents. Nationwide, campers of varying ages, disabilities, and ability levels demonstrated high levels of enjoyment and participation in most program activities, and were affected positively by the camp experience. Campers with more severe disabilities were able to perform recreation skills at relatively high levels of independence. Campers also made positive gains in the camp setting in various areas of personal development that were carried over to the home and community setting, including communication, independence, and self-esteem. Lastly, the combined results of all measures revealed that increased independence was the predominant outcome for the campers. Implications of the findings are discussed, including the benefits of organized residential camping. (Contains 47 references.) (CR)

Over a 3-year period, the National Inclusive Camp Practices (NICP) project examined camp practices and youth outcomes at 14 resident camps and outdoor schools that fully integrate youth with disabilities into their programs. These outdoor programs were predominantly 1 week long. Data on camp practices and on 742 participating youth with and without disabilities, aged 6-19, were collected through counselor and parent surveys and videotaped observations. Five validated measures of inclusive practices, outdoor skills, social interaction, and individual characteristics generated quantitative data. Across all study sites, the five highest-ranked types of support provided to youth with disabilities were encouragement/motivational support, modeling, allowing extra time, arranging for peer assistance, and providing physical assistance. Encouragement and modeling were also commonly used with youth without disabilities. Both groups of youth were found to grow in their outdoor skills and social development while attending the programs. Changes in social interaction patterns were the same for both groups, suggesting successful integration. Parent responses indicated that both groups of youth grew significantly in the areas of self-reliance and communication, and youth with disabilities also showed improved self-esteem. The results confirm long-standing beliefs that inclusion provides personal and social benefits to all participants, both with and without disabilities. (Contains 41 references) (SV)

The National Inclusive Camp Practices (NICP) project was a national study of inclusive outdoor programs that examined outcomes for youth with and without disabilities. This paper reports qualitative findings that were gathered using case study methodology across 14 inclusive programs: 12 resident camp programs and 2 outdoor schools. At each site, six case study subjects were selected: three youth with disabilities and three youth without disabilities, matched by gender, age, and cabin. The subjects ranged in age from 6 to 19; 60 percent were male. Counselor and parent interviews for each subject examined growth in social interaction, communication, responsibility, self-reliance, self-esteem, recreational participation, skill achievement, self help, and respect for others. For youth with disabilities, 87 percent of their counselors and 80 percent of their parents reported positive growth in one or more areas of development. Youth without disabilities also experienced growth, with 84 percent of counselors and 65 percent of parents reporting growth in at least one area. Counselors most often described growth in both groups of children in the areas of social interaction and communication, while parents of both groups most often described growth in self-esteem and self-reliance. Children without disabilities also developed greater understanding and respect for others. (SV)

The report presents information on the Autistic Integration Model (AIM), an approach designed to promote maximum community acceptance of severely autistic adolescents in a public high school setting through community integration and student skill building. The first thrust of AIM was to help each student develop functional skills within specific community target sites, to decrease maladaptive behaviors that interfered with community acceptance, and to increase adaptive behavior skills. The second major project activity was the community integration component which included a high school teacher assistant program and supervised field placements in the extended community. High school students were trained to work with and record behavior of autistic Ss. A summary of project accomplishments provides details of activities for each of six objectives (development of the integration curriculum, the high school training program, and the transition assessment instrument; community involvement; dissemination and replication; and project continuation). Extensive appendixes include the table of contents for the high school training manual and a flow chart for vocational training of severely handicapped adolescents. (CL)