Perceptions of Universally Designed Adventure Education in High School Physical Education

Adventure education (AE) is a student-centered curricular model built upon acceptance where various types of learners can experience challenge, success, emotional growth, and peer interaction. Most studies focus exclusively on the perspectives of the instructors, whereas this study includes parental perspectives of children with disabilities and peer mentors. This research investigated a regionally well-known high school inclusive AE program to better understand how participants conceptualized its impact on their lives. A case study design was used. Data collection included semistructured formal interviews, informal interviews, observations, document analysis, and narrative descriptions. Participants were alumni of an AE program, parents of students with disabilities who engaged in the program, and faculty members of a school district who initiated the program. Emerging themes were generalization of teachable moments, sense of community, and changing life perspectives. Findings depicted long-term engagement involving physical activity, adapted physical education, and adventure education among multiple populations of individuals. Participation in universally designed adventure education programming during high school physical education can enhance positive feelings among individuals of varying populations that transition into life after graduation. Given the nature of the model, AE may be optimal for fostering peer interaction and lasting friendships among students with and without disabilities.